The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1886-04-01
When you are visiting, come to see us.
ALICE DAVIS.

ALICE OAflS.
Mr.. EDITOR: Having been boy, a
student, and teacher, ne are provoked
to take issue with writer in the Teach
ers' Column who, in speaking of stimu-
lants for students, says, "the best stimu-
liant as yet known for boys under sixteen
is the teachers cane" Let US look at
this. Corporal punishment in the school
room, as an educator, is british because
it tries to do by brute force what should
be accomplished by judicious use of
the higher powers of our being, namely,
the mind and heart. Do you train a
horse by beating him? Nos it is by
kind treatment. A boy is much more
than horse, therefore gain his obedience
by love, and if you want work done in
the school.room, or desire to teach that
boy, it will be easier accomplished. The
idea that knowledge is only obtained by
coming in contact with the teachers rod
has been outlived half century ago.
Corporal punishment is contrary to all
principles of human treatment, based
upon the will, reason and higher feelings
of our nature. Every child, old enough
to leave its mother and attend school, has
some will, feeling, reason and a sense OF
honor. Now if these muscular school
teachers are lacking in the quality of
brains and heart, which would appeal to
the honor, sympathy and love of their
pupils, they will serve the country better
by digging bitches or mauling rails.
To prevent an evil is worth ten thous.
and remedies after the evil is committed.
Corporal punishment, in the main, is a
remedy used by the short sighted, lazy
teacher. The successful teacher always
has tact and forethought to see ahead far
enough so as to use preventive measures,
thereby saving his pupils and himself
from this unpleasant, harmful task of
using the cowhide. This cure.all of the
uncivilized has been discarded by the
greatest educators of the day as barba'
rous practice. The most progressive
State in the Union, in all that tends to-
wards educating the masses, has enacted
laws which arc rigidly enforced against
this method of punishment.
A teacher who can not inspire children
by cheerfulncss, frmness, earnestness
and hard work, studying each pupils
disposition and mental capacity, thereby
knowing just what he needs and when to
give it, had better try some other bust
ness. Young man, young woman, if
your whole mind, body, soul and spirit
are not in this work, leave the field and
try something else. True, your pay is
mere pittance, but remember you are
dealing with human souls. Your posi-
ton is even more responsible than that
of parent, because when the bell rings
the child's will is yours completely.
You feed only the mind and heart.
Were not the hours Of play given that
you might still better prosecute yonr
work, moulding and shaping the child's
future destiny? In the home, a large
part of the mothers time is spent in
providing food aud clothing for the chill
drcn, so she teaches less. There is one
sure road to success in school-room:
control yourself, keep every pupil at
work, give them so much to do that they
have no time for mischief. This can be
done only by putting your own brains to
work to devise and hunt up methods that
are practical. Other peoples methods,
unless made your own, will not succeed.
A lazy man, or woman, is curse to civ.
ilization. They have no right to wear
out their clothes sitting around in q
school.room at the country's expense, re-
tarding the development of the minds Of
pupils who are soon to take the respon.
sibilities of life rs men, women and citi-
zens. give this last as a pointer for all
school officers.
J. r. NEWTON.