| OCR Text |
Show SELF-C0NTB0L. An expert and experienced official In the insane asylum said to us a little time since that these institutions are filled with people who have given up their feelings, and that no one is quite safe from an insane asylum who allows al-lows himself to give up his feelings. The importance of this fact is altogether alto-gether too little appreciated, especially by teachers. We are always talking-about talking-about the negative virtues of discipline, out we rarely speak of the positive virtues. We discipline the schools to keep the children from mischief; to maintain good order, to have thi'ngsj I Quiet to enable the children to study. We say, and say rightly, that there cannot be a. good school without good I discipline. We do not, however, em-! em-! phasize as we should the fact that the j school, when rightly done, is as vital to the future good of the child as the lessons les-sons he learns. Discipline of the right kind is as good mental training as arithmetic. It is not of the right kind unless it requires mtellectual effort, mental conquests. The experienced expert referred to above was led to make the remark te? us by seeing a girl give way to the "sulks:" "That makes insane women," , she remarked, and told the story of a j woman in an asylum who used to sulk until she became desperate, and the I expert said, "You must stop it. You must control yourself." To which the insane woman replied, "The time to say that was when I was a girl. I never controlled myself when I was well, and now I cannot." The teacher has a wider responsibility, a weightier disciplinary disci-plinary duty than she suspects. The pupils are not only to be controlled, but they must be taught to control themselves, absolutely, honestly and completely. |
