Year: 1867

It is said that the confederate chieftain
Gen. Robert E. Lee, is entirely absorbed IN


his duties as President Of the Washington
College, and seems to have forgotten, or is


willing to sink in Oblivion, all remembraneea
of the years during which he stood among


the foremost figures of world upon whom all


eyes were fixed, aud whose every action was


fraught with momentious interest Content
to accept the logic Of events, which finally
decided against his cause, he has laid aside


the sword and betaken himself, uncom-
pIainingly, to field Of more peaceful com
bat-that of education against Ignorance.
He seeks to establish by his later efforts, not
a Confederacy, but the Empire of the Mind


The following report on School Discipline
was presented by Gen. Lee at the State
Teachers Convention, held in Lynchburg
Va, last July. 1t possesses general interest
both on account of the celebrity of its author,
and its intrinsic value as an able and In
structive paper -


The Committee appointed by the Educa-
! tlOna1 Association of Virginia, on School
Discipline" beg leave to report that In their





rules for the Government of Schools. Pub
lie 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 general Requirements
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
aFt-o ebo Ho
In its support.


1t is therefore considered more advan-
| tageous to recommend for attention some
general principles, and leave their appiica-
tioR 20 the judgment and discretion of
teachers.


The selection Of proper persons for the
Office of teacher Is a matter Of the first i'm
portance and as its duties require long and
compreh ensive preparation, it should be re-
garded as among the most honorable and
important professions, and be committed to
those whose beneficial influence and instruc-
ton shall embrace morals aud religion, as
we'll as the intellect The teacher should be
the example of the pupil. He should aim at
the highest attainable proficiency, and not
at a pleasing mediocFity Unless he can
teach those committed to his care to think
and to work, and can impart to them vigor
with learning, there can be no real advance.
He must study the character and disposition
of his pupils, and adapt his course of discip-
line to their pecuhaEities. A Above all, he
must be uniform, consistent, firm, kind IN
his conduct teach more by acts than words,
and show the children under his charge
that he hasstheir true interest at heart he
should look upon them not only as the
parents of the new generation, but also as
heirs of Immortality, and, while preparing
them for usefulness in this life, instiil into
their impressible minds principles of piety
and religion; for if it-be true, as taught by
history, that greatness depends upon virtue
it is equally true that religion is the foun-
tain and support of virtue.


Should the daily business of the school be
conducted on such principles AID the pupils
be trained IN the habits of obedience, rever-
ence, and truthfulness, and be convinced |
that they are noble and lovely in themselves, |
and their practice manly and honorable, the !
main object Of Education viii have been /
attained


In addition to the moral influence, a |
teacher should be clothed with all the au-
thOrity of 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 constantly informed of the
conduct Of his child, weekly, quarterly, and
yearly reports of his progress should be sent
him by the teacher, ia which should be I
stated his absences, late attendance and
misbehayior Certificates of Advancement
should likewise be given to those who excel
In studies and conduct The systems 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 left to the parent Should admOni-
ton, restriction Of recreation, etc., fail to
produce the desired effect, and the pupil OBJ
stinately resist the patient expostulation Of
the teacher, there win then be no other re
source than to return him to his parents as
one unworthy place in the school


In connection with this subject, and as an
additional incentive for the faithful and
conscientious discharge of parent duty, the
committee refer TO a statement which the
present Lord SALISBURY is said to have made
at a resent public meeting in London, that
he had asccrtained by personal observation,
that of adult male criminals of that city,
nearly all had begun course Of crime be-
tween the ages Of eight aud sixteen
and that if young man should pursue yir-
tuous life till he was twenty years old, there
were forty nine chances, in favor, and only /
one against his continuing an honest life
thereafter. How great is the Importance,
then, of every parent exercising the neces-
sary control over his child under sixteen.
By proper management, this would not be
difficult and might be the means Of saving
him from crime, misery, and remorse.