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violation of the school regulations, when he no longer corrects them for disregarding it.

Children are very quick to notice any dere. liction or neglect of duty on the part of the teacher. That individual should have wellsettled principles to govern his own conduct both in the school-room and out of it. A vacillating spirit that shifts about like the sands of the desert before every breath of wind, is contemptible even in the eyes of children. Besides, if the teacher is thus vigorous in the treatment of self, he may consistently be firm in his demands upon others. Many teachers overlook this. They require certain things of their pupils which they themselves are not willing to perform. They forbid certain privileges to their pupils, which they themselves indulge in. It certainly looks a little unseemly in a teacher to pronounce his ukase against the use of tobacco in school in a breath that is itself tainted with the narcotic; or to dwell upon the bad effects of reading works of fiction, when at the same time may be found under the lid of his own desk some of the most silly and pernicious specimens of this kind of literature. So, too, on the streets and in society, teachers sometimes forget the propriety that should mark their deportment, and perhaps in one unlucky hour more than undo all the work of days.

The teacher should not allow the slightest infraction of law to pass unnoticed. These small offences, if allowed to pass without remark, will only open the way to greater. They are the little breaks in the dyke, which a man might at first close with his hand, but through which will ultimately rush a flood of waters that may drown a city. Many a school has been ruined by not guarding against these least appearances of evil. Not that a teacher should be tyrannical in the administration of his duties. But to be unyielding in the enforcement of reasonable and just laws is not tyranny. The laws of nature are inflexible. There can be no infraction of them, not even the least, that is not followed by the due penalty; yet he is a foolish man who will charge God with tyranny and injustice.

The penalty for violating a law should be in proportion to the heinousness of the offence. There should be degrees of punishment in the school room as there are in nature and in civil governments. All violations of the natural or of the statute law are not followed by the same degree of punishment. Let the modes of punishment be what they may, these distinctions should be observed. A degree of punishment disproportioned to the crime committed, exerts an evil instead of a

salutary influence. A century ago the death penalty was inflicted for comparatively slight infractions of the law. The forging of a man's name, or the stealing of a few shilling's worth was visited with capital punishment. In those days gibbets stood at nearly every cross-roads in England, and bodies swinging in chains were every-day sights; yet this severity of punishment, instead of making crime less frequent, seemed only to foster it, and the more people were hanged, the more those who remained seemed to deserve hanging.

School discipline, as every other discipline, should be enforced not by administering punishments alone, but by properly rewarding the meritorious. Whether or not the hope of reward is a proper incentive to study, it, as well as the fear of punishment, may be properly held out as a stimulus to good conduct. This reward may be but a smile or a kindly word of approbation, or it may be such other more tangible and enduring mark of approval as the teacher may see fit to bestow. Indeed, it would be more pleasant to dwell upon the hopes and pleasures of reward, than upon the dread and horrors of punishment. The latter is a gorgon, against whom it would be pleasant if it were possible, to close the school-room doors entirely. It is by a system of rewards and punishments that the Almighty governs the world. Some are kept in bounds through fear of the latter, and some through hopes of the former. A few lofty spirits profess to be influenced by neither of these considerations. They claim to do right because it is right. Those who mount to that elevated plane of thought and feeling are few indeed. It may be the proper standpoint; but it is not, and doubtless, never will be, the popular one. It would perhaps be out of the question to get children to act out of such a purely abstract principle; hence, we may well influence their minds to correct actions by holding out to them the hope of reward and the fear of punishment. But compliance with the school code is the rule, and violations of it the exception. To te continually stopping to award some recognition of merit in this case would seem to be impracticable. And so it would. But a pleasant word or a meaning smile may be repeated without trouble many times in a day. Besides this, a constantly cheerful and agreeable manner on the part of the teacher would be to his pupils a perpetual source of pleasure, and a continual reward. In a school that has been properly instructed and cared for this endorsement by the teacher of their conduct and performances, will open up springs of delight and satisfaction in the bosoms of the pupils

themselves. This is of itself no small reward. | principles and maxims more in accordance Our own consciousness of having done well and deserved well, is one of the sweetest returns for doing our duty.

