The Dolores star., 1902-09-12
Our Sh0o.x.
tr-f s!-t=i;
Communicated.

Communicated
On certain oeez-ion the moths. q
th= GrE-chi 40. shown s91s- s=,- ~:
costly JeseI- 6s 8 wealthy friend, Al
IL conclusion she pIze-si hand o..
each @, her two boy saving. -Ise---
are my ieW-l." T7hls sentiment q iv.n
lexp-s>-ion b. pezzn mother centuries
ago : worthy o. or emulation snd in
| itaiion to-day. Common -eha.y:- are
rightly dennfninai=d the bcTs .! or
country, and in or1e- that se i1-.-y Is
alizs ths, hope let u al isbor eont,i1t-
y fnr the highest and h.s. ir;et,s.s O.
the children. E.xpertenee has saax-t
n that fh'- point az which E.lO.t friction
6. likely 70 arse i in the gDyfrnul.a-
znd dicip..ns % the .cao1l, and II !
mol going 100 far To -zy thai iilis frie-
tion generally zri--z from Inisunder-
standing in ss,ne say. S-iths-l the
school. the home. nor -oci'-ty s can I1ain-
tain r. integrity and perform IT, proper
function without ad.-lnate government.
Anarchy ha, no plse- IN either % thes-e
Institutions, and the p=r.on who
pnzrhes or practices anarchy in any
sor1a hss 10 place within the I,ai,s Of
civil society.
GoSeFEpenL means control. and its
proper and legitimate beginning plaee
i ia the hosse. II the habit osdisoted-
ienee grows UP in the hDnie or in the
school We may expect it, logical fruit-
age Of violation Of the laws Of civil
-oeieiy when that stage i reached. Of
necessity the woTs. Of the parent and
the teacher must De hw. The parent
in the home and the teacher in the
school must combine and constitute the
three function. Of governInent-execu-
tive, legislative and Judicial. This
bring u- TO the subject Of punishment
which re,u!ls from violated law The
old idea Of punishment was that Of
vengeance. but the modern and hui
name one is that Of protection and ref.
ornation. The teacher who Furnishes
10 vent his spleen i. unworthy Of
nlaf- in the school room: but every
thing done from the top to the bottom
of the course and from the beginning
to the end Of the term must have for
its purpose the betterment and adyal.c,-
nIent Of the bOy- and girls
The character of the punishment
should be adapted To the nature of the
ofiensc and 81 aid, if possible, grow
out Of the ofiense itself No specific
, rules can he laid down that will cover
all possible cases that may arise. but
each must be met and settled on its
own Individual merits and in accord
snce with principles Of Justice which
are applicable at the time. In the in
fiection Of punishment the teacher must
keep steadily in view the welfare of the
school al the time and also for the
future.
Shall the teacher infiict physical
pain on his pupils, that is TO say, shall
he use corporal punishment? tThe
answer to this question can not be
given on hypothetical case, for seldom
if ever does an hypthesis cover the real
and vital facts as they take place. If
the teacher comes 10 the conclusion
in his own mind that the integrity Of
the school and the welfare of the pupil
to be punished can be best subserved
by means Of corporal punishment, then
that form Of .auis,,:,.c-..t .hou;1 be
used.
| 1t is we'll To say in this connection
that the teacher often has the proverb-
ial bad boy and sometimes the bad girl
to deal with. Deepseated and interest
ing questions arise at this point What
antecedent causes have operated to pro-
duce the disobedient boy or girl? The
teacher can not afford to go by guess,
or cater to an unwarranted public
clamor that such an one should be
thoroughly chastised by means of the
rod, but must use such means as he
thinks will do most for the good of such
a pupil without imperiling the organi-
zation OF the school. Here the parent
and teacher must be in perfect accord.
each striving to do what is for the best.
and If this kind Of cooperation exists
between teacher and parent the cases
will be rare indeed in which the pupil
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