The Abbeville press and banner. [volume] (Abbeville, S.C.) 1869-1924, 1903-06-10
DISCIPLINE IN OUR SCHOOLS

Much More Than Learning TO Reed Z
| and Spell Required-The Doty OF
| Parents TO the Teachers-Conquer'
| ting Enemy. ~'.. s. ~
Lancaster Enterprise. '..rs
Several South Carolina editors are
advocating a quick return TO the
free use Of the rod at home ana az
school. The recent exhibitions OF
Youths in public schools have demon,
strated trAt they have been permitted
an Injurious freedom of conduct at
home: have been placed under little
or no restraint, and while yet IN knee
breaches consider their dignity OF
vastly more importance than gooo
Imanners or morals. There are peo-
ple who are now questioning the Wis
dom of Solomon, but the old fellows
Ideas in regard to the application OF
the rod still have respectable lol-ss
lowing"
The above paragraph is from The
State of May 81. it seems that news
paper men as we'll as scho0! teacnerS
are getting to be very much INTERESTED
in the discipline In the schools. anu
we'll they may be. The problem Is
vital, far reaching and urgently press
ling. In discussing it one can 90
Igreat deal of theorizing. But no the
tories which do not grow out OF iacts
lare worth much. Many people have
a radically wrong idea of what true
education is and the purpose for which z
children are sent to school. The most
important things learned at school are
regularity, punctuality, obedience. IN
Idustry and respect, both for Themselves
and others. Some people do not take.
this view of the subject. They think.
their children are better than those OF !:
other people; that their children must
not be corrected and controlled that
their children may insult, oppress and
mistreat both scholars anu teachers
land vet must not themselves be effect-
lually corrected. Some scholars have
the idea that they can and ought ito do
as thew please. sThey think they must
be allowed to do various indecent
Things. This spirit briggs trouble all
along the line. It produces enVles,
Iiealosies and chickering's among the
lscbolars. It puts the teachers In suchT
q position that It is difficult for them
not to be accused of favoritism and
nartiality. These are facts familiar to-
ali who have looked into school iifess 81
Three facturs enter into the making
Of a we'll regulated school. The inst
| ia good teachers. But no matter now
efficient they are they can do very lit
tie If the other conditions are absent.
ETbe second factor 10 good trustees who
know their duty and are not afraid 70
lido II. The knowledge of how to con-
lduct school does not comedy chance;
A man may be born poet but hes be-
comes a good trustee only by careful
work along school lines. The third
factor is the parents. They mussl
lcooperats with the teachers and trus-,
ltees. If they put ideas of resistance!
of superiority, of pride OF scorn, OF dls-l
ldaip, of disobedience, into tbs heads
: of their children then trouble may be-
Iexpected. And many parents, whetn-
ler Intentionally or not, do just tnls
yery thing, and then when trouble.
comes they are very prompt and very
leertain. to condemn the teachers.
Some parents tl1iuk that their chi6rens
NAV do anything, but that the teach-
ers must not correct them. NO, they.
are too good to be corrected. Then
trouble is on baud. If boy can't be-
have himself, If he can't obey II ne;
liz tyrant among the scholars. 1T he
can't be respectful to the teachers,s
Why should he not be sent home ana
made to stay there? Again, Why
|shouId some who are unruly be sent
= home and others who are just az bad;
not be sent home? Are there any
\ IIordly families in this country who
have special rights Any boys I'M
, this country who by great family
birth have the right to corrupt tneM
fellow students and mistreat tneirI
teachers; if 80, where did they obtain
the right? Why do not trustees some
times say as a body that discipilne.
/. shall be just, fair, impartial, tnfexi.S
BILE and that there shall be no respect
of persons? Why may not teachers.
backed by the trustees, say feariessly
r and kindly that there shall De ordery
Why may not patrons, as sucn, say
to both trustees and teachers that
There shall be regularly and Impartial
lly such discipline as will insure the
= successful working of the school2 No
teachers can conduct q successful
school without the hearty, full and.
regular cooperation Of both trustees
and narents. These remarks apply to-
ali schools everywhere. We have no
particular school in view. We are
interested in them all and desire that
they all may become agents in build
ing up the commonwealth IN the
most efficient manner. Our country
needs trained men. Boys who are
NOT decent and obedient in school are
not At timber out Of which to make
GOOD civil rulers. And when men run
for civil office, or are seeking for busi-
ness positions, it is we'll enough, be-
fore helping them to secure these
nlaces to ask whether they were obedi-5
lent and faithful in their school life.