The times. (Owosso, Mich.) 1882-1897, 1894-03-02
Morals and the Play Ground.


ton.
There are in all persons generous i'm
pulses which lead to right doing, and
selfish impulses which impel to wrong
doing, and the fact that the feelings play
such an important part in human affairs
is sufficient reason that wd should care
fully analyze this faculty of mind before
trying to shape or control the feelings o.
others. 1t is especially easy to study
the feelings of children, as they know
nothing of the counterfeit so natural t.
the adult mind.
Wherever there is an aggregation o
persons mutually related, there will thu
whole scale of human feelings be played
upon. Every chord will be touched ant
give its appropriate response, whether i
be made manifest in the selfish ambition
which actuates the tyrant, or in the self
abnegation of the martyr
| There are two motives which prevent
vice and violence upon the scboolground
| A high moral sense of right and honor
and the fear of detection and punishment
If we believe that action springs from
feeling and feeling grows out of thinking
we see that our reasonable method o
preventing the prosecutions of the play
ground (just the same as the control o.
crime in the land) is by the education o.
the heart as well as the head.
The 'Ne'er do weel'' we have always
| with us; and we have not vet reached
that plane of civilization where the ma.
licious boy has ceased to tyrannize over
| his weaker brother. In dealing with
barbarous natures we must resort to
heroic measures-a penalty which must
be inevitable, should accompany the
offense- as we cannot allow the weak
and defenseless to suffer while trying to
revolutionize the feelings of the seemingly
incorrigible; yet our aim and ideal must
be to change the feelings of the offender.
cannot think of giving any reliable
receipts for cur pg bad boys of lying,
swearing, or fighting upon the school
ground. Each teacher must administer
her own "specifc,' feeling that the pun
ishment is merely safeguard to others,
and somewhat of humiliation to her.
self.
The relation of pupils in the school
room has been represented as typical
citizenship. where each mnst resign some
liberty for the good of all, and where
each is bound to respect the rights of his
fellows. The analogy is still closer when
carried beyond the schoolroom door
into che playground, and the pupils are
removed from the direct authority and
guidance of the teacher. Here we have
a miniature world with miniature people,
possessed of all the shades of feeling of
which the human soul is capable. Mo-
tives are springs of action, and the same
motives impel some of these little "bulls
and bears" to work for Corner on
drinking cups and monopoly" of
jumps in the game, as are known to
actuates those q little taller grown"
who SO pervert the golden rule as to
make use of it in the form: 'Do others,
or they will do you"
There are always leaders on the play
ground and as these are at once recog-
nized and gain following, it is highly
important that they should exert a
healthiul influence. The teacher should
try in every way to captiUdte the helpful
leaders and assist in their plans, while
she must prepare to capture the evil-dis-
posed and thwart their schemes.
Much may be accomplished by arous-
ing that subtle feeling called public senti-
ment, which, when composed of high
and ennobling qualities, may permeate
school or community with force as
irresistible as an avalanche. We some
times fail to awaken this desirable feel
ing, though we at once recognize the
uplifting influence of the spirit we know
not how to inspire l think the fault of
habitual hardness has been overcome in
our own school by this universal senti-
ment. Nothing causes the pupils greater
regret and even intense grief than failure
to comply with what they seem to regard
self-imposed obligation. / speak Of
this to ask why we can not extend this
spirit so as to affect the common vices
of the schools ground, and bring to bear
such feeling of repugnance against
fighting, swearing and smoking, that
these evils may materially decrease?
The extreme difficulty of the teacher
in settling disputes upon the playground
arises from the fact that she is not often
witness of the fray, and. if dealing
with young children, she finds herself
entangled in a network OF conflicting
opinions. The young child is delighted
to take the part of snformer, while older
pupils are possessed of a sense OF honor
which binds them not to tell of the
shortcomings of their associates--a feel
irg we are bound to respect, and cannot
disregard, except in extreme Cases
1t is certainly easier and perhaps as
wise to ignore many little disturbances;
but in some cases the oppressed may
reasonably expect to appeal to the
teacher and gain her consideration.
Each contestant appears, expecting to
find in her champion of his rights, and
if she concludes to act as judge or ar
bitrator, she is bound to exercise her
very best judgment and tact, for when a
person finds justice denied him he has
some shadow of excuse for resorting to
the means employed by those who work
such dread disaster in having for their
yatchword the old adage: might is
right"
We can appreciate the concern of the
thoughtful parent who knows that his
young child in mingling with those from
FALL sorts and conditions" must touch
elbows with those of vulgar tastes and
stumble against those perniciou- ideas
which may become dominant forces of
this character, unless prevented by arous-
ing and directing his better nature. Par
ents and teachers should combine to
prevent pupils from congregating upon
the schoolgrounds, when there is no
special arrangement for their amusement
The country schoolmaster who spends
his noon hour playing ball with the
boys, is no doubt teaching moral prin-
ciples in a way to make them not only