The times. (Owosso, Mich.) 1882-1897, 1890-06-06

Arrives at Ann Arbor 1870. Leaves Ann
Arbor for the north 5:07 p. m.
sUNKEN ROCKS.
While in attendance at the northwestern
teachers association recently, observed
that nearly all the trouble which arose in
school, at least about all that was mention
ed, arose from some Infringement on the
rules of schOol; some recreant pupil in
moment Of thOughtlessness had over-stepped
the boundaries of good department and of
course the teacher felt it bounden duty to
inflict punishment commensurate with the
crime. Right here lies the sunken rock and
the skill of the teacher is required to steer
clear of the breakers. The whole school is
aware of the misdemeanor and each pupil is
conjecturing as to what the punishment will
be. The offender doubtless expects whip
ping and the the teacher of limited eXper-
fence is very apt to think the same; the
birch is applied, a pupil is disgraced and
the teachers honor is vindicated. But now
stop and consider the question. Is the OBJ
ject sought accomplished, is that pupil any
the less liable to transgress than before?
When this is satisfactorily answered, ask of
yourself this Has that pupil more exalted
opinion of educational matters than before
you whipped him? inexperienced teachers
are very apt to use too much force in school
government and too little suasion. l would
give more for one solemn promise, on the
part of the pupil, not to repeat the trans
gression, than for hundred whippings.
Sec'y Mcbride placed the matter i'm nut
SHE'LL recently, when he said, ''They who
whip least, teach best" /. is far better to
make the pupils feel that they are factor
in the school and that the reputation of the
school rests upon their shoulders. Given
an opportunity to correct themselves, they
will seldom fail. There are other sunken
rocks that might he mentioned, but this is
sufficient for once. ii. o,
PASTE THESE IN YOUR HAT.
1. From your earliest connection with
your pupils, inculcate the necessity of
prompt and erdct obedience.
2. Unite firmness with gentleness, and
let your pupils understand that you mean
exactly what you sag.
3. Never promise anything, unless you
are quite sure you can give all you promise.
4. Always punish pupil for willful dis
obedience, but never punish with undue Sc
verify, nor in anger; and in no case inflict a
blow on the head.
5. Never let your pupil see that they can
vex you, or make you lose your self-com-
mand.
6. If pupils are under the influence of an
angry or petulant spirit, wait till they are
calm, and then reason with them on the
impropriety of their conduct.
Z. Never yield anything to a pupil because
he looks angry, or attempts to move you by
threats and tears. Deal mercifully but
justly, too.
occasion arises, Is more effectual than the
threatening of greater punishment should
the fault be repeated.
Q. Never allow your pupils to do at one
time what you have forbidden, under like
circumstances at another.
10. Teach the young to feel that the only
sure and easy way to appear good is to be
good.
IL. Never allow tale bearing.
IL. If pupil abuses your confidence,
make him feel, for a time, the want of it.
13. Never allude to former errors when
real sorrow has been evinced for having
committed them. Treat the truly repen-
tant with special kindness.
IA. Encourage i'm every suitable way, a
spirit of diligence, obedience, perseverance,
kindness, fOrbearance, honesty, truthful
ness, purity and courteousness.
Is. Never speak In scolding and fretful
manner, but use tones of gentleness.
16. Strive to convince your pupils that
you are their true friend and will do them
good. d.-Northend's Teacher and Parent