The University daily. [volume] (Morgantown, W. Va.) 18??-????, 1896-06-09

who BY proper treatment might
have become useful citizens and
prominent III their lines of work?
But some say, We do not be-
lieye that these feelings of resent
ment and humiliation result from
the use Of the rod. II some in
stances, the humiliation and re-
sentiment may not be % apparent
as ID others, but deep down ID the
breast Of every child these feelings
do exist, but may not always man
fleet themselves in word on action,
BY reason Of the fear Of repeti-
ton Of the bodily infection OH
the tyranny Of the rod. Can we
not By appeals to reason make
clearer the right path than By APP
peals 20 the fear Of the rod? If
mot, my friends, it seems to- me
that we are weak indeed.
But let US suppose that the child
does resent, that he resists. What
resource is left the unfortunate
teacher butte subdue him by brute
force? It then purely a question,
& l. 35I 49, =
between the teacher and the child,
1 Of wind and muscle, /" with the us
ual concomitantso Of angry disputes
/ with parents, or trials in court, OF
canes. a. shotgnns? And who can
/ estimate the damage done the
damage done to the child, to the
school, to the community, to the
i teacher?
But let us look at another phase
Of this question, as it affects the
child. All will admit that the
proper training Of the will Of the
child is not the least of the teach-
| er's duties. I must be pardoned
/ for quoting from the. excellent
work of DR.. 3. 3. White, entitled
Elements Of Pedagogy, PIP. 319, 800.
1t is easy to hedge in a child'a
. conduct by authoritative restraints
and to urge him forward by artif-
cial indictments; but.when the re-
straining hedge is broken down
and the temporary Indictment is
i wanting, then willfappear the vital
need of the power and habitof self
1, impulsion and self-guidanee.
s tThe most dangerous transition
in a youths life is that which car
4 ries him from the authoritative
4 control of the family and the
school to the responsibility of I'M
tried liberty. The shores of this
perilous strait Of human life are
streWn with wrecked manhood.
1.-THE home-life and the school
life Of the child should prepare him
/ for this transition to freedom by
effective training in self-control
and self-guid dance, and to this end
the will must be diseip lined By an
increasing use of motives that
quicken the sense Of right and
make the conscience regal in con-
duct. It il not enough that the
teacher secures diligence in study,
good order and proper behavior in
school the vital question is, to
what motive does he appeal in
gaining these ends? =
If these be low and selfish, the
results, however fair in appearance,
will be like the apples of Seldom
in the life.
mo temporary interest in study,
no external propriety of conduct,
can compensate for the habitual
subsection Of the will to the DONE
macy of the lower motives:
THE pregnant truth is. that no
training of theswill can stand the
supreme test OF conduct that does
not put its acts in harmony with
the imperative ought, the last word
in the vocabulary Of reason and
duty
Another says: sit is safe to say
that, for the most part, he who
finds Unnecessary to resort to brute
force in the education of the will
of the child, is either too weak to
inspire respect or too vain to see
that ne stands to his pupil not in
the relation of master, but in the
high and holier relation Of. servant.
Does the child resist? Does he re-
hnl9 TT ia 10 faral ~ al ,,,.,.a $50,