Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1892-08-15

part of teacher and pupils, encourages
investigation, excites an interest, ane
results in knowledge, power, skill.
Government. Object: To maintain
good order; to cultivate a spirit o.
self government.
Suggestions. Govern self, be patient
pleasant, cheerful; be self-possessed,
cool and vigilant, never thrown of
guard, and govern with the eye rather
than with the mouth or muscle; be
not variable; do not talk too much
"unwise talk is matchless in unwis
DOM" Be kind, just, firm; interest
yourself personally in your pupils; in
sist upon prompt and exact obedi-
ence; allow no answering back; Gull
! tivate unselfish activity.
Discipline. Note carefully as to
character of the offense: Unintention-
al from accident or carelessness
Mischievous-for mirth, annoyance,
to break rule or try the teacher. vi
cious-from headstrongness, spite, re-
venge, or malice.
L
the wrong doer, to deter others from
wrong doing, and to condemn wrong
doing. The permanent as well as the
immediate effect should be regarded.
If good conduct is recognized, there
will be but little need of punishment
for bad conduct.
Characteristics of punishment should
be certainty, justice, naturalness.
Kinds: Reproof general, private,
public; privation; ranking; corporal
punishment when, how, how much,
treatment before and after; suspen-
sion; expulsion.
Improper P,ceisEments:: On the head,
degrading, cruel, fright, sarcasm,
scolding, extra tasks.
Cautions: Be sure of the pupils
guilt; infict only when in proper
state of mind; look at the outcome,
beforehand and afterwards. The wis
er the teacher the fewer the punish
ments
Morals and Manners. The end of all
education is, or should be, character
building, to prepare our boys and
girls to be good men and women, good
citizens. Good habits should be form
ed as well as bad ones corrected. Pu-
pills should know the right, feel its
claims and will to do it.
O6ject-To develop clear ideas of
right and duty; to awaken love for
the good, the true and the beautiful;
to quicken conscience, to train to true
politeness, to develop character, to
train to good citizenship. The OBJ
ections sometimes raised to the teach
ng of manners and morals are: |
ack of time, can't interest pupils |
n the subject, not the teachers
business, and interferes with the /
parents religious views, all of which
ire of no account, mere excuse for
of duty.
Methods. By example. The teach
RS life should be a rebuke to every
orm of evil and an encouragement to
that is good. BY precept;
" illustration; by observation.
Manners. Manners should be genu-
ne, natural, spontaneous, from the
eart. They are indicative of charac-
err Abundant opportunity for fruit
Ill lessons may be drawn from the
onduct of pupils, at school, on the
treet, at home and in society; in pub
c places, while travelling, and to all
theirs, especially to interiors, the aged
nd infirm.
Morals Here is a question of ought
nd ought not, to be decided by the
ILL Young people should be taught
bedience-prompt, exact, willing
nth and honesty, in look, word and
eed; purity in thought, word and
eed. Obedience-prompt, exact, will
lg; truth and honesty, in look, word
nd deed. Manliness-to be unselfish,
enerous, self-controlled, courageous,
ind, respectful, reverential the
nth of the saying:
'Howe'er it be- it seems to
IT'S only noble to be good; 4
Kind hearts are more than coronets,
And simple faith than Norman blood"
hodustriousness- be prompt, reg
ar, economical, to improve spare
oments, and be willing to work.
arithmetic. The value of this study
apt to be overestimated. Altogeth- s
too much time and attention has I
cen given to it in the past, largely
ecause it has been regarded as the
bread and butter science.n The
odern tendency is to eliminate large
ortions of what has been considered
lportant, to make the work practi- I
j, to begin with objects, to deal with
1mbers rather than with figures. to