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question whether the development of the mere intellect unaccompanied by moral power, is of any value to the world.

A bad child is made all the worse by the development of its intellectual powers at the expense or unattended by any moral training. Dr. S. G. Hillyer, of Atlanta, has recently published a little book which we hope to see adopted in all of our public schools along with the Bible. This little book is a manual of Bible morality.

The State School Commissioner has this to say about this littlevolume of Dr. Hillyer:

"I have read with a great deal of pleasure and absorbing interest the manuscript of this little volume. The work has been prepared by one of the fathers of our Israel. The time has not yet come, and I hope it will never come in this country, when we shall cease to regard the wisdom and philosophy of those who have passed through all the experiences of this short human life.

"The author of this book, Dr. S. G. Hillyer, offers it to the public as the richest and maturest fruitage of a long and well spent life. He is standing in the shadow of eighty years, and with the farseeing vision of the spiritual light that gathers about the prophet's head, he sends this loving message to the boys and girls of the coming generations, who must travel the same journey that, foot-sore and weary, he has traveled so long and so well.

"This Code of Bible Morality is based upon the Ten Commandments.. Dr. Hillyer properly assumes that the people of this State, who by constitutional law, provide for the teaching of the Bible in the public schools, desire that the foundations of all true living and the development of all righteous character for really useful citizenship, shall be based upon the teachings of the Bible. He just as wisely assumes also that obedience to rightful authority, as it is taught in this Code of Bible Morality, is a proper part of the instruction that should be given to all of the children of the public schools.

"I very cordially commend this little book not only to all the teachers and school officials of this State, but to the teachers and school officials in all the States in this Union, who are concerned in having our children wisely trained to perpetuate in themselves and their descendants, the government and the institutions that have been handed down to us from God-fearing fathers."

During the examination of 1896 all teachers were asked this question: "Is the Bible used in your school as a text-book?" In one county the commissioner reported that out of forty-five teachers examined, only one answered "yes," to this question.

That worthy commissioner has this to say in a recent letter: "Out of the forty-five teachers examined by me, but one answered 'yes.' It certainly astonished me. Nearly all said they used it themselves at the opening of their schools, and read a chapter or a part of a chapter. Now, you and I know that that is a poor way to teach the morals needed in the school.

"I determined, if possible, to change that record, and worked with my teachers along that line. I met great opposition, and from very unexpected quarters. But I was not discouraged. This happy thought, or rather expedient, came to me, prompted, I doubt not, by the Spirit of God. I ordered 100 copies of the Gospel of St. John (Small Pica, 24 M), price six cents, and gave one copy to each school. I also had the depository order 240 copies more, and 100 copies of the Testament and 100 copies of Acts of the Apostles. I got the board to recommend the Gospel of St. John as a supplementary reader to the Third Reader. And now here are a few of the results: (1) The teachers have found that the children love to read in the Testament better than in the Fourth and Fifth Readers, and many schools do not use any of those readers. (2) The pupils learn to read much faster and better. (3) Many opportunities are given to impress good morals. (4) The pupils seem to understand the language used better

than that used in the readers, because it is pure Anglo-Saxon. (5) We are having revivals all over the county and its seems that the children are all coming into the church.

"Their answers to the questions put to them by their pastors and sessions are much more intelligent than those given by the seniors. "So much good fruit for that one question."

The work of this good man in placing the Bible in the public schools of his county as a supplementary reader is an example that may well be followed by many of the county school commissioners of Georgia.

The Action of the Atlanta Board on Corporal Punishment.

A good deal of speculation has been indulged in as to what the Atlanta school board would do in regard to this question. The board has effectually set at rest all the theories in the case by passing the following rule:

"Teachers shall be kind, gentle, sympathetic and courteous to their pupils, at the same time requiring from them obedience, courtesy and politeness. All teachers shall aim at such discipline in their schools as would be exercised by a kind and judicious parent in the family (avoiding corporal punishment in all cases where milder means can be successfully employed), and never engaging in violent controversy in discipline in the presence of the school. In no case shall a child be whipped when its parent or guardian in writing have objected, but for any offense which would justify whipping, except for parents or guardian, the child shall be suspended. Every case of corporal punishment must be reported to the board through the superintendent. It is strictly enjoined upon teachers to avoid all appearance of indiscreet haste in the discipline of their pupils; and in the more difficult cases it may occur to apply to the principal or superintendent for advice and direction. Punishment of pupils by keeping them more than

THE SOUTHERN EDUCATIONAL JOURNAL.

fifteen minutes after the time for the dismission of their classes shall not be allowed. Corporal punishment shall be administered only when ordered by the principal."

It is understood that corporal punishment is to be forbidden in the high schools entirely, and to be allowed in the grammar schools only in extreme cases. This rule seems to us to be entirely reasonable and proper under the circumstances.

A great many people insist that corporal punishment should be driven from the schools entirely. The board seems to have taken a conservative, and we think, a proper view. It is better that corporal punishment should be driven from the schools gradually.

In his "School Management and School Methods," Dr. Joseph Baldwin, of the University of Texas, has this to say:

"Corporal punishment is not educative. For this reason it must go. At the beginning of the nineteenth century it was universal and popular, but at the close of the century it has become amazingly unpopular, but it has virtually disappeared as a school punishment. It is not now used in our colleges nor in our high schools, nor in the first and second grades of our primary schools, nor in our kindergartens. It is rarely used in the seventh or eighth grades of our grammar schools. In the four remaining grades, as in our rural schools, its use is becoming rarer and rarer. Some countries, like

France, and many cities, have abolished the rod.

Public sentiment is

setting strongly against the use of the rod, and with the present century corporal punishment, it is believed, will utterly disappear from our schools."

Dr. Baldwin is unquestionably correct in the position that he has taken. Thousands of public schools all over the United States have been controlled for years past without a single instance of corporal punishment, and the unanimous testimony of all concerned is that where the teacher is wise enough and strong enough to manage the

children without the use of the rod, it is never necessary to use it. We do not believe, in cases where it is necessary, that the infliction of corporal punishment should be required of the teacher. It should be done by the parent at home.

As the years go by the teacher has become further and further removed from the position of a mere "whipping boss." With the beginning of the nineteenth century there will be very few schools in this country or elsewhere that will tolerate the use of the rod.

DEPARTMENT OF EDUCATION,

STATE OF GEORGIA,

OFFICE OF STATE SCHOOL COMMISSIONER,

Atlanta, Ga., September 4, 1897.

To the County School Commissioners:

We can

My Dear Sir-As you have been previously advised, the third quarterly payment to the teachers cannot be made as promptly as usual, for the reason that there is no money in the State treasury. not pay for the work done during the third quarter until the money comes in from the counties. It will probably be about the middle of November before we can send out the checks. In the meantime, it will be necessary for the county school commissioners to send in their quarterly itemized statements as usual. Let this be done as promptly as possible after the first of October.

An effort is being made in some quarters to influence the Legislature to repeal the law appropriating $400,000 additional to the school fund of the State. With this $400,000 added to the $600,000, the direct tax for school purposes will be one million dollars. The amount that we receive from other sources will make the entire school fund a little more than a million and a half. The million dollars raised by direct tax is less than 2 mills, or less than $2.50 per thousand. There is not a State in the Union, as far as I am advised, that is doing less than this in the way of direct tax for school purposes. It will simply be an unspeakable shame for the State of Georgia to advertise

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