[Sidenote: Fishing]
1. In dealing with such a case remember, first of all, that the liking
which the boys have for fishing is not something wrong in itself. It
will help to soften your own anger and disappointment in losing the
“banner” for attendance, to picture to yourself the coolness and
sweetness and lure of the woodsy stream which tempted the boys away.
2. Admit to yourself that the reason the boys went was because the woods
and its game were vastly more interesting to them than the schoolroom.
Then say to yourself, “Have I made the schoolroom work just as
interesting as it is possible to make it? Would the boys have done this
thing if I had joined in their sports on the playground, or if I had had
a nature study lesson planned for that afternoon with some one of their
animal pets as the subject of the study?”
3. Do not allow your personal feelings of disappointment to have an
influence in determining the form and degree of punishment. Whipping a
boy may relieve your own disappointment and indignation, but it does not
cure the disease for which it is administered, namely, indifference or
lack of interest toward the school work.
4. The regulations of towns, cities and states regarding what kind of
punishments a teacher may or may not administer differ so much in
different places that it is impossible to give a rule that can be
followed in every case. Every teacher should inform himself as to the
law in his particular state or city. But if there is no regulation to
the contrary, the following course of treatment would doubtless be a
more effective punishment than whipping, and at the same time leave less
resentment in the minds of the pupils:
As soon as you are certain that the boys really went fishing write a
note to each of the fathers of the three boys as follows:—“Dear Sir: I
dismissed your son this morning for truancy from school. He may return
if you will guarantee his satisfactory conduct from this time on.” Send
these letters by mail, not by the boys.
The probability is that in a very short time the boys will return with
the father, or with the father’s guarantee, and you will receive them on
the same terms as before their offense. But meanwhile resolve to make
good use of the principles of substitution and initiative in
coöperation. If the boys may not be allowed to go fishing in school
hours, try to have some part at least of the day’s work equally
attractive. Share in the personal life of the boys on the schoolground
and at home. Study to further their plans in all good things, and to
coöperate with them whenever there is opportunity. Plan a fishing party
for Saturday afternoon that all the boys can join in, and go with them.
They will be the more ready to coöperate with you in enforcing
regulations that are laid down for the good of all.
5. Boys in the eighth grade are old enough to understand and respond to
the appeal of altruism or coöperation. Make very clear to the school in
general talk some day how much the whole body suffers, (as in the loss
of the “banner”) when one member allows his individualistic impulses to
carry him too far.