Should Corporal Punishme.t Ever be Inflicted? 89

pose, than if you punish effectually at once.

Your numerous little daily whippings, therefore, besides being less effectual, are even much more cruel.'

I am no advocate for corporal punishment; no, not at all. I am fully of opinion that ninetynine hundredths of what is now inflicted in the community does harm rather than good. Still there may be I think there are cases, in which it is, as a last resort, decidedly beneficial. And if it must be resorted to in any case, I think that a very small rod, properly applied, is the most suitable instrument. But when driven to the use of an instrument of this kind, of small size, I would continue the pain, in all ordinary cases, till I gained my point. Not from a love of being master, for this is tyranny; but for the sake of the child's temporal and spiritual good. By prudent perseverance in our course till we overcome a little child's obstinacy, we take the most merciful course, as well as the most effectual one; for we thus save him the shame and degradation of punishment, after he becomes less an animal, and more an intelligent and spiritual being.

As to relating abroad the transactions of the school room, I would consider them matters of secresy, just as much and no more than those of the family. It would be an excellent rule for both children and adults, to say as little about themselves, and their friends, and the things and transactions about them, as possible; and for the plain reason already suggested; because others, not seeing the whole case, are liable to wrong conclusions. At the same time, I would advise every teacher to have it distinctly understood, that his doors are always open to those who may wish to enter, and witness his proceedings. Throwing open the doors of a school, is, indeed, attended with some evils; and in the case of a private or select school, ought neither to be required nor expected. I am here speaking of PUBLIC schools; and schools which are at present, and must forever, as I trust, remain public schools; and these should be open, as the least of two evils, to all who choose to visit them.

But

Whether it is of any possible use, for a teacher to proscribe tale telling, in so many words, I will not undertake to determine. But there is one thing, which, in any event he may do, if nothing more. He may avoid setting an example of relating abroad the events of the school. I have seen many a teacher whose prohibitions of this kind were disregarded by his pupils; and for a very obvious reason;—because his own example inculcated exactly a contrary course of conduct. To no class of community is the remark that example is better than precept,' of more importance than to teachers.

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Three Interesting Anecdotes,

MILDNESS IN DISCIPLINE

We are advocates for energy, combined with mildness, in the discipline of youth. Either alone will be dangerous or ruinous. The following anecdotes may satisfy those who rely only on fear as a motive, that there are other feelings which may be appealed to with success.

1. The following interesting fact was related to us a few days since, by the venerable father of one of the most distinguished Christians of America. The father is still living; but the son has passed on to his reward.

The greatest attention had been paid to the moral cultivation of the lad, and he had maintained an unblemished reputation for veracity, until the age of fourteen, when he was detected in a deliberate falsehood. The father's grief was great, and he determined to punish the offender severely. He made the subject one of prayer; for it was too important, in his estimation, to be passed as a common occurrence of the day. He then called his son, and prepared to inflict the punishment. But the fountain of the father's heart was broken up! He wept aloud. For a moment the lad seemed confused. He saw the struggle between love and justice in his parent's bosom, and broke out in all his wonted ingenuousness, Father, father, whip me as much as you please, but don't ery. The point was gained. The father says the lad's character was sensibly affected by this incident until laid in the grave. When necessary to punish children, let love be seen to be the motive which prompts us to the duty.-Father's Magazine.

2. As an instance of the effect of mild treatment in the government of insane persons, a visiter to the Massachusetts Insane Hospital relates that while he was walking through the apartments, one of the most furious maniacs walked up to Mr Tyler, the steward of the establishment, and, after abusing him in language, spit in his face, and then recoiled in expectation of the whip, to which he had been accustomed in another hospital. Mr Tyler wiped the spittle from his face and kindly told him not to be afraid, but that he might spit in his face as often as he chose if it gave him any pleasure. The maniac burst into tears, and wept like a child, at this unexpected tenderness of treatment.

3. There is a school at Hackney Wick, near London, says the London Journal of Education, consisting of about one hundred and thirty boys, taken from the worst part of society, young thieves and vagabonds who are well governed by one man and an assistant, without any kind of corporal punishment. No fagging' exists, no blows are given; and yet the strictest discipline is enforced; and kind words and behavior are the reward of those who merit them. The boys are employed in labor, however, a part of the day. And cannot that be done in schools, where the pupils are generally from decent families, which is done in a school where the boys have been corrupted before they came even a school for vagrants?

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MISCELLANY,

COMMON SCHOOLS AT THE WEST

[Extract of a letter from a gentleman residing in the South-Western States.]

With regard to the common schools in this country, it is enough to pain the heart of any christian educated in the East, to see how the youth are instructed. The schools, even in New England, are poor enough for a christian community: but here, almost anything will answer for a teacher, if he can only read and write a little.

I have visited a number of schools where I was perfectly disgusted with the management. The scholars generally do pretty much as they please, and study just what they please, provided they can read.

