The Hawaiian star. [volume] (Honolulu [Oahu]) 1893-1912, 1911-09-23
COLLEGE PROFESSOR


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tricks. which they practiccd. but
which in reality were lies or when
they hear what tricks their sons have
played, how they have fooled some
one, for example. the teacher they
chuckle over It, tell others how clever
how diplomatic their son is. forgetting
they thereby encourage him i'm his du-
plicity. They admire their boy for his
, diplomacy and some "nung Chiidi en-
are found TO be adopts in this ques.
tionable diplomacy.
Such conduct on the part of par
ents and adults in general is most
DISASTROUS, is outrageous And then
parents expect teachers to cure chill
dren of lying and severely censure
teachers and school, denounce their in
efficiency if they are not able to do so,
to undo the evil which they have
caused or fostered!'
Father Schwckerath discussed the
question of lying and its relation to the
schools.
Lying" he said, lis one of the most
veXing and often perplexing school
evils. Many children tell lies. perhaps
most Of them They make little Of
what they call white lies or fibs
They lie for failure to hand in tasks,
for missing class-and many a good
mother or grandmother was reported
ailing or dying who was in the best of
health. Again they often lie when
censued for talking or causing other
disturbance. 1t wasn't me- is the
quick answer in many cases, although
the -eacher may have seen the culprit
| talk.
Some educators look upon such lies
as trifes, while others consider them
too tragical Both are extreme views,
particularly the former. Though the Of
lenses in themselves may be light, yet
they are to be treated as serious mat
ters, considering the consequences
they may have and will have on the
character of the individual. If the
practice is not checked it will grow
into a habit, and a downright men.
dacity will be the result.
Lying should be prevented. Much
can be prevented by prudence and tact
and sympathetic treatment of children
If child has caused any disturbance
and the teacher, especially one who is
known to invariably infict severe pun.
ishments, angrily charges him with
/, the offense, the child will usually deny
the deed in sheer excitement.
zone lie leads to another the teach
er reasserts the charge, the child de
MES and protests again, and others
even may be induced by a feeling OF
supposed loyalty and comradeship to
assist the culprit with lies. A teacher
as a rule should not insist on arguing
the case, but await better oppor.
tunity until the child has Gained
down.
"A teacher who is generally sympa
thetic patient, judicious in inquiries
reasonable in punishments, will be
seldom told a lie. In most cases, as
| the experience Of many teachers has
proved, the offenders will ready &C
knowledge their faults to such a teach.
er. Sometimes a good-natured man.
ner will be far more effective than
severity"
Father Schwickkerath told story
illustrating what he meant by the
good-natured manner.
"A professor" he said, had lost his
cane. 1t evidently had been hidden
by one of the pupils. He deliberated
what to do in the matter. He knew
that no one would volunteer to tel
who hid it, and that if he charged the
the class with it he would be greeted
with lies. So he went to the class
room and said, Well, l never knew
there were so many ioke"s in my
class, but yesterday one played al
awful trick on me. He stole my cane
: and had to go home without it! This
was greeted by laughter from the stu
: dents.
81 wonder who it was? continued
the professor Instantly the culpri
was on his feet, crying, 4 did so i
was you, you rascal, the professo
said. It's a pity that l haven't got m,
cane here now. Let's go on So yol
see in that manner many lies wer
. prevented"
Father Schwickerath chuckled as h
told the story
"a candid confession" he said
will usually dispense with furthe
punishment. OF course if pardon in
/ ygria hIv foIIouad 90, foc1;o.. ~.