The Manning times. [volume] (Manning, Clarendon County, S.C.) 1884-current, 1891-02-18
School Discipline.

The children we are teaching Will live IN
stirring times. During their time there will
be wrought ont more general and vital
change in the condition of society than has
ever been accomplished in one epoch since
the night when the bright star flashed over
Jerusalem.
Preparation has been going on for the last
| SO wears in theoretical science, in practical
arts, in commerce, in travel, in the cultiva-
ton of intelligence, in political principles,
in criticism and in philosophy, the results
of which remain for them to elaborate. The
rays may possibly converge to a focus dur
ing the life time of those whom we have in
our charge. It is undeniably our duty to
prepare them for this struggle. 1t san old
saving as is the teacher so is the pupil.
Then We are responsible for the position they
take in the future Now comes the question.
How can we best train them to take part in
this struggle? What is the first essential
We unhesit,,tinGly answer Discipline. Yea,
of more Importance than even the mental
and moral training. The first duty of a
teacher is to secure order in the school
room. All of his energies and powers must
be devoted to secure good discipline, to har-
monize and bring together the diverse and
discordaut elements so as to render his work
possible This is the teachers first and most
important duty. Without discipline what
can he accomplish? Is his advice taken?
Can he teach No. Without order his work
amounts to naught No matter how smart,
how well educated a teacher may be; he or
she may have one of the brightest minds of
this century, but there Is something want
ing, something more needed They must be
able to impart knowledge to the child. Now
under what circumstances can you succeed
best in imparting knowledge? Certainly
when the children are interested. When
there is bond of sympathy between your
self and the children. And under what cir
cumstances only can you secure this! by
having discipline or order. AS with the sol
der 50 with the pupil Tie soldier must
first be trained to obey, to unqueStionably
obey, to preserve order, this is lis first train
ing, this is his discipline. Thisls the foun-
dation, the ali essential to good soldier.
Bv this training his character is sformed, his
mind in condition to carry out the higher
and nobler duties of a soldier; so with the
child, teach it that its first and last duty is
to obey, to preserve order. This accom-
plished the mind is ready for the imparting
Of that knowledge that will fit it for its fu-
ture duties in life. Obedience is the key
stone of the arch of knowledge. 1t is the
open sesame to wisdom. As Bishop Doane
has so aptly said; obedience is the health
of human hearts; obedience to God, obedi-
euce to father and mother, who are to chill
dren in the place Of God. Obedience to
teachers and masters who are in place Of
father and mother. Obedience is but self
government in action" But teachers be not
Gradgrinds Remember the mind OF
child is as sheet of white paper on which
YOU trace that which will make or mar his
future life. You have q terrible responsible
itv. You are treading on hallowed ground.
You are entrusted with an immortal being.
You are to apprehend its nature. Tempt II to
expand by your Influences and dlsclp ines;
to mould mind and body to all the beauty
and perfection of waich it is capable; plac-
ing discipline even before knowledge. 1t has
been said that the physician must needs un-
derstand the body, but the teacher beth mind
and body and that teaching sawakenin9 the
powers in the child to perceive, and feel,
and think, and act. But DO not try to train
their youthful minds to stubborn facts alone.
Do not imagine that facts alone are wanted
in life. Do not teach them that all things
must be reduced to combinations and mod
iications of mathematical figures Which are
susceptible of proof and demonstration.
Don't think that children's heads are hol-
low. Don't follow Puck's advice and
Rap it in and tap it in,
What are teachers paid for?
Bang it in, slam it in,
What are children made for?
Rub it in, club it in,
All there is Of learning,
Punch it in, crunch it in,
Quench their childish yearnings
For the field and grassy nook,
Meadows green and ripping brook,
Drive such thoughts afar;
Teach the children that they are
But machines to cram it in,
Bang it in, slam 1t IN,
That their heads are hollow.
But remember that genuine discipline is
not the result Of force. 10 secure discipline
do not use force Force is not necessary.
You ask then, how Shall l secure order so as
to carry on my duties? l answer by touch
ing the secret springs of human actions, Sc
cure results through right motives. Remem-
Der that the first and most important duty,
if YOU would succeed, is the ability to con-
troll, and that the greater part Of 4 chllds
training is the cultivating and strengthen
Ing Oh Lie NlIlUCS, OUcIlISllSS OiNiSi, iSopSSe,
and punctuality, and that these cardinal
virtues must be obtained not by force but by
gentleness. Be a Giving example to your
pupils for actions speak louder than words.
Strive never to arouse the spirit OF stub
bornness and revenge; as then, If You finally
succeed, your success will be unsatisfactory
and temporary In the old theory of teach
ing discipline was required, discipline by
means Of force) to make the children study.
1t was premise. 4 means to secure study.
But now you must make study the means
to secure the highest type OF school dlscip.
line That IS to interest the children and
thus obtain order. Be careful and do not
arouse the rebellious spirit of the child.
But by kindness teach 1t self-control
and to give up to your rules and regulations.
Formerly the literal and liberal use OF the
rod in the education of children was con-
sidered as q bible teaching. Don't make
the child regard itself as an example OF
blind agony, of shame and wrath, and burn
for revenge There is class Of coldly con-
scientious, severe persons who still as a
matter o: duty justly severe measures IN
administering discipline. With sensitive
children stold and unsympathizing force
brings on such strong commissions and ag-
onies of feelings as to bring on kind Of
moral insanity which will gradually destroy
all that is good in the soul.
Of course in some few cases severe meas
ures force) is necessary. But remember
the child IS reasoning being and use ex-
traneous force only in exceptional instances
and in sure emergencies. But the perfec-
ton of discipline is not the result of force
but of kindness. Let your discipline be
strong and firm but loving and kind. Strive
to reach down into his soul and bring out
his own better nature. Thus. and thus on
ly, can success attend your efforts. lou
must have a community Of sentiment and
common interest in the school Establish
bond of love and sympathy between you'll
self and children and thus bring about that
beautiful circle of interept so necessary to