together with Noun on promenade, to whom she is united in every apparently, in the best possible humour, and there will be a constant succession of inquiries, "who is that?" "which one is it?" &c. To all queries of this nature, Noun has a ready reply in plain words. Pronoun can be demonstrative too, if she pleases, but if a thought of mischief enters her mind, it induces her to speak rather indefinitely. says, sentiment. Her wildest flights of expression, she reserves for the ear of Vorb, and his conduct she is ever ready to extol in highest terms. If either Verb or Noun speaks of an action or person as worthy of praise, or reprehension, Adverb is sure to to find them more, if not the most so in the world. This may seem like affectation to many minds, but, if so, it has been so long practised as to have become second nature. A second pair of singularly like individuals, are Adjective and Advcrb. Independently, each has but With Verb alone, or by herself, little force of character, but, in con- Adverb shows to much greater adnection with those to whom they vantage. Though at times, Adare each most attached, they be- jective conducts himself so happicome most interesting and efficiently as to bring out the good qualimembers in the household of Gram- ties of Adverb in a very attractive mar. They never express them- manner. She has a remarkable talselves in quite the same manner, ent for numbers; never failing in although their opinions may be dates, nor the order in which events nearly the same; for example, if in have occurred, whether historical speaking of a musician, Adjective or domestic, and is equally good at "He is a fine player." Ad- dates in future time, which savors verb will reply "He plays very a little of witchcraft. finely," or "He is a very fine play- She has a large phrenological er." If Adjective describes any- development of locality, pointing thing in a positive manner, Adverb out places and distances, with great (not to be out-done) adds some- accuracy, and is so precise in weighthing, if only a word; and it has ing and measuring, that she is often been often remarked, that, like a styled "Adverb of quantity." She regular tale-bearer, no sentence ever is full of contradictory impulses. passes her lips but it has gained some What she has affirmed most posistronger term of praise or blame. tively at one time, she will as posThe opinions of Adjective are free-itively deny at another, if she sees ly communicated to Noun, (and any advantage to be gained by it, sometimes to Pronoun,) and the or she will express herself in a two may often be seen together, doubtful and uncertain manner. with the little old-maidish Article on one side, and perhaps Adverb between them. A very curious company! There is a great attachment on the part of Adverb for Adjective, but it must be confessed, that it is hardly reciprocated. Only when Verb acts or speaks in an indefinite manner, has Adjective any influence over him; at all times, there is a more than sisterly devotion from Adverb to Verb, She is of infinite service to Verb; half of his successs in business is owing to Adverb, whose tact and talent are never so happily displayed, as when she lends him her aid. All his accounts and letters pass under her inspection; she corrects the mistakes in the former, and modifies the statements in the latter. She frequently makes use of very peculiar expressions in conversation which, when quoted by Adjective sometimes takes the place of Noun, when Pronoun is incompetent to fill it, but that is the only occasion on which he acts independently. Adverb, on the contrary, has frequent calls for single action; but both, in the family circle, prove as valuable aids to wit and humour, as to business, and the common conversation of everyday life. a time, feeling incompetent to some affair by himself. At other times, he engages the services of Pronoun and in their united capacity, he is called Conjunctive Adverb, or, losing his individuality entirely, he is known as Relative Adverb A peculiar form of language that he makes use of is called a Conjunctive Phrase. There remains but one undescribed member of this family. Interjection, though named last by A very modest and retiring, but all biographers, is said to be the most housewifely and necessary per- eldest of the parts of speech, and, son in the family of Etymology, is as sufficient grounds are offered in Preposition. She is of very dimin- support of the fact, I shall not atutive stature, and so unobtrusive, tempt to controvert this opinion. as often to be scarcely noticed at The intellectual inferiority of Inall. But she is universally petted terjection to her family generally, and beloved, and is privy to all may be the reason why Etymology family arrangements; her influence invariably names her last. Rather many a time, deciding for or a- attractive in person, she has, like gainst, any proposition that they many another beauty, proved but a are considering. If any difference superficial scholar. She conceals arises, Preposition is always at hand her deficiencies, however, with such to point out the right and the ready tact, as to render herself quite wrong of the thing, and to show in agreeable in society. Her love of what relation the parties really the marvelous is extreme, and I stand to each other. If authority need not remind you that this is a is to be exercised over the recreant mark of ignorance. She is full of member or members of the house- "Ohs!" and " Ahs!"