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with the spirit of the age, with humanity and enlightened reason. Mutual confidence and respect exist between teacher and pupil. The "One self-approving hour whole years outweighs child is taught what is right, and to do the Of stupid starers and of loud huzzas." right; he is taught to regard himself as a School punishments range in severity from rational, responsible creature, and not a mere the mere word of rebuke, or the denial of machine that is to be wound up every mornsome wonted privilege, to the infliction of ing like a twenty-four hour clock, and left to corporeal pains. As has been said, the degree run all day according to mechanical princiof punishment must be carefully proportioned ples. Children thus trained and taught, grow to the enormity of the crime. Crimes can up with proper views of individual responsiperhaps differ in enormity only as to their bility, of just government, of their mutual consequences, and not as to their wrongfulness relationship to all the world of mankind. in the abstract. But some offences are not Schools conducted on these principles are not crimes; as, for instance, mere inattention, difficult to govern. They are to a great exnegligence, forgetfulness, etc. For such of tent self-governing. They are miniature refences no sane teacher would inflict as severe publics, where each individual possesses an punishment as for profanity, rebellion, abus-immediate interest in the conduct of all. ing a schoolmate, falsehood, etc. The teacher Such schools make good pupils and eventually should never inflict punishment unless he is good citizens. In a form of government like fully satisfied of the guilt of the party. He ours, the responsibilities that await all, and should never punish a child on suspicion. the lofty positions of usefulness that await What he himself sees of course needs no cor- many, should not be lost sight of in the eduroboration; what he does not see, should be cation of our youth. We must provide for proved beyond all cavil. Better that ten the future safety and permanency of our free guilty ones should escape than that one inno institutions by properly educating those who cent person should be made to suffer. One are soon to take the places of the present genchild's word against another's should never be eration-by so training them that they may taken as conclusive evidence. This is simply have a due regard for law, for order, for mujust; while at the same time it exerts a good tual rights, and individual responsibilities. influence in the school to have it understood by the pupils that one has as much the confidence of the teacher as another. Where a pupil is known to deal in untruth, there is, of course, an exception.

As has been already said, everything almost in the way of success in the school-room depends on good government. To understand how to control a school properly is well worthy the attention of the teacher. Much may be learned from books and from the experience of others; but, after all, the teacher must study the human nature of children, and then exercise his best judgment in every case that may arise. It is so easy to make a mistake; so easy to be misled by a momentary passion, through ignorance, or by some undue influ Against these chances the teacher must be constantly on his guard. The system of school discipline as practiced by Wackford Squeers, has perhaps entirely disappeared from civilized society. Even the slightly more genial schoolmaster of Oliver Goldsmith has, we hope, but few counterparts among those who are now engaged in the instruction of the young. Instead of schools conducted on the principles of Dotheboys Hall and "sweet Auburn," they are now conducted on

ence.

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IRON INDUSTRIAL SCHOOLS.

S a significant sign of the times we state that a bill entitled, "An act to establish two Iron Industrial Schools in Pennsylvania,' passed the Senate at its recent session, but for want of time was not acted on by the House. Some of the principal provisions of the act were to procure ten acres of land in the eastern part of the State and ten in the western, on which to erect buildings for the schools; to make arrangments for teaching "the art and business of the manufacture of articles that may be made of iron, or iron and steel," and to appropriate $100,000 to begin the enterprise.

The author of the bill was Senator Holben, of Lehigh county, and while it was pending he made an able speech in favor of its passage. Many things point to the conclusion that a combined effort will soon be made to organize a system of industrial schools. Senator Holben is only a little in advance of the movement. Below, we make copious extracts from his speech on this question

These schools are intended for the practical educa

1

tion and training of boys and young men in the art and science of manufacturing all kinds of articles made from iron and iron and steel. This may be denominated a new enterprise on the part of the State, and will, of course, meet with opposition; but not because it is not a good thing, nor because the advantage and benefit of such schools as this bill provides for are not apparent to some, but simply because it is a new enterprise. The objects of this bill are good, and it ought to be supported by everybody that feels an interest in the manufacturing industries of the State. But, notwithstanding this fact, I anticipate trouble. I have no doubt that some will say that it is against public policy that the State should meddle with matters of this kind; that the education in industrial affairs should be carried on by private individuals. I know the fact that the bill will meet with opposition on that ground. But this is a mistake, and I hope to see the day when no one that feels an interest in the mechanical arts and sciences will oppose a measure of this kind. The education and training of the boys and young men are, in all civilized nations public matters, and have always been considered as such.

