The daily morning Astorian. [volume] (Astoria, Oregon) 1883-1899, 1896-03-17

aClNl lNfmlnN anu Nnt lNtANtNN VI Wv
punishment of childpn to the ends to by
attained, Following are two ot tNe pa
pcrs, others will he published later,
MISS BANLEs,
Thero arvo two immediate and Important
ends IN view IN th2 discipline OF the
school There must I've enough quiet
and system to enable the daily work oi
the school to move ON easily, and with
out friction or Interruption; hence Ger
tain rules and rNnutncS are agreed upon
which will facilitate the dOug " THIS
work,
Rut while this end is important the
second Is far moro 50, Through cont
pliance with those rules and hahitual
ObCdliencc 10 the teachers directions, as
well as hatitu1 regard for the rights
and priVilcgos ot others, the child grows
to a power ct Sclf-control and an ability
to work In harmony with his fellows, In
too many schcolrooms Is this grv0ter
aim overlooked. and the discipline Is
made n matter ~ the W, sent moment,
having to do with the schcolruom tasks
alone. hut the manner In which the
child works at his task. or Yields to au-
thOrity, and the spirit In which he learns
10 restrain his impulse and 20 guide his
wayward thoughts have 10 do with tho
growth ot his character The eject Of
the schoolrocm discipline Is lasting, Il
tells for good NJ evil upon the future
life OF the child, II helps him TO be-
come thoughttul. helprI, law-ahtdmg
citizen. or leaves him a wcakling where
he should be n man.
Good discipline is reasonable not ar
hitrary. As far as possible the child
should understand the reason Tor the
teachers reQuircmcnts, Even the young
.st children will recognize the need Of
restraining their impulses TO speak or
move or play. when the qualification OF
their dosires would interfere with the
work or the enjoyment Of others; and
through such teaching and traininA they
come to the attitude which all citizens
OF the republic should learn, Tiny
know the meaning OF liberty under law.
There Is a wide difference between IN"
spirit in such training and that which
allows each child 20 10 as he pleaSos,
without regard to the good OF his n,igh-
Dor But under the principle which We
have suggested the purpose OF all the
children Is to help one another. and the
Individual rights cease where they inter
fers with the general good. Here Is
true liberty: and such harmonious work
Ing together Is the result OF discipline.
One teacher says: Il tell my pupils
that I wish them to do as they please.
but I wish them to please 20 do right
This reasonableness DOES not imply that
there shall be no implicit obedience with
out question. rather than that Il tends
toward that obedience, \ child who
recognizes the justice OF teachers re-
quirements in general will be ready to 20
on in particular cases without cNplana'
ton. because his teacher thinks II best
Such obeiience to law can never be
taught by arbitrary authority, The dis
ciplins OF the court martial has no place
In the schoolroom. nor does It result In
habitual and thoughtful obedience
Children should consciously obey the
highest motive in their own action. This
does not mean necessarily the highest
motive which the teacher can compre-
bend, but the highest which the children
can appreciate. They should refrain
from whispering. not because they fear
reprcof or punishment. but because they
are willing TO deny themselves for the
good OF others; because they desire tn"
teachers approval and that OF their own
because they would win the
power OF self-control.
as far as possible. the power OF choice;
he leads them to see the result OF one
course OF action and its opposite. and
then leads them to choose. Then he
,ultivates their judgment and leads
Them to independent rtght-doing. Habits
,f action are formed through repetition.
Every act leaves in the mind "a tendency
10 repeat that action and added power
% act in that direction. So every right
,hoice helps to develop the habit OF righ:
choosing; every act OF obedience tends
10 strengthen the habit OF obedience;
every habit OF self control results in
greater power OF self-command. The
continual repetition OF right action
makes such action habitual; It becomes
second nature to the child. Left to
-imself at the end OF the school life he
will tend to continue in the line OF such
lction. The schoolroOm habits are an
important outcome OF the schoolroom
discipline.
The teacher needs sympathy with child
ife and power to put himself into the
,hild's place. Many an ofrense against
he rules OF school is committed thought
essly. and yet II Is treated by the
eacher as II II were an act deliberately
Intended. Such an assumption on the
part OF the teacher leads to wilful dis
obedience later, for II stirs a sense OF In
ustlce which ranklcs In the chlld's heart
ong after the TEACHER has forgotten the
,ffense The wise teacher often shuts
lis eyes to misdemeanors which woLld be
Emphasized by open reproof. A quiet
word to the offender. look or sign, a
after school when nobody
5 present are better than open
correction. They do not arouse
he spirit OF defiance as does
he oper reproof The teachers
manner in direction should assume
he intention to obey. not antagonsm.
lis attitude toward the child does much
o determine that OF the child toward
lin. Anticipating obedience and good
1 III. he will find them; looking for malIca
md mutiny. he will doubtless discover
hem the same.
II a boy is stubborn and bad-tempered
md falls into the hands Of teacher OF
h. same character. It Is merely a contest
II stubbornness against stubbornness,
md the one having the most muscle
wins. But after succeeding, the
10Y is in no better condition than he
vas before. The SANE sentiment. the
anne disposition TO defy authority, the
anne feeling still exist, and will exist
III the motives OF children are bett'r
Discipline Is not repression-it is de
elopment A boy. by repression and
ISOLATION, may grow up Innocent, but he
viii never be morally strong.
A sentiment should be created within
ne school that will produce self-govern-
nent This can be attained only by ap-
calling to the higher moral character OF
he boy, arousirg his personal pride and
Ieating within him such love OF truth
nd such devotion tn tine right that the
ct Of self-government will naturally fol-
ow. II the teachers methods and his
Wn purpose are not mechanical, but
neral. II an ethical spirit anlmates him,
his ethical spirit will lay hold Of all
he details Of school work, and make
make them subservlcnt to the develop
1ent Of character in the pupil. Natur'
ontributes its share, but virtue has its
art also 1.-THE virtues" says Aris-
otle, come neither by nature or
gsinst nature, but nature gives the
apacity for acquiring them, and train
ng develops it."
PROF. JACKSON.
Character being the attitude Of the in
er life, whatever moves 1t to act Alright
and builds 1t up; whatever
rosses the proper motives for action, dis
prts the proVth We see that none