-raising her hold, it is left either to Preposition brow and uplifting her hands in or Verb to exercise it; thus to the surprise and sympathy. The greatweakest and the strongest, Etymol- est delight of her life is to be listogy leaves all matters that lie be- ening, with the opportunity of ejacyond the province of Noun. Prep-ulating every now and then; and osition is seldom influenced by any other person, though she is occasionally swayed in her opinions by Adverb. Conjunction has something of the character of Preposition save that he has no power to govern. He does not meddle in much business, but confines himself to a regular routine of duties, and mingles less freely with the brothers and sisters at home, than either of those I have named. Sometimes he connects Adverb with himself, for not a gossip, full of news, but loves to meet with Interjection when she begins the wondrous tale. Interjection is not given to many words and the few she utters are often "All pointless save the exclamation point." She has no confidant for her thoughts and feelings; her joys and sorrows are alike selfish. Her influence over others is as limited as her dependence upon them. The homecircle is often gathered for business or pleasure while Interjection is far | among them; but, if by chance, an unlettered person intrudes upon their domestic peace, (and such will be found everywhere), there is immediate disunion, and serious troubles ensue. These difficulties often last for a very long period, and are perpetuated in the records of the family. (CONDLUDED NEXT NO.) THE TRUE FOUNDATION OF SCHOOL DISCIPLINE. the great end of moral culture, and when this end has been attained, the task of education is more than half accomplished. The possession of the confidence | motive of all their actions. It is and affection of the scholars is the indispensable condition of disci pline in a school. Without this, no talent and no laws will ensure industry, order or success. How then can this confidence and affection be secured? By what means can a teacher inspire his pupils with these indispensable sentiments? This is the question that we wish to discuss for the benfit of the teachers who read this Journal. There are four principal means by which all men are influenced, Duty, Interest, Fear and Love. 1. DUTY. Of these four mo But in order to have this sentiment deeply impressed upon the heart of children, so that it may become the mover and director of their actions, their hearts must be trained by other means. Duty, notwithstanding its power and superiority over all others, does not rank first in point of time among the motives of conduct in the mind of a child. It cannot, therefore, lie at the foundation of discipline; the way for it must be prepared by someting else. tives, two, viz. Interest and Duty have evidently but little weight with children. Duty is unques2nd. INTEREST.--The same thing tionably a sentiment that ought to may be said of Interest, using the be a primary motive with all men. term in its widest sense, as comBut in a school and with children prehending every advantage, mawhose moral sentiments have yet terial, intellectual and moral-the to be developed and trained, we interests of the body as well as of must not forget that this will be the mind, the pleasures of sense, rather an effect than a cause, a re- and the gratification of the soul. sultant than a moving power. Ev- Now this is a sentiment that children cannot comprehend. It is always associated with thoughts of the future; but of the future, children have little idea. The present occupies them wholly. Hence to ery effort of the teacher should have for its end, the impressing clearly and forcibly this sentiment upon the heart, so that the pupils may have it as the future leading use this sentiment as a basis for these means secure the end contheir industry and good conduct, templated in this article? viz: to will be found ineffectual, at least establish and keep up good order during the first year or two of their and discipline. Let us look at school-life. this question a moment. It requires a mind somewhat developed to understand that it is its interest to study. Now, what advantage can a child just commencing its education, perceive in the most of the things that it is taught in school, and especially when we consider the manner in which most of our school books are made? So far as immediate advantage is concerned in making a child attentive, docile and obedient, nothing is less true. By a punctual and close conformity to the wishes of the teacher, it will of course escape punishment; and in this way reap the advantage of labor, docility and obedience. This, however, is a purely negative advantage, which consists simply in saving itself from punishment. The determining motive, in this case, is not interest, but Fear, that is to say, an entirely different motive, and one which will be considered presently. On the other hand, the material advantages, which children can receive at home,-presents suitable to their age and tastes, play-things, delicacies, amusements, have