Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1886-05-31
EDUCATIONAL FACTS.

ga Teacher" to previous article of mine on "Cor
poral Punishment.')
The world moves; although some peo-
pie in it remain standing. Those who
think not to allow corporal punishment
in our schools. must work them harm, re-
minds me of the farmer that laid aside his
wooden pillow and purchased an iron one.
At that time an iron pillow was quite Gu
riosity, and his neighbors wanted to know
what he thought of it. !" said the
farmer, cit works nicely, but it is a bad
thing, it brings in the weeds.''
Is it any wonder that we do not ad-
vance faster, when so many of the teach
ers and clergy, who should always be in
the front, are to be found trailing in the
rear?
1t is not punishment that we object to,
but that kind Of punishment that does the
culprit no good. Every transgression
has it's penalty, either physical, moral,
or mental, and it is the duty of the teach
er to so train the scholar, that he will live
conscious of right conduct, or transgres-
sion. For instance: if scholars are I'M
long after the close of school, as they
were absent after it commenced. I have
never known this plan failing to bring
them in on time. Have them understand
that tardy boys and girls make tardy men
and women. These are the ones that a re
always behind in life. These are without
the necessary requisite in all business, in
| order to insure success. When a scholar
| is guilty of falsehood, and feels that the
teacher, and the whole school, are liable
to distrust him should he be untruthful,
he is suffering correct punishment, and it
will be apt to lead to true penitence.
Flogging will never make him more hon
| est.
Those who raise the sceptre of corpo-
raj punishment, have never set their wits
to work, to devise a better way. Nor
have they learned the more excellent way,
for if they had, they would practice and
| advocate it.
The most common faults. are idleness
and roguery. Every true teacher prefers
the rogue, to the indolent; for there is
something inspiring about the wide-awake
fellow so full of vim; and when his mind
is directed Alright, he takes hold Of his
studies with all his might Rarely, but
occasionally, we have the rogue, lazy
and sullen, all combined, and it is not al
easy thing to obtain a straight and studi
Gus department from that pupil without
the cooperation of the parent. l am yet
to learn of one parent, no matter how adj
verse to his children being punished, but
was ready to assert that they must behav,
in school. Parents are pleased to have
the teacher acknowledge them the frs
} consideration that they understand tn
, disposition Of the child, and know bes
how to deal with him. If this is pleas
antly done before they get into trouble
have any after.
= A circumstance at hand, where tn
e rogue, the idle, the thief, and the sulky
- all in one; the parents OF the same STAMP
The teachers had all tried corporal pun
ishment, the only visible effect would b
1 his absence from school, or more sly i
n his misdemeanor. He was thought to
J. incorrigible. Accidentally IA teacher wa
secured that did not believe she coul
whip any good into pupil She sale
81 will make an effort for him, L Will Wis
3 it him at his home" All thought ST
was presumptuous to expect any hel
, from that source. An interview wit
- the parents, resulted in the followin
ejaculation: Bill! AS foine a teacht
1T as liver walked the face of the airth No
+. take ycself to readin, and recknin! Ii .
a have any dacency ABBOTT ye, show it 90
I'll see that yell not lave the school hou'
for all the night, unless We lessons a
u larned!' After this it was found TIL
lie Bill had the possibilities Of good beha
S. ior in him. This little act saved the DO
y "a Teacher says she would like to S
US placed at the head of a school, whe
the same turbulent spirit prevailed tn
i0 actuated the Cincinnati mob" Now
C. is not an imaginary picture that we wa
s. to draw, but facts. Not theory, but pra
l. tice Mobs are always composed of tt
l. filth and dregs of society, hardened by
!. life of sin; they resemble more, Pau
'fghting with beasts at Ephesus," tn
~ our Vermont schools. Even mObs at t
rd present day, are generally quelled wit
%. out muce, if any injury from fire arm
D. If a teacher finds one that proves to be
oo Jessie Pomeroy, corporal punishme
will not have raised him from his depra
ity. The rod may quell 1t NAV cause OF
I'LL dience from fear, but never touches wi
IL. sincere penitence; never causes to
ed right because it is right You may CHI;
pr a tiger, but the tiger is the tiger st
bic The scholar does not love the teacl
that Furnishes with stick and ferule.
W. What we need is the development
Tee the better, the divine qualities that are
an the young. Every boy has soft pl;
for in his heart, but beating will never ma
rt III any SOlbcI, hui CduSe Hill W leci VI
he is any more of man. 1t does hav
hardening effect on the minds, both
ave young and old. My experience as a tea
lth er, was, that | could accomplish IN
ort with tender words, than in any OF
vas way Atkinson says: "children n
tho help in their disorderly conduct, m
:, than punishment" Another has sa
ssremember our Oagn fault, when repr
ale ing" Prof. Alden says: ''lead then
nj. better mind, by gentleness and fl
vas ness, combined" The more closely
ver try to resemble the Great Teacher,
- grander will be our success.
1t is astonishing what tact and Xxi
IL ness, will do for hayward youths. A
ock was in the habit of having some diff
low ty with his teacher; his attendance
bee school irregular, the result poor sci
IF ar. Knowing that he was what is Ca
a good-hearted boy, some thought I
the trouble was partly because the tes
eo' er did not understand him. A teac
son was obtained that won his good will !;
and became interested in his studies, and
do. teacher called him one of her very
scholars. The next term a differ
teacher, and different results This tes
L I1Au