but

Our common schools have been established by and through the State. When the law was first attempted to be passed it met with bitter and strong opposition; and it took a long time before the sentiment of the public mind was settled in favor of it. Many difficulties were encountered and many prejudices were to be overcome. It had many influential adversaries. Various reasons were given against the measure, it finally passed into a law, and, notwithstanding the strong opposition to it from the beginning, no one could be found to-day that would even attempt to offer a bill to repeal the law. Although the law has been misused in many instances, yet in the whole history of our Commonwealth not a single bill introduced in the Legislature has had more influence over her people. It is now an established institution and the general principles of it are favored. The question of industrial schools has been agitated in this State for a long time; but thus far the State has virtually accomplished nothing and has done nothing worth speaking | of in the education and training of its citizens in the mechanical arts and sciences, which of all subjects of knowledge are the most useful and beneficial. The utility of such schools can hardly be questioned; and I propose, before I conclude, to show that the Legislature of this State has not done what Legislatures of other States have done in regard to industrial schools. Enough money has been spent for educational purposes. Many millions have already been appropriated for the education of the children of this State; but very little of the money has been applied towards the education of the children in the mechanical arts. If a few millions of the many millions of dollars which the State appropriated for educational purposes had been applied in the establishment of industrial schools, the State and her people would be richer and better. If this had been done, the people would not now buy millions' worth of articles, made out of iron and other material, from foreign States and countries. Later in my remarks I shall give a statement of the value of the cutlery and other articles manufactured from iron and imported into this country from foreign nations, which, in my judgment, should convince the most skeptical of this fact, that we for a long number of years have supported, maintained and nursed the mechanics of other nations, showing that the State has been derelict in giving aid to institutions of the

character which are proposed to be established by this bill. She has done nothing to build up the manufac turing interests of this country. She has lavished and, in many cases, wasted money in building up institutions for the intellectual education of the children. Whatever aid has been given by the State, has been given for the purpose of educating the children in literary branches of learning without any regard to practical matters.

What

So

Now, one of the first questions arising on this bill is, Are schools of this kind necessary? Secondly, will they be beneficial to the people and to the State? It seems to me that iron industrial schools are absolutely required by the large production of iron. Now, if there is a necessity for these schools, they ought to be established at once. The cost will be trifling compared with the benefits which will follow. Why are they necessary? The reasons are innumerable. positions do our people occupy in the mechanical arts? I think it can be truthfully said that the number of educated mechanics is not sufficient. We have not enough people in this State who understand the mechanical sciences and arts to enable them to compete with foreign mechanics. This is especially true so far as the remarks relate to iron mechanics. Of course we have many good iron mechanics, but the number is not equal to the requirements of our great iron interests and productions. The iron resources and productions of Pennsylvania are enormous. far as these matters are concerned this State is far ahead of any other State, and I take the position that our iron mechanics should be more numerous than those of all the other States put together, and they ought to be superior to those of any other State because the production of iron of this State is equal to the production of the iron of all the other States. Why have we not better and more iron mechanics in this State than are to be found in some of the other States? The people of this State are industrious, intelligent and honest, and we have all other sorts and kinds of advantages in this matter over the people of other States. We have the material, we have the natural resources in unlimited quantities, and everything else to make this the greatest iron manufacturing State or region in the world. Why is it that we cannot successfully compete with other States and with foreign countries? Why is it that our iron is shipped to New York, to the New England and other States, and there manufactured into horse shoes, cutlery, hardware and other articles, and then brought back to this State? The only reason is, because the people have not been educated and trained in this particular business. We cannot compete with foreign States, much less with foreign countries. There is no good reason why this state of affairs should exist, but it does exist. Whatever our mechanics know of the mechanical arts and sciences, they have learned under difficulties unaided by the State and without schools wherein mechanical arts are taught as they should be taught.

