The Abbeville press and banner. [volume] (Abbeville, S.C.) 1869-1924, 1889-09-04

school, and that he has the right to make as
many rules as he pleases; but II they are SEN
sible Of this. there ls no use to be continually
for man to make any unnecessary demon.
stration of the authority which his position
confers upon him, for 1t shows that he Is con-
Is afraid he might lose it If he did not assert il
lon all occasions. In many instances the home
training has been so good that about the only
rule necessary can be expressed III the two
Iwords-DO RIGHT.
So long as pupils are able to discriminate
between right and wrong, and are disposed to
do what Is right, they should be let alone. AS
long as they perform their own work satisfac.
work Of others, there Is but little use for rules
/ One Of the great advantages of having but
| few rules and making them very comprehen-
sive Is that the moral faculty is better trained
behavior In school Is not designated by a rule,
the pupil is led to exercise his own conscience
and Judgment az TO the right and wrong. OF
each action, and by this very exercise his
sible offense Is definitely referred TO In rule,
there will be tendency on the part Of the
pupils to be governed rather by the letter OF
the rule than by Its spirit. They are very apt
| hibited by rule is right. Where there are
too many rules they will seldom inquire
whether any action is right or wrong. Their
order to illustrale this disposition on the part
Of small children; please allow us to relate
little Incident which occurred in q country
school that we taught during one of our col
On the morning we opened school, we went
fully equipped with long list Of rules, in
which we had carefully itemized, as thought.
girl either, could conceive Of. One OF the rules
was as follows: "No pupils shall be allowed
to throw stones while on the school premi-
ses." In few days after scheol opened q
Ia hNty 0on q ~ nlnu.Rrnnnh
recess crying bitterly and reported another
boy who had been throwing, contrary to the
| rules, and had hit him. We at once called up
the offender, and when demanded his rea-
| sons for violating the rules, he answered very
promptly that he had not violated the rules,
| for 1t was peach he threw instead of O stone.
WhereuPon the injured boy spoke up and
was a peach, reckon 1t had stone in it."
or course 1t will oftentimes be necessary for
the teacher to 60 further than simply to tell
his pupils to do right. He will have to tell
them what is right and what is wrong. I'm
| fortunately all children are not SO well train
ed at home, or If they are they lay their train
ing aside before they come to school. The
pills that 1t is not right for them tell stories on
one another, to use profane or obscene Ian
guage, or to quarrel and fight. He may also
have to tell them that 1t is not right for them
their fellow pupils while school is in session
by talking to them, studying their lessons
aloud, walking across the floor, changing
seats, etc. He may have to tell them that
ever he does tell them SO, It must always
mean that they are not to do those things.
ITS ADMINISTRATION.
This is by far the most important and diff
Of sshSS deas a mn
methods OF managing children, and can form
ulate the most beautiful theories on the sub