no place in a school. The teacher of a public school is precluded from using these extraordinary means; because there are certain general rules, to which he must conform himself-certain prescribed hours at which he must be at work-fixed periods for separate recitations, &c. We shall not now enter upon the whole subject of prizes and rewards, but only consider the general principle of emulation as a means of subserving school discipline. And here we would remark, that the influence of prizes upon scholars, is in general very much exaggerated. The distant prospect of an uncertain reward at the end of five or ten months, has a very slight effect upon young children, who have hardly a thought of the morrow, in either restraining or constraining them. Moreover, grant that one or two ambitious and talented pupils may be induced to work hard during the session, still how little effect can these prizes have upon the general discipline of the whole school! Prizes are, in effect, a reward given to relative merit. Whatever be the conduct of the scholars, however noisy or disorderly they may have been during the year, still the prizes are none the less distributed at its close. Whether progress has been made or not— whether idleness or application has prevailed, still some scholars obtain the prizes. Merited or not, these are bestowed, if not to the most worthy or most deserving, then to the less incapable and less idle. The same remarks hold good with regard to every other kind of recompense which is by custom, accorded to relative merit. In any school, however undisciplined, there will always be some scholars less We are aware that a teacher has noisy, less boisterous, less intractaat his disposal various recompences ble than others. To these, altho' and means of encouragement, such their conduct may be far from beas are in general use in schools—ing what it ought to be, provided prizes, places, marks, &c. But do only it be less bad than that of their comrades, the rewards must be given. Ordinary prizes and rewards, such as are generally distributed, can be no true foundation for right discipline in a school. As this motive cannot be relied upon, some have recourse to the opposite means, viz. punishment. But punish ments do not appeal to the Interest of the individual, but to his Fear. This brings us then to the consideration of the other two motive principles, Fear and Love. as much as the heart. It can only produce feeble and cowardly characters, or deceitful, sullen and bypIt enervates and ocritical ones. demoralizes in place of elevating, ennobling and purifying the mind and heart. It is a sentiment that repels instead of attracting. It causes mutual enmity between teacher and pupil, and puts them in the the attitude of foes who are continually watching each other. The teacher becomes to the pupil an austere and rigid master, from whose sight and presence he wants to get as far as possible. The pupil on his part, becomes to the teacher only an object of trouble and vexation, a burden and a torture. With such a feeling as this prevailing in a school, can there be pleasure, willing obedience or affectionate intercourse? 3rd. FEAR.—A careful observer cannot fail to perceive that in almost every school of every degree, the principle of Fear lies at the very foundation of all discipline. Punishments far more than rewards, constitute the grand means of reducing schools to order and inciting scholars to work. Extra tasks, exercises, confinements and other corporal punishments are the incessant expedients to which recourse is had to prevent idleness, disorder and all kinds of irregularity, and to induce industry, order and good discipline. Punishments -always punishments--are the grand resource under all circumstances. Reproofs and scoldings used to satiety are only the preludes -the first degree-the avant-courier of the penalty. Like the punishment, they act only through fear, and are efficacious only in view of the punishment which they hold suspended over the head of the offender. Can it be questioned that scholars will neither do what is right, nor abstain from what is Moreover, to this degrading charwrong, except through the princi-acteristic of fear there is always ple of Fear? Is it necessary to added its insufficiency. Fear does prove that the fostering of such a not always exert its power; it motive is opposed to the very end ceases to produce its effect, when and aim of education? there is a probability that the fault will pass by undetected, or when there is a likelihood of eluding its The tendency of Fear is to demean, degrade and corrupt the mind The word of God says :-"The fear of the Lord is the beginning of wisdom." This is perfectly true. But this fear, founded upon a sense of God's justice, is always accompanied with a sense of His unspeakable goodness which begets love. This fear resembles that which a wise and good father inspires in his family,-fear inlaid and intimately blended with love, because with him severity is never separated from the most tender affection. But, when we condemn fear as the basis of school discipline, we mean that low and hateful feeling which is the fear of chastisement and punishment, rather than the fear of displeasing the teacher and giving him pain and trouble. |