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Manuals
CLASSROOM MANUALS:
CONDUCT of SCHOOLS -
Correction of Pupils
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Conditions that render the conduct of a teacher unbearable to those in his charge are:
First, when his penance's are too rigorous and the yoke which he imposes upon them is too heavy. This state of affairs is frequently due to his lack of discretion and judgment; for it often happens that pupils have not enough strength of body or of mind to bear the burdens which many times overwhelm them.
Second, when he enjoins, commands, or exacts something of the children with words too harsh and in a manner too domineering; above all, when this arises from unrestrained movements of impatience or anger.
Third, when he urges too much upon a child the performance of something which he is not disposed to do and does not permit him the leisure or the time to reflect.
Fourth, when he exacts with the same ardor little things and big things alike.
Fifth, when he at once rejects the reasons and excuses of the
children and is not willing to listen to them at all.
Sixth, finally, when, not considering himself, he does not know how to sympathize with the weaknesses of children, exaggerating too much their faults, and when he reprimands them or punishes them, acts as though he were dealing rather
with an insensible instrument than with a creature capable of reason.
Conditions under which, on the contrary, the conduct of children becomes negligent and lax are:
First, when care is taken only about things that are important and which cause disorder and when others less important are imperceptibly neglected.
Second, when not enough insistence is placed upon the performance and observance of the school practices and those things which constitute the duties of the children.
Third, when what has been enjoined is easily permitted to be neglected.
Fourth, when, in order to preserve the friendship of the children, too much affection and tenderness are shown them, granting something special to the more intimate or giving them too much liberty, which does not edify the others and causes disorder.
Fifth, when, on account of natural timidity, the children are addressed or reprimanded so weakly or so coldly that they do not pay any attention, or it makes no impression upon them.
Sixth, finally, when the duty of a teacher in respect to his deportment which consists principally in maintaining a gravity which keeps the children in respect and restrain is easily forgotten, either by speaking to them too often and too familiarly or by doing some undignified act.
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