West Virginia argus. [volume] (Kingwood, W. Va.) 1877-1946, 1882-09-08
rnE rEtcntK,S nrSINENs.


aud noticing the practical and COM
mon sence methods ct teaching which
are gradually but surely supcrseling
the old monotorous routine that has
made the chiId's school lite q burden
rather than an iuspinatiou, and a
dissasteful discipline, continues as
follows
The most encouraging feature Of
these progressive methods is the ef-
fort to make the school, in all it's
appointments, cheerful aud attrac-
tive to the child. Ttis evident that
our school officers ard teachers are
grssping that grsndest Of all con-
cepIons In educational work, that a
w,tchery OF suasion and not force.
a gentle tact that stimulates the
ambition and curiosity OF the pupil
rather than measures Of compulsion
are the proper and effective agencies
IN mental discipline. Muspc and
song, calesthenics and other pleasant
drills have been introduced to
brighten up the daily routine.
But one unadulterated barbaiism
remaius-the rod. It's use ls happily
being rendered unnecessary, not to
say inexcusable, by the introduction
OF the measures to which we have
relerredi although its very presence
ls a contradiction Of, and an obstacle
IN the.way OF the complete triumph
OF the more rational methods. A
teacher writing upon this topic-the
uce ofthe rod in the achool-room-
treats II from new standpoint tht
will strike the teachers, we think
AS sound and iorcib.e We repro
duce 1t here as most profitable
subject OF consideration in entering
upon a new school year.
1T 10 THE practice o: digging chii
drea that has made nearly every
great 8uter dencurce or IiIioule
the echooimaster, IL ia tho only
ignoble work 10 the teachers round
o! duty. II this practice were mi
yersaliy Discontinued The teaching
profession would rise in Lightly and
seIi-respsct IN manner TO almost
make the heads OF it's members dIz.
~ Children may deserve punish.
meut IN schco! and out OF 1T, but it
u no more the teachers duty to in
il.ct 1t than 1t ls his business tone
construct all the scolding wives and
lTzy rusbunds Of his school district.
It IS the duty oleyery one to do all
the good lie can in the world; but
the more diligently man attends
TO his own business, the more good
he Will do. The teachers business
Is teaching, aud the more he hJgs
his pupile, the more DO does not at
tend to his own husu esq. When
we make pupils and patrons under
stand That we cannot be hired or
provoked TO whip the former, at least,
children will come to echool ss
their elders 90 to church, with the
a
though Of good behavior in mind
not 9s # they were on their way
to a picnic for irohc, certainly;
and a row, If possible. An uIila-
bic teacher is q sort Of natural curl
oslty to children, and they delight
IN stirring him up, even at the price
OF fogRng now and then, from the
Same deposition that prompts them
TO poke wild animals with sticks al
a show
Brothers and sisters. let us be teach.
ere, not tbreshing machinesl Division
0 labor is q device Of civilization. j.
is only among barbrians that JACKIE
Of all-trades make money. So, If We
cannot be 40 once The father and
mother aud priest aud doctor and
tailor and dressmaker and nursc-
maid end teacher Of each aod every
one ofour pupils, let US n.l our ol.
fee, and Cd it well. Let the psrenls
feed and ohasuss them. Ifihey ere
not comp etent 20 do the latter. we
are not in fault we did not eatab-
heb The relationship bstweeen them.
Leu Che doctor take care Of their
bodies, the priest Of tbisr souls.
Ut the tailor m8ks lhe.r jackets.
the cobbier mend their shoea. and the
nursemaid dress and comb them.
Let ua teach them 1--we DO this
ao.' we have done our shars"
--a-----sssa-s
Im Uo. h.sErdar ". s.rl-
.s reported 90 1earg llo rm