It is said that the criminals in our different penitentiaries and prisons are composed principally of persons of some education but without trades, that few of them have a knowledge of the mechanical arts and sciences. It is ascertained as a fact that the inmates of our penitentiaries and prisons are not men possessing a knowledge of the useful trades and occupations. But I do not propose to detain the Senate on this point.

Thousands of mechanics are employed in foreign countries in making cutlery, hardware, machines, etc., for as they, of course, furnish the iron, we lose the benefit of the sale of all the pig iron that is thus used.

Besides this, thousands of mechanics and laborers are | cles to the efficiency of our country schools employed in other States in making articles manufac-irregularity of attendance and constant tured from iron, which is produced in Pennsylvania. change of teachers, and shall take a long step

Thousands of tons of iron manufactured here are shipped to other States and there converted into cut- toward the realization of our ideal of a counlery, firearms, horse shoes, etc., then brought back and try school; each child in the district in school sold to us, our State and people losing thousands of every day of the term; at least eight months' dollars' worth of labor and material. This is a great school during the year, and live, thoroughly loss to the people and State. The fact that the iron teachers perma · of Pennsylvania should be taken to other States and prepared, common-sense also the coal, for the purpose of having the iron man-nently employed. ufactured into useful articles, and then shipped back to us, shows that there is something wanting in this branch of industry. The people are not wanting I am sure, for at least forty per cent. are idle to day on account of not having anything to do. It is a fact that iron is shipped from the Lehigh Valley to Troy, in New York State, a distance of about two hundred and thirty miles, where it is manufactured into horse shoes, and tons of them are shipped back to Pennsylvania. Not only our iron is taken there, but also our coal. This is only one instance of many, showing that the necessity does exist for doing something for the iron industries. It cannot be said we have not the men, nor can it be said that we have not the con

veniences and material. We have everything. Our people ought to be able to compete with those of other States and of foreign nations. I believe that if the iron business of this State were properly fostered and encouraged, this State would soon become much richer and more populous.

COUNTRY SCHOOLS.

HOW CAN A COUNTY SUPERINTENDENT BENEFIT

THEM?

[The following article is from the pen of an accomplished lady superintendent of Illinois, Mary Allen West. Let it be read and re-read by Pennsylvania's new corps of superintendents.-ED.]

1. By establishing the closest possible relations between himself and all connected with these schools,-children, parents, teachers, directors. He stands in peculiar relation to these schools, and they are peculiarly susceptible to his influence. One of the best tests of a superintendent's efficiency is the condition of his country schools.

2. Strive to bring about united action in the district, to so mould public sentiment there that every man, woman, and child shall feel that the success of the school depends upon them individually, as well as collectively With such a public sentiment, school premises will be well cared for, good teachers will be employed, and employed permanently, children will attend school regularly, both because of their own desire to do so, and because their parents will feel they have no right to keep them away, or allow them to stay away, for trivial causes.

Thus we shall overcome the greatest obsta

In forming such a public sentiment county superintendents have very great power. If they are the men and women they ought to be, if they do one-half their duty, public sentiment on educational matters in their counties is largely what they make it.

If

3. Let them use every effort to imbue directors with the idea that country schools need the very best teachers—men and women of broad views and culture, of experience and knowledge of human nature, men and women fitted to be leaders in these little communities. I know of no position of more influence than that of a teacher in a country district where a healthy public sentiment prevails. If possessed of any qualifications for leadership the teacher becomes, almost inevitably, a leader of thought and opinion. His influence is not bounded by the school-room walls, but extends to every home in the district. Trains of thought and feeling, started in the school-room, reach, and in some degree influence every individual in the district. this teacher be vain, frivolous, silly; if immoral, or the slave of filthy habits, from that school will proceed influences which curse every home in the district; if that teacher be pure, noble-minded, strong-souled, as a teacher ought to be, the streams flowing from that school will be streams of blessing, like those "which make glad the city of our God." If we can inspire directors with exalted ideas of what a teacher of a country school needs to be, if we can make them feel that it is not the little children alone, who are influenced by the teacher, important as are their interests, but the entire community, we have gained a great point in the work of benefiting country schools.

