Iron County register. [volume] (Ironton, Iron County, Mo.) 1867-1965, 1882-03-16
IRONTON, MO-, THURSDAY. MARCH 16. 1882.

ana, second, IN attempting TO force up
Oh him that for which he has no taste.
ALI children love sugar, but if one be
forced to eat it when the appetite will
not tolerate it, the child sickens, SO that
afterward the mere sight of sugar may
be nauseating, and the more.you try to
force it to eat sugar the greater will the
dislike become. So it is in trying to force
upon a pupil subject for which. from
some cause, he has formed dislike.
AS to retaining pupils after school
hours, or at recess, the practice is OBJ
jectional, because he needs recreation.
and to deprive him of it might work
serious injury. A part of a recess may
sometimes be taken, but in no case
should any one be wholly deprived of it.
But there are methods of punishm en- t
which I have seen practiced and which
must be permitted TO hold as repre-
hensible in the extreme. | do not
know that such are practiced by the
teachers of Iron county, but have seen
them elsewhere. Among these meth
DDS may mention the following: Slap
ping pupils in the face; humping them
on the head; pulling their hair or ears;
violently throwing them down upon the
seats. Such practices can not be too
strongly condemned, as they subject
the pupi' to very great danger of re-
ceiving permanent injury, and can re-
The practice is extremely pernicious,
and the teacher guilty of it certainly
compromises his manhood, and surren-
ders much that go to make up a worthy
member of the profession whose ranks
he has entered. Advice to the entire
school should be given when deemed
necessary; but should it become neces-
| sary to reprove pupil concerning his
conduct, it can usually be done in pri-
vate with the very best results, as he
will at once see by your course that you
| respect him and do not desire to add
open exposure to modification.
In conclusion, permit me to call at
tention to the better way. tits to avoid
the necessity of punishment. Let Us
| illustrate: The pupil is the vessel atioat
! for the teacher to direct; the teacher s
skill is the helm; the school is the sea
of which a correct chart must ee had
and the little upneavais, the coral reefs
| and islands. TO be successful, he who
| has charge of vessel at sea must thor.
oughly understand the laws. of mechan.
| les that he may know all her parts and
| their relations to each other, together
! with her strength, tonnage, and speed
| he must be familiar with the science o
navigation, and know the objective
points to be reached, that he may with
unerring certainty, direct her course
/ he must be sufficiently acquainted with
| his chart to be able to trace public high
| way of the sea, aud to locate all object:
of danger. All these the seaman car
| know and must know, before he rs pro
nounced competent to have charge OF 6
ship. He is employed for his ability tt
avoid danger rather than his skill in
| liberating his vessel after she has tfoun
| dered. So it is with the teacher. He
must have clear knowledge of the
laws of mind, of its outward manifesto
tions, and of its relation to materia
things; he must carefully analyze the
mechanism of the school, and compre
| hend the nature and relations of its
parts; he must be familiar with his
chart, whereby lie is enabled to avoid
the common dangers incident to the
school room. Those things can and
must be known before the teacher car
become skilled in the art and science o.
| his profession. A knowledge CT them
will enable him to anticipate and avoiO
Of overcome nearly every perpleXity o
The school room, except now and then
little volcanic upheavals, as it were
throwing up small islands, but whose
peeriug heads of sand will quietly yield
to the gentle influence of the waves
and ere the vessel has reached the spot
vii l1ave isappeared-sunken lar be.
meath the surface.