Evening star. [volume] (Washington, D.C.) 1854-1972, 1906-02-11

of the family rather than upon the relation
of one free citizen TO another In the realm
OF productive Industry. In pedagogy
distinguish between corrective punishment
which is proper for children as children
and retrtbutive punishment, which belongs
to the state and is the return of his deed In
q symbolical manner upon the citizen who
commits crime.
There are two kinds of teachers az re-
CARDS school discipline. One teacher keeps
the children under severe restraint by
spiritual power which l compare to the
power of the hypnotizer. have seen teach
ers who could hypnotic, as IL were, the
children into a most vivid consciousness OF
the teachers will. subordinating their own
likes and dislikes TO the teacher, sometimes
In dread of the teachers power and some
times out of awe and respect or even af-
lection for the personality of the teacher.
1 do not consider the discipline of such
teachers to be health-gfying effect In q
school
The Teacher to Be Preferred.
Il prefer the other kind of teacher who
does not tyrannize so 10 speak. over the
child's mind either by fear or by affection.
and does not insist on the self-effacement
OF the child in the presence of the school
ihe teacher should encourage step by step
seif-activity on the part OF the pupil. but
ne should not go SO far as to undertake. To
make the child assume dramatically the
Iv I oI Tree citizen, for this Is to learn tn
external model as ideal The empty
exclamation of a speech OF Chatham or
Burke or Daniel Webster. dramatically
adopting the supposed manner and renro-
ducing the situation, Is not a process or
cuittvating the true individuality of the
Child, but OF cultivating only the ability TO
i ,lusi ana to- play role for~the sake OF
producing an appearance rather than the
reaity or earnestness and wisdom
All phases of selfgovernment in schools
s s,,.,n LOT instance as seif-reporting and
vss.I seii-sovernment. require the utmost
vigilance OF teacher who possesses what
! caii. Tor want of better name this
nypnoeic power or weight of immediate
personal influence sufficient to sway his
pupils, and such a teacher can not loosen
Tor moment his hold over his pupils with
OUT letting into the organization these evil
influences which have described above.
Hold on Organization.
The teacher who gets very much inter-
ested In the literary and scientific progress
OF MS pupils Is very apt to relax his hold
on the organization of his school, espe-
ciaiIy IN cases where the organization is
SO complex as II is In the school city where
the teacher secures his control, not by i'm
mediate authority, but by authority vested
In elected civil officers. The teacher is
opnged 10 secure the realization of his
Ideals OF organization, but at the same
time to make them seem to emanate from
the free impulses and reasonable devices of
the pupils themselves.
L should not wish to have one of my
grandchildren sent TO a school where the
teacher swayed the pupils by sort OF
hypnotic power-caused the children TO be-
have like puppets, suppressing all their
spontaneous Impulses out OF respect for
the authority of the teacher. 1t would be
4 step toward making those children spirit
nal parasites. 1t is the opposite OF the
spirit of Froebel, but still 1 have known
many kindergarten teachers who ruled by
this hypnotic power. Bronson Alcott,
man of great wisdom In education used
TO say that the true spiritual teacher APP
peals to the freedom in the child and holds
back those he teaches from becoming his
disciples; he wishes them to find an Mt
.erance to their own individuality and not
4 mere initiative or dramatic representa-
ion Of his own ideas and actions