The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1903-01-01
1.-THE LITTLE TOUGH. .
School Teachers Discuss His
Origin and Cure.

DR. D. NJ. Fisk. of Washburn. was
elected chairman of the historical ana
sociological round-tabIe of the Statt
Teachers association for the coming
year. Sociology is one Of Or. FISK
gDecialties.
The first paper presented in this de
Dartment at its session Wednesday ar
ternoOn was by Hattie J. Kirby, county
subject was Can Rural Forces be Feu~
erated2 and was discussed a4f1TII1a-
lively. The federation Of rural forces
is very difficult because of the scattered
nature Of the rural population. The
movement must originate with the
school district. The school teachers III
cooperation with the Sunday school
and farmers Institutes should organize
social meetings at least once month
These meetings can be supplemented by
larger ones of township dimensions.
The university and the agricultural co.'s
Iege should aid by supplying educational
lectures to make these meetings more
attractive"
The second paper was delivered by D.
y. COuntryman, Of Utica. His subject,
1.-THE Little Tough-His Making and HE
Breaking" provoked the most animated
discussion of the session. He said la
part: The little tough arises from
loose control at home and degrading
environment The teacher can do but
little unaided. He can instil obedience
Co-oDeraion with the home may break
him Above all, the energy Of such
boy mnat be used
r. II. Baker followed with a paper
upon the same subject. THE indulgence
OF parents is chiefly the cause Of the
little tough he said 1.-THE home in
nuence seems to have deteri0rated. Thu
home of today is not so influential f0l
good as the home Of twenty-five yeals
ago Laxity Of home training IS likely
cue to the reaction from the former
Puritan discipline OF the home and has
now reached its height. Soon the pen
dulum viii swing the other way. The
sentiment The world owes me a living
must be Fought vigorously and its falsitS
impressed. The breaking of the tough
must be made by the vital touch of the
live teacher
Or Fisk attributed the making of the
tough TO the desire to obtain nOt0rietE.
The boy whose ''slnartness" his parents
are so prone to recognize is pretty sure
to develop into the little tough
Mr.. Maize. of the state industrial
school for boys. also attributed the maxi
ing Of the tough to the smartness of the
boy desiring recognition. Fail to reCOE-
nize this snartness and it will cease
The energy of the boy must be used.
J. r. Albin discussed ably the ques-
ton rs the School Room a Promoter
OF Democracy" He affirmed it strOng>
~. and his able presentation was ac-
cepted by all. as there was no discus
sion
]. = Edgerton, of Manhattan. dis
cusSed at length the question of Den-
sioEiing teachers. Every producer. il
his labor is honorable" he said. lis en-
4itled to support for himself and fam
ily. If the remuneration given during
service be not ADEQUATE. then the state
should make uD the deficiency by in
Btallments afterwards. The teacher can
never acquire a com Detence such as is
acquired in other professions"
Prof. Edgerton instanced Japan as 4
nation that pensions teachers after long
service. He thought quite just the sys-
tenn in vogue in New York where a per
ceutase Of the teachers wages is re
tanned and put into a common fund and