The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1881-10-16

patient and long continued study;
s'sound body" has been developed by
the exercise of evAry one of the four
hundred and forty-six muscles;
neither can be in sound condition
while the other il diseased or unculti-
waited.
THE LAW OF KINDNESS.
6. Kindness is another powerful
ogency in the management of school.
BY this, as exemplifisd in the true
teacher. mean his uniform good will.
earnest sympathy, and hearty gener-
osity, habitually exercised toward his
pupils. There is 40 force on earth 30
potent as love. When it has POSSES
sion of the human heart it is all per-
vading and overpowering, and espe-
cislly if brought to bear upon Gym
pathetic childhood and youth.
THE TEACHER MUST RULE BY KINDNESS
That teacher alone who loves his
pupi g has power to gain their love
and confidence, which should be his
chief reliance in school management
An effectioAte pupil will con6de in
our judgement, respect our authority,
and fear our displeasure. live show
him by our personal attention and
kindne ,s that We are bis true friends
and that all our efforts are d signed
to secure his best good, and make
him believe it. We hold him as by tbs
power of enchantment; We have no
further need Of physical force as ap-
piled to him. He is held under an
other and higher law, which inouces
him to crafty our wishes and seek the
best good of the school. We, as
teachers, occupy for the time being
the place OF the parent, and we
SHOULD, as far as pessible, cherish the
affection and manifest the interest
and zeal OF the true mother. who
spends Der life in loving and telling for
her children. But this kindness,
which is an essential element in every
true system of government, is not,
aad cannot be, q substitute for al
thority or an obstacle to severity
wien the good of the individusl or
the school demands it. The teacher
must cherish an abiding love for his
pupils, and that love is never more
truly exercised than in infIeliug ne
ceSsary pain in the management of
public afiairs. OF the teachers heart
SDakspere could not say, ut is too
full of the muk of human kindness"
if only be has enough of authority,
Ermness, and executive will. With =
out these, even love, ss an element OF
school discipline, is sometimes
powerless.
TEACHERS MUST FAVE POWER TO PUN
IsH,
z. This brings me to consider the
discipline 81 punishment i have
spoken OF the power of system, law,
and kindness, in their silent bat
effective influence upon individuals
and the school. | have spoken OF the
means and methods ct preventing
evil. | come now TO the pepsitles 80
be inflicted when crime has been
committed. Wholesome laws will be
violated under every System OF school
management The question to be
settled is, should the government of
the school be positive and efticieDi2
II so. the master must have the right,
disposition, and power to infict pun
ishment when necessary. II this
right is denied or this power with
held, the government Of the school ls
at the mercy of circumstances, it can
not be sustained. In the dispensa
ton OF penalties, professional know
ledge and wise discrimination are
requisite. The circumstances con.
nected with the cfense must be care
fully studied and distinction always
made between Wilful and uninten-
tionsl wrong. The isolated act of
transgression does not indicate the
degree of guilt incurred nor the Kind
OF punishment to be Inflicted; the
presence or absence of pslliating Cir.
cnmstances, the motive which gener-
ated the act, the present views and
feeling of the offending pupil, must
all be taken into the account. The
master should never. therefore,
threaten q specific punishment for
anticipated offences. No two cases of
transgression will be exactly alike,
and hence the kind and degree of
punishment should be varied as the |
eese demands. But the good discip- |
linsrisn seldom resorts to severe pun
ishment Ia the government OF his |
school; yet he never relinqui5hes bis |
right TO punish as circumstances re. |
Quire. Nor does he regard severity,
when necessary, SIS sn evil to be de-
plored. It is indeed q sore evil that !
modification has go endangered the
life of the patient that the limb must |
be amputated; but it is not an evil |
that you have at hand surgical skill
and suitable Instruments to perform
an operation. i is indeed misfor. |
tune that any child or pupil has BE-
come so demorslized and reckless az
to incur the penalties of the law; but |
Solcmon's rcd. which has restored
him TO obeIience and duty. is a bless-
ing whose Influence will be felt aad
acknowledged by the offender as locg
as he lives.