When I engaged with Mr there were not two reading books, of the same kind, in school some had novels, biographies, and histories, others a spelling-book, or dictionary, just as they happened to have at home; and some had no book whatever. And what astonished me most, was, that among the variety of books, not a Bible or Testament was to be found; and thus it is in most of the schools. They do not allow the Testament, much less moral instruction to be introduced. The school to which I have just referred, had never been opened or closed with prayer.

Female Education is far below that in the Eastern States; and one grand reason is, that girls here leave school at fourteen, and then go into company, and are married at a very early age.

Good teachers are very much needed here — and only good ones; for there are poor ones enough already. A gentleman spoke to me a day or two since, who wants a private teacher in his family, to whom he will give $200 a year and board; and there is hardly a week passes but I hear of situations where teachers are wanted.

[The following is derived from the Sunday School Journal.]

In an address at the last meeting of the association of teachers of Hamilton Co., Ohio, the Rev. Mr Brainard, mentions the following obstacles to the success of common schools at the West. 1st. A majority of thinly settled neighborhoods. 2d. The mixed character of the population. 3d. The avarice of parents. 4th. The gloomy, uncomfortable and inconvenient school rooms, and the deficiency of apparatus, books, maps, &c. 5th. The want of good teachers, and the petty compensation given for their services. 6th. The misconception of the community as to the proper dignity of the teacher's profession.

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German Schools in Cincinnati.

EMIGRANT'S FRIEND SOCIETY OF CINCINNATI.

From Prof. Stowe's address on the Education of Emigrants, delivered before the Convention of the Western College of Teachers, we learn that there are in the city of Cincinnati from 1200 to 1800 German children of a proper age to attend school, who from their ignorance of the English language are deprived of the privilege of attending the common schools. Some praiseworthy efforts have been made by the Germans to sustain schools among themselves, but have failed from their poverty, and other discouraging circumstances which encompass them in a foreign land. The last year several young men of that city and Lane Seminary, formed themselves into an association, for the express purpose of instructing the children of foreigners in the English language, the principles of republican government, and the truths of the Bible.'

This association, whose name is given above, have by their own efforts, procured and commodiously finished a good school house in the centre of the German population, and furnished it with a library of suitable English books and considerable apparatus. They have two permanent and well qualified teachers for whose services they pay; and have applied to the German Reformed synod at Pittsburgh for a third, who may be familiar with both the English and German languages. They have now, under their patronage, an evening school for the benefit of the youth of both sexes who cannot afford to leave their employments by day to attend school, a day school, and a sunday school.

The children are represented as uncommonly apt at learning, and much more attentive than American children,' and as manifesting 'an astonishing anxiety and aptness to acquire our language.' Children of eight or nine years of age read very well in the testament after two months attendance at the day school in which they commenced the alphabet. Three girls about 12 years old, who entered the school in a few days after their arrival from Germany, at the end of five days could spell, without the books, words of four or five letters, articulating them correctly.

After appealing to the benevolent and christian feelings of his audience, Prof. Stowe said- Let us now be reminded that unless we educate our emigrants, they will be our ruin. It is no longer a mere question of benevolence, of duty, or of enlightened self-interest; but the intellectual and religious training of our foreign population has become essential to our own safety. The wave of emigration has begun to roll

from the old world to the new, and no human power can stop it. Perhaps it is not desirable; perhaps a wise Providence intended that we should have this spur in our sides to stimulate us to the requisite ef

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forts in behalf of the moral welfare of the oppressed millions who are taking refuge among us.”

The last is a most noble thought. If we cannot well go to northern, mid dle or southern Europe to rescue from oppression, we can go at any hour to the fire sides of the same oppressed and ignorant people who have taken refuge among us, and thus have an undeniable claim upon our sympathies. Here we can extend our charities with scarce a possibility of their being misapplied.

A meeting of the Teachers' Association of Bowdoin College, was held in Freeport, Me., Dec. 26th.

The following subjects were discussed : Are there any cases in which Corporal Punishment ought to be Inflicted? Ought Emulation, as it is generally employed in Common Schools, to be encouraged? What are the causes of difficulties in Schools?

In discussing the latter, remarks were made, and instances given to show, that although teachers often act rashly and injudiciously, the root of the evil is a lamentable deficiency in the management of children at home. In order to call the attention of parents to the subject, it was voted that a committee be appointed to prepare an address to parents on "Reformation in Family Government.' At the close of the meeting an address on Education was delivered by Nathan P. Dole.

EDUCATION IN THE EAST.

The state of education in the East, as given in recent accounts, is interesting, and very encouraging. In Smyrna and its vicinity, there are 1000 Greek children taught, under the direction of the British and American Missionaries, and 2000 in Greece. Eleven of the more advanced pupils have lately been examined by the superintendant of schools, and received diplomas to act as teachers. Several females in the school at Athens are now preparing for teachers at the expense of government; and a literary institution is about to be established in that city, principally it is believed, for the purpose of qualifying teachers.

At Beiroot and Malta there is greater encouragement than formerly in conducting schools among the Catholics. A few Mohammedan children are pupils at the former place.

COMMON SCHOOL CONVENTION.

A Convention in behalf of Common Schools met in the town hall in Framingham, Dec. 30, 1835.

The day was occupied in the discussion of the following subjects.