The San Francisco call. [volume] (San Francisco [Calif.]) 1895-1913, 1897-12-26
ms. Florence Rol1a of San Pablo:

Mrs. Florence Bolla of San Pablo:
Probably there is more than one meth
cd of teaching morals and manners in the
schoolroom, but the one and the only
one that / have found to be powerful is
the force OF example, or by comparison.
The morals, manners and habits of an
Instructor stamp themselves upon the
young minds just as an image can be i'm
printed in wax. Now | do not say that
the example shown by a teacher will
alone make pupils mannerly and moral,
for we, aided by parents, must constantly
correct our pupils faults, and point out
TO them the proper way, but l do say
that, just as safe and solid foundations
necessary to the building of a grand edi-
nee, so does the example shown by teach
erS and parents serve as the basis for
formation of character OF youths that are
to grow up to be either a blessing or a
curse to a nation.
"A teachers honesty in her work and
dealings with pupils helps to teach them
to be honest her justice to them teaches
them to be just to one another. Civility,
patriotism. charity-in fact, all Of the
virtues pracuced by an instructor are
dlfIused among the young and in an I'M
seen way gradually create a desire in
them to do good; this is an established
truth. Perhaps you think ] refer to an
ideal class of children? Not at all. The
uncultured, unrefined of any nation can
be taught manners, the difference be-
tween right and wrong, as we'll as the
trained pupil. I never use corporal pun
Ishment for profanity and unmanly con-
duct, but simply employ kindness and
patience to counterfeit these
I believe in Shakespeare saying
There is good in everything I believe
that every one, no matter how wicked,
has some good trait that is dormant,
and the mystery is solved when we find
the key that unlocks his heart. This
result can be obtained by cultivating
that quality or talent in which we see a
pupil eXcels. I once taught drawing in
! the schools of a city where, as in all
schools, many of the pupils were reck-
less, wicked, and even immoral. They
We're so because their homes were any
thing but inviting, with no one to speak
a kind word unless it should be their
! teacher One of the boys, aged Is, had
been in the lookup for twenty days, and
no teacher had been able to conquer
! him. as some expressed it; but l say,
none had been able to instruct and guide
| him until his last two teachers discov-
| cred that he loved music and drawing, so
! that after careful training he proved to
| be fine artist and an excellent singer.
! In this way his respect and goodwill
were gained, and marvellous were the re-
| suits. From a detected, reckless boy he
/ became kind, dutiful, good,-an accom-
| plished by kindness, sympathy and in
! terest on the part of his teachers.
ut is necessary to study the characters
! of pupils, beginning with their first day
| of school life, and determine which are
! the honorable and which the defective,
| then plan out course of moral training
! for each. A teacher of the primary
! grades should be able to leave the
! schoOlroOm with no monitor to watch
and on returning find that all, through a
! sense of honor, not fear, have been or
| derby If a teacher takes charge OF a
school mistrusting the pupils, hunting for
! dishonor, rude conduct and falsity, she
will find all these and more Children are
young philosophers They will discover
! that you mistrust them, that you do not
! respect them Consequently you cannot
/ gain their respect and love in return.
1T is a good plan TO speak in the
! schoolroom of bad manners and mistakes
! seen on the school ground, on the street
! or any other place, and compare the
wrong with the right. 1t is helpful to
read or tell pupils stories containing a
! moral, the main idea being to awaken
! their sympathy and interest. Pupils
! should be constantly reminded of their
/ duty and respect to grown people in
/ street cars, on the street in entry-ways
and other public places. and also of the
rights of any individual, regardless OF
/ rank, color or nationality
/
Among the prominent educators
who will participate in the work of
the State Teachers Association next
week is Professor c. w. Childs of San
| Jose.
Mr.. Childs was born in Genesee,
n. Y, in 1916. Five years later his
parents moved to Milwaukee, where
he pursued grammar and high school
| LOT
| course.
When still a young man Mr. Childs
came to California with a military
company and assisted in drilling
militia in Ell Dorado County in 1861
and 1862. He began his work as a
teacher in 1862. In 1867 he was gradu-
ated from the State Normal School.
and later became principal of th2
High School in Suisun for several
years. For two terms he was County