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Show 344 REPOET OF SUPERINTENDENT OF INDIAN SCHOOLS. that the misdemeanors of children are due, in the great majority of instances, to ignorance, which can be removed by instruction: to mis-uutlrrsralidin~ s,w hich'enr~b e corrrrtecl by p;~t i&~aenrd exl,iauation, or to lark c ~ iin ner strengrl~w, hich can be snpplied l ~ syy mparl~etic ricilanco :~udh elpfit1 euvironmr~~tuT. he rod a ~ ~thed r uartlhoune. fr& their very niture. appeal cxcl~~sivetloy tile ; I I I ~ I I In~n~;l s n b h ~ ~ ~ n a n sides of the ehil~l'd naturtb, autl nrver reoc.l~ reverence, vonrilge, :in11 d e~t~t i otou dutv. t r r l which L I I I I Id~i~r r ~i trre st?;. There iti IIO surer sir11 of ineonrpeten&'flo~na n rduearion:~l~~ o i o~f ~vtir w t l t a ~th~e i~::~bil;iy to decure tho child's obedience without these pernieiour; d i s (.. i ~l i~~i~r g measures. EARSH WORDS. Among other reprehensible disciplinary measures, invented by indo-lence and incom~etenceo n the art of so.called educators. the use of hark11 words IU:I,?b e n~e~~t iou&e di n ~ ~ k iwr ~ithg t l ~ur; r of i l ~ on, d and I i . 1 11 tlln dllopo of scolding the!?. ~ ~ ~ r rpvnljvyn t l~nrth e c,lncntor l l n n lo$t ~~nt ienei1e1 1t1l acks sel f ro~~t rolA. s f111,ears.s 11c110 1lll~r~~:lk8 are the meapons of a despotism which is too cowardly or too indolent to apply corporal punishment. hi the garb of wroasm or irony they manifest a character whose malice presses even i?tellectual refinement into its service. Thev are. therefore. unable to lead to virtue. but mil! plnnt i u~df i~s t rirn tlye he;irt t , i tile ~.LIIIII:: \'ivtim germ* ~f hatred aud ~vil~l t i t lvaudd warf the gtrernl. nt kindly s.vunl~;~thayn d luvc. I t 1.; to bu I~onerlt h:rt rhcse. too. wlnerevrr tllev still liu-rer,. ~ villv anish s-nectlil~v " from the Indian a'chools. INDIAN VERNACULAR. Iu this connretion, it may be u~rnrioilrd ;IS a illatter of congramla-tit111t l~ntt lic sul,erstitious i~n di ~ ~ ~ r e t s o ~ ~driwl bdl eo f the 111dii1nv er-r~ aeol;lril l ludisn ri:l~t,olsi s 1)ciuc toviLrc:oli.r r~rotiPablvi l l a IIUUILCIo.f oor wl~wl s . Until lately tlir grgat m:tjoritY'of lntliin r r ;~c l~clr~sn vu l t~bor r~I Il I I ~ Cth~e 11eIusi~1t1l1: 11t 11r.v V ~ I III >I>~I!IIt l ~ ea c ~ ) ~ ~ i soi ft it~h~e n E n ~ l i s l a~~ ~ g ~ l n01g1 eth e part or tho 1~11l1ilbsy e o~u )~~~lidllro;trsyu res, visiting inore or IPS* severe ]~runlricsI I INI I I rlic nn10rt1111.rrbe l ~ i l d r r ~ ~ milo werer;u~gbitn the use oi t l ~ o11 11li:u1s pvecl~. T I I~~r n r ~ ~ s ~ i ~ r n t ~ l e u of such proceedings, which ere always punished with more or less ser-ious failnre, appears when it is considered that an idiom that is forced upon a child by means of penalties and other appeals to fear is neoes-sarilv hateful to him. Then, in his ow11 heart, he turns away from it. and i~sesitrn nly o ~ ~ t l1e1r1 orc6IrC Y> j)ronouuerd protesti. 'Phi; become8 quite ma~~i t ensst ?;(tona s the cliildrrr~a le removed +om the reutr;tiut ot the scllool, when, rhr instal~~!rrl~, eyr o t ~ ~ rton t heir 11arellt.sl or a \.i.iir, or no re or less pern~nue~~stlliye r jir;ldu;ttivn, a ~ w~hden, on u ~ e r t i ~ ~ g their former teachers, tllvy \rill ~i r l~er reiutsoc s pcuk +:11glis11u ltogether or answer with shame-faced reluctance. To throw contemot nnon tile child's venlacular. in which he has here-is so manifestlv unreasonable and so iYeruicious in its ~e rve r t inca nd destructivei~rfi~~enetLo~ec~h~i~ltr~~s~l~IC 'a~t-l1if1e1 i1it t is d \\.ontlt!r t ' h n t it ever should have bee11 artisml)te~1l, s the philal~tllropicfe rvor of \ ~ ~ r k r r s in Indian schools. Persond esnerieilci. and the-observation of hull-dreds of persolid ill the circle of ncyl~ai~;t:lnroef enell ant, eto~~eerned, might l t ave co~~vi~l~~c ei r~dl ~n n th e 11ossessio1o1f one laugoage, far f ro~u |
