The St. Johns herald., 1899-11-04
EDUCATIONAL
 DEPARTMENT.
Government of
 Children.
BY A. c. PETERSON.
[Continued from last week.

Rosenkranz, and Herbartagree with
 Spencer in that too much supervision
 IS not good, but they also say that au-
 thorlty mus step in. MT. Rosenkranz
 says the teacher should look ahead an
 consider the danger that threatens the
 pupil and fortify him against them.
 He says: Intentionally to expose him
 to temptation Tn order to prove his
 strength is devilish; and on the other
 hand to guard him against the possible
 chance of dangerous temptations, to
 wrap hIm in cotton, is womanish, ridic-
 uious, fruitless, and much more dang erous."
 He further states that outward temp
 tatiOns are not the only ones; there are inward ones also.
 When the child is contrary or wilful- lv ignorant, authority he states, IS suf- ficient, andal thatls necessary, no explanations need be given. Mir. Spen- cer is of the same opinion. that. such acti 0ns should be met by mere author ity. as they have pitted themselves q. gainst society and authority Mir. Rosenkrang. says the child should be made to feel that 1he right has power enough to subdue all that is against it.
 The aims given by Herbart shows that his ideas differ very materially from Spencer. The aims, he says, are Q) The avoidance of harm either to the pupil. himself or to others: @ the avoidance of strife, (3) the avoida0ce of collision. These aims show, and as he piaInIy states, he would not leave It all to nature. When a child has will fully pitted himself agalnst society and authority it seems that the most natur- al thing would be to convince hIm by authority that there IS power enough to bring him to ume;and not let him go with the idea that he can ride over the rights of others. and that he is all DOW erful. This iU seems to me is danger ous thing to do. He will have tn yield and it is better 10 make him obey in the beginning than to let him grow up fiend 10 society. He will be subdued probably by the peDitentiary or gallOws.
 Punishment. however as Mir, Rosen- kranz states should be made corrective or reformatory, not retributive, and should be administration some spe- cIaI act. not for general misconduct.
 He states that some kind of corporal is the most natural for children; isolation for boys and girls, and punishment based upon the sense of honor, for men and women.
 The means of government as given by Herbart are. threat of punishment, love, and authority. By the threat of punishment he means giving warning of what will be done, if certain laws or rules are broken. His ideas Of supervision have already been given. He says it should be used very 
 Ills treatise on love and authority is B fine one. Authority, he says can on- Iy be maintained by superior intelli- gence, or by natural right as the parent. This is tine point and one that teach CTS should take note Of.
 Children naturally look upon their parents as having the right 10 control them. but will never yield willingly to a teacher unless Ee manifest a superior They will say, "He don't know any more tha We do. Do you lhink We will be driven around by him?"
 Love is the strongest power the teacher has and, he who cannot com nand it is unfortunate as @ teacher, and lquestion whether ne should oc- ;upy that position. The grand est government is where the pupil obey because he loves the teacher. and what is still better. because he loves 10 1beys the trust and be recipient of its precious gifts. This is the government that is lasting. Il comes from within. It is the out growth of wiling soul, ant does not cease, as many other forms of obedience do, when the ont ward restraint and fear of punishment are removed.