Year: 1873

ton to the harmonious development o


his whole being Educators should


therefore, look to moral growth, a


well as physical health and menta


training The objects of discipline
should be to develop a love of knowl


edge for the inestimable benefits to bt
derived from it, aud the duty Of ren.
dering cheerful obedience to law, not
from fear of punishment but from res
pect and reverence for it.


Organization, as an aid to healthful
discipline, is the first business of the
school room. As nothing can be ac-
complished without it nothing should
be attempted until it is accomplished.
In the language of Hiram Orcutt, who
presents this subject in its grandest
and strongest aspect, ITO this end, the
pupils should be so seated that they
will appear uniform, and not disturb
each other in the enecessary movements
of the day. The rogues should be
separated, and every temptation to idle
ness and mischief removed. A COM
plete division of time into periods for
study, recitation and play isalso neces-
sary. A time for disorder is, however,
just as necessary as time for study.
Hence the teacher must provide not
only regular recesses for freedom in
the open air, but also occasional re-
cesses from study (say for two minutes)
for the purpose Of opening the safety
valves of mischief and giving oppor-
tunity to whisper, ask questions, leave
seats and attend to all other necessary
Irregularities not allowed at other
times. In this way the least excuse for
indulgence during the quiet hours for
study and recitation is removed. The
teacher can now insist upon perfect
order, while order is the law.


In the classification, great pains
should be taken to have as few classes
as possible, and to have each pupil as
signed to his appropriate sphere, where
he will work easily and successfully,
with his time fully employed, and to
have each class control its ownspecific
time and place of recitation without
change or interruption.


In the government of the school,
the regulation necessary to secure or
der and proper discipline must not only
be fixed and uniform, but fully made
known to every pupil that there may
be concert of action and a harmonious
working of all its members. Every
teacher should, therefore, at the open
ing of his school, announce and ex-
plain the principles and facts upon
which it is to be governed. These
necessary school laws must be strict
and promptly enforced. 1t is much
easier and more merciful to govern
perfectly than partially A system of
discipline, to gain the respect of the
pupils and accomplish its object, must
be inferible, earnest, strong, thorough.
The very fact of such a government
has silent but powerful influence in
preventing evil and securing obedi-
ence and fidelity.


Al school la,o must be based upon
authority. This is the very germ and
only foundation of good government.
1t must be distinctly understood that
persuasion may never take the place of
authority in school management
When, however, the right to maintain
authority is not questioned by the pu-
pill, or after he has been subdued to
obedience, we may persuade, invite and
win But kindness can not supply the
place Of authority. Obedience is not
a voluntary compliance with a request,
but hearty response to acknowledged
authority, an implicit yielding to a
command. Such obedience, prompt
and unreserved, is the duty of every
pupil. This is government not of
persuasion, not of reasons assigned,
not of the will of a majority, but of
one master. From this decision there
may be an appeal but disobedience,
never.


The present is decidedly an age of
insubOrdinatiOn and can we doubt that
this has resulted from the loss of au-
thority in the family and school p
School law has its disciplinary power
and influence while yet unbroken, and
when no penalties appear. Indeed the
very object of school law is to prevent
and not to punish evil. The necessity
of punishment as often results from
the absence of rigid authority as from
any other cause. And | assume it as
an axiom, that so far as the conduct of
the pupil can affect the welfare of the
school, he should be subject, at all
times and ererWchere, to the control of
the teacher


Very Respectfully,


n. i. WHITFIELD, Co. Sup't.