Newspaper Page Text
THE MAUI NEWS, SATURDAY, DECEMBER 7, 1912.
The Inter-Island Company will
inaugurate a new service for the
steamer " "Claudine" commencing
Deceiiilier 13th. Beginning with
that date who will leave Honolulu
every Friday night for Kahului, via
Iiuhaina. She will return direct
to Honolulu from Kahulu', sailing
Saturday night, omitting Lahaina
or any other port on this trip. All
freight possible should be shipped
on this trip of the - "Claudine," in
order to give her a whole day at
Kahului in which to discharge.
The "Claudine" will then sail
again from Honolulu on Monday
night for Kahului, via Lahaina. She
will leave Kahului Tuesday for
Keanae, Nahiku, Hana and Kipa
hulu. She will then return and
leave Kahului Wednesday night,
via Lahaina for Honolulu.
Thn Mauna Kea will call at La
haina on Saturday night. She will
also stop at lahaina on her return
trip Monday night from Hilo.
This will give a much better scr
vi.'p. nil round and people of Mnui
should be very pleased.
More School Discipline.
(Continued from rage I.)
self powerless to deceive or trouble
us; then he will recognize in us his
natural superior, and he will then
attach a special value to our kind
ness because he will respect it.
At all times be a friend of the
pupil; whether he stands before you
as aggressor, or aggrieved. Get and
keep the good will of the pupils and
where it is possible, secure the co
operation of parents and others in
terested in the children.
Simply making the pupil's mind
not include everything
Knluiola can not le said to be well
managed when they da not make
all connected with them wiser and
?Jiappier. It-as. the pupil's right
and privilege, and the teaciiers as
well, that he should be happy in
i 1 -- l
ins worit anu no person una vne
riirht to deDrive him of this.
It is impossible for an indifferent
teacher to get and hold attention
and industry at the standard point
There should be a business-like
ntmosnhere in the room. All
should bo busy not noisy; hut
! M- 1 I I
Willie pupilo must- ue uuay mc uvdk
results can not be obtained by re
(Quiring too much of them for the
uwrt nurnose of kewping them out
of mischief. (Example)
Adant the work to the pupils,
and give plenty of work that they
no not ni. ike their school life a
continual grind, but remember the
time-worn maxim, All work and
no play makes Jack a dull boy."
There should be some relaxation
and recreation occasionally, to vary
the monotony, the (to some pupils)
humdrum school-room existence.
Let this be in a legitimate way
which all may enjoy. Recreation
may be fo nd in the music period,
the drawing lesson, an extempore
debate, in which few or many may
take part The pupils enjoy an
occasional public day, such as an
author's or poet's day, a musicale,
a guessing contest, a drawing exhib
it, each and all being instructive to
the pupils as it is new, and inter
esting, since it is a change.
' T havo tried these, and many
other plans, all of which require
very little time and preparation,
successfully turning the thoughts
of the pupils into new channels,
which they took delight in explor
ing. And do you suppose the
troublesome boy or indifferent girl
remained away during this time?
Ah, this is their day, their op
. rvirtnnitv. Thev can take part in
these things perhaps, though they
may not remember any date in his-
tnrv pxcent 1492.
I think it is a good plan to talk
nwr nil matters of discipline, and
pupils should never be held to any
regulations that have not ween ciear
Kfilf-irovernment is very import
nut mid most helpful. Let the
miuils feel that they are your help
era that the school-room is theirs
as well as yours, and that they have
nnrtfiin rights and privileges, and
that it is their duty to help make
the room as pleasant as possible.
Place the pupils on thiir honor
and trust them to govern them-
aelvfw. This will anneal to then
arouse their pride to be worthy, of
the trust reposed in them. (
The ltlea of self-governncnc will
alleviate the necessities for putting
names on the blacklward, and stay
ing after school, both of which are
indulged in too frequently by all of
I think a nunil feels about hav
ing his name on the board for some
slight infraction of school-room
law, just as a teacher might feel if
she should see her name on the
board at a teachers' convention, for
some slight offense.
Then, too. it soon teaches the
young malefactor to lose his self-
respect to such an extent that he
lives up to his blackboard reputation.
Whispering, another so-called
school-room evil becomes less
trouble-some when treated under
the system of self-government.
With many teachers the effort to
exterminate whispering is overdone
1 think the really skillful teacher
need not concern herself about it.
She keeps the pupils interested and
occupied, and the problem solves
I have no rules or regulations in
regard to whispering, yet, I believe
I have as little of it as is consistent
with good order, and I seldom have
occasion to mention it at all.
The seating' of pupils has much
to do with the discipline of the
room. In this a teacher must use
tact. Do ,not let the pupils choose
their seats and seatmates, as may
be done here where we have the
old-fashioned double desks. Do
not make changes frequently.
The mental conditions and
moods of the teacher are inevitably
reflected on her charges. A frown
ing face greeting the pupils as they
enter the room will cloud their
minds, while a cheery "Good
morning," accompanied by a grac
ious intelligent smile (often me
chanical and devoid of life but bet
ter than a frown,) will have its re
ward in sweeter dispositions, more
attentive pupils and certainly better
Pleasant surroundings have a
harmonizing effect, and a few good
pictures, a plant, snowy curtains
often provided for the schoolroom
at the expense and individual efforts
of the teacher, go far toward making
the school room a ( desirable place.
Therefore the teacher should use
the best incentives, should hold to
high ideals, and should aim to create
in her pupils a desire to follow her
example."?"v " ' "
"O'er wayward children wouldst
thou hold farm rule,
And sun thee in the light of
lA)ve, Hope and Patience then
must be the graces,
And in thine own heart let them
first keep school."
Different teachers try to obtain
results by widely different methods.
For instance, one teacher will fret
and fume and scold about marring
the desks, scratching woodwork, and
destructiveness in general; every
mention and adverse criticism of
which are suggestions upon which
the pupils are not slow to act.
Another teacher will create a
nride in everything pertaining to
the school, and the end of the year
will find all the school furniture
bright and shining as at the begin
The indifferent teacher is blind
and deaf to everything that savors
of neatness and order: and ink on
desks and floor, furniture marred.
shelves, ledges and every available
place dust laden, yard full of litter
are these evidence of the good
discinlinarian? I leave you to
choose which of these types will be
thn most successful teacher.
I certainly would not say to any
teacher. "Thou shalt.' or Thou
shalt not." "Lohere! Thisisthe
onlv way.'' "Lo there, mine is the
only method.' Here is the pan
acea the onlv known specific, etc
In so doing progress along any line,
whether it be discipline, arithmetic
or just how to parse a noun, may
be seriously handicapped by those
who so zealously advocate a one-and
onlv method. .
Be patient and sympathetic with
bill, especially with the slow and the
Be kind and hrm not cross- Be
ing cross is not being strict.
I have tried to offer suggestions
along the line of discipline, but after
all. the discipline of a room must
be worked out by the teacher in
Notice is hereby given that all
claims against the County of Maui
for the biennial term ending Decem
ber 31, 1912, must be filed with
the County Clerk not later than
December 20 1912.
Wm. FRKD KAAK.
higher and better instincts, and will uec' '
1-4 to 4 Inches.
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