The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1882-01-06

INSTRUMENTATION TO AUTHORITY. i !
CHARACTERISTIC or THE PRESENT
DAY.
The present is an age of insubordi-
nation, and can we doubt that this has
resulted from the loss of authority in
the family and school? Parents and
teachers have abandoned the princi-
pies OF government established bv our
fathers. They no longer enforce ohe-
dience, but attempt to purchase it by a
promised reward. Money, sugar.
plums. or some other desired indul-
gence is offered, and given, as a con-
dltlon OF submission. Now. mark the
effect OF such discipline upon the child.
Who c0nquers in this instance? The
pupil, and not the master. And he
soon learns that disobedience is The
best currency at his command to pur-
chase the desired favor: hence his stub
boTnnesS becomes more persistent. and
his impotence more intolerable. as he
desires the greater reward. Insubor-
dination becomes habit, and he soon
loses all respect for authority and
those who exercise it over him, and
grows up in reckless disregard Of the
laws under which he lives. We have
had fearful illustrations of this fact in
the history Of the family, school, and
nation during the last few years.
School law has its disciplinary power
and influence while yet unbroken, and
when no penalties appear. Indeed, the
very object of school law is to prevent,
and not to punish, evil. The necessity
of punishment as often results from
| the absence of rigid authority as from
any other cause. And / assume it as
an axiom, that, so far as the conduct
of the pupil can affect the welfare of
| the school, he should be subject, at all
times and everywhere, to the control
of the teacher. If he is to be master
Of the situation, his jurisdiction must
not be confined to school hours, nor the
school room, but must extend equally
to all the days and weeks Of the term
and to every place where the pupils in.
tiuence may be felt for good or evil.
| INDUSTRY AN AID To- DISCIPLINE.
! 3. Another important agency IN
school discipline Is aO0rk.-Both the
master and his pupils must work. In
dolence in him begets idleness and
recklessness in them. Life, energy
and industry manifested by him will
be at once reproduced in them. Tht
teacher must work to fit himself fol
his high calling and to elevate his pro
fessi0n. He must work for his school
to interest and benefit his patrons, t
rouse and inspire his pupils, and tt
prepare himself for his daily teaching
Indeed. the true teacher is always
: reading, thinking, or acting for hi
school. He succeeds, also, in making
his pupils work; not SO much, by direc
effort, as through the influence of {
> we'll managed and well governed
! school. With children Of common
j, physical and mental ability, it is no
: often necessary to enforce industry
It is the teachers business, rather, t
direct and control this activity, In
systematic process Of self-culture ant
development.
: STUDIES SHOULD BE ADAPTED tx
: SCHOLARS.
The studies pursued must be adapte'
to the capacity and standing Of eacl
T scholar, not so difficult as to cause dis
! couragement nor 80 easy rs to ALLOW
idleness. His time must be fully oC
: cupied and his energies severely task
ed. II his lessons could be Learned
without effort, his school life would 81
1 far be without profit; but, industriou
and laborious, he not only needs NJ
> outward discipline, but is sure of i'm
prOvement.
TO be Continued)