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<br />were not understood as they were intended. The feelings of
<br />the teacher,—of whose Christian character we have the highest
<br />opinion,—were much wounded. But the suggestions them-
<br />selves, we are glad to report, were acted upon, and, at the
<br />close of the winter term, very marked improvement was visible.
<br />We feel a pleasure in announcing this, in justice to the teacher
<br />and the scholars. We offer but one other remark in relation
<br />to this subject, and another instance, that called for a somewhat
<br />similar course, though not accompanied by any dissatisfaction,
<br />and it is this :—the results that followed in both instances were
<br />most gratifying, and afford encouragement, which our succes-
<br />sors in office may rejoice in, that however unpleasant the task
<br />may be to point out deficiencies and obstacles to progress, they
<br />will find the performance of a hard duty brings its own reward,
<br />in the greater advancement of the interests of Education.
<br />ORDER.
<br />The subject of order is of paramount importance, since with-
<br />out its aid none of the ends of education can be gained. We
<br />have to report, that our schools have generally maintained a
<br />high character, in this respect, the past year. It will be
<br />remembered, that a very considerable portion of last year's re-
<br />port was occupied in noticing instances of the violation of order.
<br />We are able to submit our report now, without having had a
<br />single case of this kind,—with the qualifications hereafter to
<br />be made,—brought to our attention for decision. The West
<br />School has been free from any severe cases of this nature, so
<br />trying to teachers, and so fatal to the progress of a school. In
<br />the South -East District, where the chief difficulty occurred,
<br />during the year before the last, perfect order has been main-
<br />tained, and the regulations of the school, with few exceptions,
<br />have been complied with. This is highly creditable, not only
<br />to the teacher, but to the scholars, and is matter of congratula-
<br />tion to the district. We believe, moreover, that this much -
<br />vexed question of order, and of the means of enforcing it, now
<br />stands upon its true foundation. We have taken the position,
<br />that it should be maintained through the respect and love of
<br />the scholars for the teacher, and through their own self-respect.
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<br />We have encouraged and urged these as the highest motives,
<br />and all -sufficient in ingenuous minds. Violations of order are
<br />oftentimes consequent upon a want of self-respect on the part
<br />of the teacher and the scholar. We have, therefore, done what
<br />we could to ensure a cordial and intimate cooperation between
<br />them both ; but, when those motives have proved insufficient,
<br />we have not hesitated to advise a resort to strict measures.
<br />The day has passed by, we think, when extreme views will be
<br />taken on this subject. Forbearance, kindness, love, should be
<br />required, as cardinal virtues in a teacher. No school can be of
<br />much value without them; and experience shows, that those
<br />are the most orderly and most useful schools, where the great
<br />principle of order is enforced by these means. But the teacher
<br />is not to be trampled upon; the regulations of the school are
<br />not to be scouted as mere playthings; and scholars must learn,
<br />—by the severer measures, if they will not by the milder motives
<br />and appeals,—that if they enter the school purposely to trample
<br />on the one, or to scout the other, they must sufer the consequences.
<br />They must realize,—what they have generally been slow to
<br />learn,—that, by violations of order, they render themselves
<br />liable to the interference of justice, and of law, by which our
<br />schools are supported. These opinions have been urged repeat-
<br />edly by the whole Board of the Superintending Committee.
<br />They have been heartily responded to by teachers, and we flat-
<br />ter ourselves, that it is not arrogating too much to the influence
<br />of these views, when we express our belief, that the good report,
<br />now presented on this subject, is largely indebted to them.
<br />ATTENDANCE.
<br />We would now direct your consideration to the subject of
<br />regularity of attendance in our schools. This has been im-
<br />proved in some schools; yet much remains to be done. Parents
<br />need to keep the strictest watch over their children, to secure
<br />punctuality and regularity in this matter. It often happens,
<br />that they feel this to be a duty, and do take pains to send them
<br />from home regularly, and in good season; but the atttendance
<br />and punctuality of many of them stand very low in the register.
<br />When they leave home, they loiter about, or remain out of
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