The Newberry herald and news. (Newberry, S.C.) 1884-1903, 1886-05-19
TEACHERS DEPARTMENT.
ARTHUR KIBLEH. EDITOR.
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Rome. could ie heard the sonnd Of
the scIiorlm&stcr : t'crulc. as it fcl?
numerically upon some unfortunate
boy. Maybe some o. those old
scholars. q: whu:a We have read 50
mlc!. often went TO their homes after
school. a::l related 70 their synlpa-
t':ix!n@ parents the i'll treatment they
laG received 1T Tie hands OF an Of
Tended teacher. II those days. when
men were moved hy fear, rather than
hv noble motives, it may have been
necessary to intict punishment OF
thc cX:rrmest nature, to bring them
into subsection. That day is now
gone forever. AN age Of humanity
las come" in which Guty and pure
motive should be the incentives to
right action. The past is fast being
forgotten; progress is the watchword.
The first and greatest difficulty
with which teacher has to contend
is. Aow to govern his school, how 10
command that respect and obedience
that is justly his due. We know that
order and obedience must be insisted
upon. Is corporal punishment the
best means Of securing these? This
is question demanding the most
! careful consideration. One upon
which the success or failure 0: the
F.! teacher. to great extent, depends.
There may be times when resortlng
to extreme measures is the only rem
! edy for violated rules, but these
times should seldom come. The lu
initiating and pride.subduing prac-
tice Of resorting to violent measures
for every small! offence in the school
room is often productive Of the worst
results. 1t does not and cannot COM
man1 that respect and obedience 50
rightfulIy Cue the teacher; it has q
tendency in an opposite direction
and creates in many instances dis
respect and contempt for him who
; should be held in the highest esteem.
One. by iron rule, may command obe-
! diencc in lis presence, but he can
not command respect, without which
| he is a failure.
What effect does this severe pun
ishment have on a child? 1t tends
| 70 create in him low estimate OF
himself, to cause him To underrate
his ability. to make him feel that he
is unworthy Of respect. to dethrone
+ his ambition. if he possesses any,
and to unfit him for the position that
it IS designed that he should occupy.
If tAis IS true to any extent. then the
unpleasant practice should seldom
3c exercised.
The old slave may have obcyed his
often tyrannicai master, but not
through pride or respect, but from
fear. lie cared not for the welfare
Of him whom he should have respect
ed and must have felt that he him.
self occupied q very low and humble
position. which was cause sufficient
to drive all pride and ambition from
him. This may not be Q parallel case
to the wrorgcd school boy, yet it is
4 resemblance.
Does this fcar-inspiring method
cause pupils to be more attentive to
their hooks2 No. AS they prepare
their lessons they culver with fear,
or burn with contempt. for they feel
that a failure is to be followed by q
dozen strokes from an enraged and
unthoughtrul school,master.
All children are not endowed with
the same mental capacity. Some are
Guick to learn, others slow. Are the
slow ones to be punished for that
which they were unable TO help?
Certainly not. We quote from .
Northern teacher, he says: 1T was
the expectation Of the Superinten-
dent and the Board Of Education that
corporal punishment would be ne
cessity. and | rejoice at What has
been done without it. | ain not op-
posed to it when it is just the thing
to do; hut am emphatically opposed
to it as the grcat po"cr for the gov
ernment Of q school. l have sur
priscd myself in what has been done,
in this instance without it. Firm.
ness, Justice, and an intense interest
in tile welfare Of the pupils, are won
dcrtul aids in school discipline and
work..
rs ihis teacher says. firmness is
one Of tic great requirements for
governing . school correctly. With
it obedience is secured. respect com
manGcd. and diligence obtained.
Without It corporal. or any other
kind ofpuMishment is powcrlcss, and
becomes ruinnus to the learner. and
dangerous to the teacher. ''There is