There is need also to correct impressions concerning needed qualifications of teachers considered simply in their relation to the scholars under their immediate control. If one teacher in a large graded school is narrow or one-sided, intellectually, other teachers with whom the child comes in contact may supply deficiencies and prevent the unsym. metrical development which might otherwise ensue. Not so in the country school; here the one teacher is all in all; his influence for

good or evil is unmodified by that of other teachers near.

Then, country schools need the very best teachers for economic reasons. With a good teacher, a good school is insured; in such a school scholars can remain with profit at least two years longer than is profitable in many schools. Thus the heavy expense of sending them away to school, and the still heavier one of allowing them to grow up in ignorance, is avoided.

Do you ask how the superintendent can thus influence and inspire directors? The best answer I can give is simply do it. "The best way to resume is to resume." I can give no set directions; what works well in one locality might not succeed in another. Nor do we wish any one cast-iron method; they must strive by all means, through the press, by personal labor with individual directors, by addressing them collectively-by any and all means which good common sense dictates. One powerful means of forming right public sentiment is by making good use of the local press. A well-conducted educational department in the leading paper in the county will work wonders in this direction. And the superintendent's efforts should not be restricted to one paper. Try to enlist all the papers in the county in this good work, by requesting them to copy some article of general interest, by writing especially to and for each one, or by asking them to publish some unusually good paper read by "their teacher" at an institute.

Thus, by all means they will gain some, and will keep the subject of education constantly before the people. This is but the echo of the old war-cry with which Horace Mann and his comrade-in-arms went into the conflict forty years ago. "We must agitate! we must agitate."

Superintendents are greatly benefiting these schools when they are arousing in their teachers all possible enthusiasm in their work; there can be no success without enthusiasm. Inspire them with a desire to do their work in the best possible way. We find our summer drills powerful auxiliaries in this work.

Our country teachers, and through them their schools, feel themselves greatly benefited by what we call our little institutes, to distinguish them from the more pretentious gatherings in towns. We have a fashion of gathering the teachers of a township together in a central school house, on Saturday, to spend the day in informal discussion of everyday school work. "How do you teach reading, writing, spelling? What difficulties have you met? How did you conquer them?" Sometimes the teacher in whose house we meet brings in a class in the afternoon; sometimes we have one paper-never more-read. These day meetings are distinctively for teachers and directors. We do not wish a crowd, as that would defeat the main object of our gathering-the free interchange of opinions. We wish the teachers to ask and answer questions as freely as they would in their own schools; this they will not do before a crowd. If desired, we have a massmeeting in the evening, when the house is usually full of people, to whom I talk as best I can. These little institutes make no show, they are not puffed in the city papers, but they are potent for good.

School visitation can be made very beneficial, if wisely done; if unwisely, great evil can be wrought thereby. In this work superintendents should be very careful to strengthen the hands of their teachers, not to weaken them. They should carefully observe the teacher's methods, commend whatever is good, and usually keep their criticisms for his private ear. The most useful part of the visit, the one too, requiring most delicate tact as well as most strength of character, is the few minutes private talk with the teacher after the scholars are gone-an essential part of every visit. Now is the time to tell the teacher exactly what it seems he needs to know, to encourage him where he needs encouragement, to point out his faults, and to Give these teachers work to do at our show him how to overcome them. For this county institutes, and by skillfully adapting part of his work the superintendent needs to the work to the worker, insure success. If have learned the most difficult lesson—how these schools are systematically ignored in our to speak the truth in love. institutes as they are in our State Association, we are taking one good way of making them failures. Nobody feels like doing his best when he is being continually snubbed.

Having inspired directors with the desire to secure the best teachers for country schools, we must inspire our best teachers with a desire to teach in the country. Make them feel that it is not, as it is sometimes considered, a disgrace for first-class teachers to teach country schools, and that these schools are not mere stepping stones to town schools, or refuges for inefficiency.

Nothing brings superintendent and teacher into closer, more enduring relations, and we need to come very close together if we would do each other good. I have not a bit of faith

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