The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1908-08-02

and uncompromIsing. and at the same
time natural and attractive. Children
like this kind OF discipline. The rod
is not used in our schools. and we And
highly developed among the pupils
those most admirable of all the char
|lacteristics of true discipline--respect-
full. polite bearing and wholesome
only be true man and the children
will respond in all directions.
Besides the basal qualities mentioned
above. there are many devices, simple
yet effective. which Will readily occur
to the teacher. which will please the
children and Intensity their love for
the school and their desire to make 1t
the equal OF the best school in the
land.
/ have thus presented some of the
means which may be used in arousing
in the children desire for learning, love
for school, and persistent and pains
taking effort to realize the best. /
have presented them in what seems
TO me the natural order. Yet the re-
verse process not infreauently occurs.
Under the Inspiration of true teacher
theft school. their enthusiasm spreads
to their parents. and by natural pro-
cess the community Is aroused. But
no matter how the conditions are
reached, happy Is the community that
possesses them in full measure.
4. 1t would seem proper in this con-
nection to mention compulsory Sedu-
cation" When man sees the taxes
which he pays going to the education
of the children OF other men on the
ground that 1t is for the benefit OF
the Commonwealth, 1t is natural for
him to inquire whether the State is
receiving the benefit intended. II the
schools are provided and the children
stay away the expenditure goes Or
naught and the State Is not improved
1t would seem to him that IL he Is
taxed that the State may be adyan-
tagged. those for whom the provision
Is Intended should be required to avail
themselves OF 1t. do not propose to
argue the case; simply state IT.
have avoided 1t for several reasons.
We all know how exceedingly diff
cult It is to enforce law that Is not
In accord with public opinion. In Vir-
iginia we are steadfast believers in in-
dividual liberty. A compulsory law,
however deeply founded in right. yet
seems an abridgement OF individual lib-
'ertS. Public senttme emit In virginia has
not yet reached, feel sure. the point
at which she is willing to accept en-
forced education. Perhaps the day Will
come, but seemingly is not now.
The true inspiration in this matter
must come from within. The compul-
sorry law is an external force. It doas
not appeal to the feelings and instincts
of the child. but presents itself as cold,
matter-of-fact duty, devoid OF all I'M
pulse and all Inspiration. The true :ll-
SEPARATION comes from arousing tho en-
ithusiasm Of the child. and II this is
aroused there will be no need for a
compulsory law.
have attempted, Mr.. Chairman. to
present In general form the conditions
which will secure prompt and regular
attendance Of children at school.
There are many other things that seem
to mo of lesser Importance that can
be used to aid in the accomplishment
of this result. In practice we use many
devices to aid US, but we lower or
standard and defeat the best results
of our work when our methods fall
below our highest ideals.
We should present the highest Ideals
to the children and train them to reacn
these by true and exact methods, and
by these alone. Let us show to the
children our own love Of learning and
our love for them our desire for their