Year: 1868

' absorbed in his duties as President of the Washington College, and seems to have forgotten, or is willing to sink in oblivion, all remembrances of the years during which he stood among the fore most figures of the world, upon whom all eyes were fixed, and whose every action was fraught with momentous interest. Content to accept the logic of events, which finally decided against his cause, he has laid aside the sword and betaken himself, accomplishing, to a field of more peaceful combats- that of education against ignorance. He seeks to establish by his later efforts, not Confederacy, but the Empire of the Mind.

 The following report on School Dis cipline was presented by Gen. Lee at the State Teachers Convention, held in Lynchburg, Va, last July. It possesses general interest, both on ac- count of the celebrity ofits author, and 1 it's sintrinsic value as an able and instruc- tive paper:

 The Committee appointed by the Educational Association of Virginia, on ''School Discipline" begs leave to report that, in their opinion. it is inn 1 practicable to establish fixed rules for the Government of School. Public sentiment is so divided on the subject and the methods of family trainings are so various, that no uniform system can be well adapted to meet the gen eral requirement.

 If the subject of Education could ever be of more importance at one period of our history than at another, that period is the present; and that it may be advanced to the highest state of proficiency, it is important that eener- al cooperation should be enlisted in its support.

 It is therefore considered moro advantageous 10 recommend for atten- tion some general principles, and leave their application to the judgement and | bt'Ni NdtipH VI tNtNbNt

 The selection of proper persons for ! the office of teacher is matter of the l first importance: and as its duties re- quire long and comprehensive prepar- ation, it should be regarded as among the most honorable and important pro- 1 fessions, and be committed those whom 1 beneficial influence and instruction ! shall embrace morals and religion, as ' well as the intellect. The teacher should be the example of the pupil. 7 He should aim at the highest attaina- hlc proficiency, and not at q pleasing medi ocrity. Unless he can teach those committed to his care to think and to | work, and can impart to them vigor i with learning, there can be no real ad- . vance. He must study the character and disposition of his pupils, and adapt l his course of discipline to their pecu- 1 iarities. Above all. he must be uni i form, consistent, firm, kind in his con- duet, teach more by acts than words, ! and show the children under his charge | that he has their true interest at heart. He should look upon them not only as 1 the parents of the new generation, but | also as heirs of immortality, and while preparing them for usefulness in this l life. instill into their impossible minds principles of piety and religion: for if | il be true. as taught by history, that greatness depends upou virture, it is 1 equally true that religion is the fount- ain and support of virtue.

 i Should the daily business of the school be conducted on such principes, and the pupils be trained ill the habits of obedience, reverence, and truthful ness. and be convinced that they are noble and lovely in thems elves, and ! their practice manly and honorable, the main object of Education will have been attained.

 In addition to these moral influences, a teacher should be clothed with all the authority of a parent in the discharge of his duties, and be sustained by him so long as he may entrust his child to his care. That he may be kept constan- i tlv informed of the conduct ofhis child. weekly, quarterly and yearly reports of his progress shonld be sent him by ! the teacher, in which should be sent ! his absences, late attendance, and misbehavior. Certificates of advance ment should likewise be given to those who excel in study and conduct. The system of punishment ought to be as simple and mild as they can be made effective; and when coercion has to be resorted to, it should be generally lett to the parent Should admonitlon, restriction of recreation, etc., fail to produce the desired effect, and the pu- pil obstinately resist the patient expos tulation of the teacher, there will then be no other resource than to return him to his parents as one unworthy a place in the school

 I In connection with this subject, and as an additional incentive for the faith ful and conscientious discharge of parental duty, the committee refer to a statement which the present Lord 1 Shaftsburry is said to have made at n recent public meeting in London, that he had ascertained by personal obser- vation, that of adult male criminals of that city, nearly all had begun course ! of crime between the age of eight and sixteen ; and that fla young man should pursue virtuous life till he was twen- ty years old, there were forty-nine chances, in favor, and onl:- one against his continuing an honest life thereafter.