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

Teachers punish corporally less than
formerly. An old teacher remarks that
''she never resorted to corporal punish
ment but three times, and she had long
been ashamed of that, as for wears she
had thought of better way in which she
could have reached the conscience of the
scholar A teacher replied, II have
taught thirty years and have not once
used the rod. Public sentiment is so firm
against it in N that it would be diff
cult for teacher to retain her place, who
offended in this way" In Boston the rod
is ignored and practically abolished. Yet
in the law of the public schools of the
city. Section 1856, we find: ssAvoid cor
pOral punishment in all cases, where good
order can be preserved by milder meas
ures; and in no case resort to confine-
ment in a closet or wardrobe, or to any
cruel or unusual punishment; shall be
restricted to blows on the hand with
rattan.
The voice of the people asks for dis
cipline that will cause the pupil to obey
for the love of right, instead of fear of
blows. A Teacher draws the picture thus
1.-TWO cities, one believing in corporal
punishment and the other not believing
in it; in the first, if a spirit of mischief
arises, it is quelled by the rod, imply
ing that this is the correct way to govern.
Brutelike picture! She draws the other
thus: ''In almost every class scholars
are missing" Please give statistical
facts to sustain it? Compare Boston with
any city that is governed by this method
and Boston cOnquers. Ab unO disco ON
mes. Go to conservative old England
when A. D. 1920 the work of abolishing
corporal punishment was begun, and
mark the rapid strides that education has
made since then. Compare the illiteracy
of that day with the present.
The world renowned scholar, Thomas
Dick, L. L. D.. in speaking of the schools
in England in 1921, says, ''much has been
said on the subject of abolshing corpor-
| al punishment in schools, and it is very
desirable object. There is something re-
voting and degrading in it, and indicates
lack Of proper training. 1t is vain to
think that children can be whipped ell
Their into learning or morality. 1t should
never be inflicted" The public sentiment
OF the whole educated world is opposed
to the rod of severity. Yet the writer of
that article says to the teacher, go on,
use the rod If popular opinion is against
you. The sympathy of the press and the
public at large, with every child that has
suffered the slightest bodily pain from
the rod, makes school discipline much
more trying than it need be-" No; not
school discipline, but discipline by the
rod! The reason that it is 50, is that
it is so strongly savored with the law
can eye for an eye, and tooth for
tooth,' while we are living under the
mild influence of the gospel that cries
"Father, forgive them. Go, and sin ne
more" Christ did not stone with stones
He stopped down and wrote on til,
ground ones real character, and the con
sequence of sin. He knew that to SCI
ourselves so plainly that we can reat
within our earthly hearts, is to begin t,
be better. Which result is TO do better
l Earnest friends of education greatly re
joice that the people of this intelligen
age are waking up on subjects of tru
culture. Nothing so binds the hearts O
scholars to instructors with delightful
sway; broadens and quickens both pei
2 zest for knowledge, as object lesson
given a few moments daily from nature
4 Specimens of stones and flowers collect
c ed by the wayside; ask which rocks COZ
t tain most sand; which clay; which tn
y oldest formation; which flowers are pei
), feet; do the veins shape the leaf; whs
o minerals especially noursh these plants
Require reasons for supposing that tn
e moon and planets are inhabited. ExplaI
:, the receivable and irresolvable nebula
}. star-dust, etc. Learners begin to venerat
l. the Creator of such vast grandeur an
re goodness. Objects of nature are alway
n at hand. Always enrapturing to the ST.
e dent.
IS Teachers who use them would never a
d low life in the school-room to pass wit
!, out the enthusiasm these superb dive
$ sions bring. Such teachers never inf
lie ence towards the ballroom for pleasu
p or recreation. While life lasts words
IN thanks and appreciation come echoil
e their sweet and loving cheer from tho
er scholars. The work of these instructo
w will live and shine as enduringly as tt
Ee immortal minds and hearts which tn
It. have helped to mould indelibly. Ear
Sc has no higher avocation; heaven
re more exquisite blessedness.
at EPSON c.. DUNTON
v East Charleston.