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This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1897 edition. Excerpt: ... and then a few words leading to forgiveness may be of the greatest value. To sum up the principal conclusions at which we have arrived, we may say that corporal punishment is a wasteful mode of punishment and in itself an evil; it is needed for special cases, where other means have failed; it should be used for the repression of vice, and should be associated with good influences to give a tendency to virtue and neutralize any ill effects on the disposition; the child must be in a proper state of mind, and must feel its justice if it is to have a beneficial effect; it must be administered in a proper manner, and within certain limits; and lastly, the smallest amount must be used which will serve our purpose. 'No corporal punishment' should undoubtedly be a standard which every teacher should endeavor to work up to. The more we can do without such punishment the better, and its true abolition must come from teachers themselves: any external compulsion is only likely to lead to a mere change from the forbidden forms to others equally objectionable, if not worse. In the present state of things we must not delude ourselves with the idea that the majority of teachers will be able to do without its occasional employment at least. Where the attempt is made to do without the use of the cane its abandonment should never be announced to the pupils; it should be there for appeal if a case of great seriousness should arise. The fact that it is in the background, and may be used, will often deter some masterful spirit who would brave anything else but a sound flogging. The compulsory abandonment of corporal punishment would in itself be a strong inducement to some children to break loose. The difficulties of control and proper disciplinary training...

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Excerpt from School Management: Including a General View of the Work of Education With Some Account of the Faculties From the Teacher's Point of View: Organisation: Discipline and Moral Training It is hoped that the present volume will prove useful to students of the subject upon which it treats, more particularly to those in their second year of residence in training colleges, and to such of the general body of teachers as wish to have at hand, in a compact form, something beyond the bare outlines so often presented. An attempt has been made in the first part to give such a sketch of the Intellectual Faculties, and of the bearing of the facts of Mental Science upon the work of the teacher - especially his general methods - as will serve for a foundation on which the succeeding portions of the work may be built. Of the three great divisions of the teacher's work - Organization, Discipline, and Teaching - the first two are more particularly dealt with in this book. While, however, the systematic and detailed treatment of the scientific laws by which Teaching should be governed, together with the complete description of methods and special devices, is left for a future volume, the elucidation of a great number of points respecting this department of the work will also be found scattered through the present treatise. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.