The Yakima herald. [volume] (North Yakima, W.T. [Wash.]) 1889-1914, 1898-01-27


DR.. Kilmer IL Co.. Binghamton, n. Y.
The proprietors of this paper guarantee
the genuinenesss of this offer.
US enumerate some of the things which
the teacher must meet in securing order
First-A disposition to have fun. This
with proper limitations as to time and
place is commendable 1t is an expo
nent of cheerfuness. But like every 9TH
er good thing, when exaggerated or mis-
applied in time or place, it becomes an
ton to lessons or school exercises is re-
qured.
Second Vanity; wishing to he the
centre of attraction. This is left off hen
each pupil has put away childish
things" Such pupils are constantly in
viting attention by attempting to play
the clown or by playing the grand
stand"
Third-Love of sensation. Oh how
we all love sensation. These pupils are
frequently trying to create laugh. and
are always ready to laugh at others.
Anything that startes either an individ-
ual or the school gives great delight.
Fourth -Laziness and stubbornness.
OF course in either case the object OF
school is circumvented. II the teacher
yields, she fails.
Fifth-Imposng ones will upon an
other. Teasing, fights, &c, come from
this source.
Sixth-Meanness, dishonesty, decey-
ton and nntruthfulness. Who has so
forgotten his childhood or who was SO
good that he cannot classify himself
here? Who has never been tempted to
color story by omissions and exagger-
atoms; 10y infection of voice and insinu-
atlons of meaning? Especially when We
were dresding the effects OF our mistakes
as punishments? Come let us all con.
fess! You cannot say that is true of al
except yon and your children. But some
do it more than Others. There are all
possible variations; many outgrow the
disposition more or less, but never fully.
Perfection is never reached. How nat
ural it is for one to justify and excuse
ones self And generally with what
doubtful success!
Ii these things are all menaces to good
order and growth in self control, the
teacher must forbid them. Whether this
applies to one, few, or generally, it is
rule, and therefore must be enforced
The pride Of a good citizen is his obedi-
ence to law, but often pupils seem to feel
that obedience or compliance instead of
being an indication of strength of char
acter is an exponent of weakness. They
vanly imagine themselves, in disobed
fence. to be heroes. The unwillingness
to accept the conditions of true citizen
ship is one of the most prolific sources of
annoyance in school. Some expect to
have special privileges. They do not
seem to think that the teacher who
grants special privileges thus invites end
| less trouble. Dsobedience must be
punished. The punishment should, as
| far rs possible, be the discipline of natur-
| al consequences. The true teacher must
be fair, honest . she never picks" on
| her pupils; she must be deliberate and
treat every case on its merits.
"lf God should wink at the least viola
ton of a natural law, the whole universe
would become chaos" This is not a fine
spun theory, not theory at all as every
teacher with a months experience can
| testify; nor is it true because the Arab
ians have cry stalled it into a proverb.
! 1t is practical stubborn present fact.
The importantly of pupils and even
parents muakes us teachers wish it were
not so. They say A little thing like
that, But if one il nothing, so are ten
and one hundred, and it does not take
long in school discipline to go from one
to one hundred. Try 1t and see. But We
have tried it hundre is of times.
Teachers are not perfect. They may
not have been ideal students. A lawyer
may advocate canse which he would
condemn as Judge. Assuming wider
responsibility always lends dignity. 1t
is so with the teacher. The teacher is
not perfect, but she is often the most
patient, the most faithful and least
thanked person in the community. She
deserves the cooperation of parents; she
certainly does not deserve to have her
name treated as afooiball on the streets.
Pupils are sometimes sent home until
their parents are informed and their CO.