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'TisrilMfe-, DIRECTORS: ESTABLISII ED 1901.
' f JW V ’• 1 ■ »ISf&
. .
/f.l.li- R. S. FRANKLIN
-v N. Z. ANDERSON Capital, $37,500.00 &
,re L • 1 Ill 2s*ikL N. S. TURNER Stockholders’ Liability, $37,500.00 i
teii ra!
^irr 71 >.il S: E. L. JARMAN Surplus and Net Profits » 27,884.13
■<§£3E .->• | tt!: I R. W. MILNER
ri ■**; £»us ii y f' *■-’ H mm life x S. P. THOMPSON Security to Depositors, • $162,884.13
>gj i Ii; :::; 1
k?
m m ;*.» Sr J. F. HENDERSON
i IS llifflji ! ;• ; !i!». : 1
rtitisk. #<1 -apm I® Jls' ffffl (if! r 1 1 '■■ ijj “SB This Bank has more Surplus and Undivided
£!: : |‘i : P. W. GODFREY
liiil J JL ?Js fc&esti
k m : - c jbb^L__ NET Profits Than all Other Banks in Newton
—a ,., „ J. L. STEPHENSON
vS ., sUP* ~s».. . f
- ;• • •„ County Combined. ii
C. A. SOCKWELL
stiisbsi g§Hl§l SESK, ••■ FOWLER
R. R.
(C. S. Thompson Building, Home of The Bank of Covington.) C. S. THOMPSON We Pay Interest on Time Deposits.
ft
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REPORT OP THE CONDITION OF THE
BANK OF COVINGTON, COVINGTON, G A.
At the Close of Business March Twenty-second Nineteen Hundred and If
Seven, Issued on Call of the State Treasurer.
ASSETS. $1.00 LIABILITIES. in
Discount Loans, 121,145,43 Capital, $37,536X0 I £
Demand Loans, 20,255.68 $141,400.43 Opens Surplus, $ 18 756.69 6 It
an , i m
Overdrafts, secured, 38,560.08 Undivided profits, net, 9,1 34.13 •09 OO 10 ii. o ! ft &
account , 9 jk • f
Overdrafts, unsecured, 1,745.25 Dividends unpaid, 76.60 m V
Furniture and Fixtures, in our Deposits, tfi? £co qy I 1 V
> -
.
Cash on hand and due from Banks, 42,772.62 Savings Bills Payable (NONE) ►> I
TOTAL, 4 ' 1 Department TOTAL, '$££0,110.45 G r* i “5 Q a p< K k
> j*
Deposits March 22, 1907, $162,658.32 I ,e
Deposits March 22, 1906, . 118,449.88 *
Increased for One Year, $ 44,208.44 Is
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“A PHASE OF DISCIPLINE,” READ BEFORE NEWTON COUNTY TEACHERS INSTITUTE BY PROF. R. K. B. KEENEY, LIVINGSTON SCHOOL 1
The word discipline is the most
comprehensive of all terms that
apply to school life; and, coming
as it does from the Latin verb
cere, to learn, and therefore in
vo’.ving all those processes and
conditions that render possible,
and promote and facilitate, mental
I and moral growth, not ignoring
I disregarding even the physical
weal, but removing everything
I detrimental or prejudicial to the
I interests of the pupil as a healthy
I and vigorous animal, it would be
I an undue and unwarrantable nar
I rowing of the mcaniog of the term,
I m an article that purported to ex
I haust its application, to exclude
I all that vast realm ot signification
I that constitutes the pleasanter and
I more attractive part of school life,
nod apply it merely to the neces¬
sary dealing with offenders and
Ma ting out the justice that daunts
delinquents; yet, as an exhaustive
discussion of the subject in all or
many of its numerous applications
cannot be required or desired in
tie brief time set aside for the
Pt-stnt discussion, we must re
Lcu.ntly avert our eyes from all
that more inviting but exhaustless
it'alni - resources and devices for
1 h*- development of the raee l n
j either its individual or collective
aspect, and devote our efforts to
tae consideration of discipline in
ttla t aspect in which it is forced to
g- m. wnh delinquents or actual of
r L|'.n who mar the harmony of
school life. lu every community
5? r e a school be taught,
2. may my
-Js rvation and experience tend to
I'onvince me, there may be found
“ ‘ u as pupils
some young per
a« who fail to appreciate their
high privileges as enjoyed in the
iustitmi-'U, and frequently consti
!u 'ing a positive nuisance, making
a ‘^ discipline difficult and
more
rve rtu,g the more promising pu
„ That such
may not continue
1 ! ace the welfare of the
ms van*
m ra bers of the school, destroy
a? * i tappiriess
and rendering
plans for their progress cotnpara
tivelv useless, some means of
vention, possibly amounting to in
timidation, must be resorted to;
and there are just two conceivable
i methods, either cf which may
claim the sanction or respectable
usage: the one closets, i.icarce
rat^s, or detains the delinquent or
malefactor; the other castigates
j him appropriately and then in
stantly removes his scholastic di3
abilities, doing all within its pow¬
er to restore at once his prestige,
giving him the same freedom
when playtime comes that other
pupils enjoy, seeking to throw the
mantle of oblivion over the un¬
pleasant recent past and affording
the opportunity lor the restoration,
by exercise, of whatever physical
vigor may have ebbed away in the
pruning process.
It is discipline in what may be
called its medicinal phase that I
propose to consider on this occa¬
sion ; and 1 do not hesitate to
avow my past and present preier
ence for moderate castigation as
more quickly attended to by a busy
teacher, and also as not depriving
either pupil or teacher of needed
recreation at recess or after ordi¬
nary school hours, when early re
lease from toil and the tonic of
fresh air are required l>y both par¬
ties for relaxalion and invigora
tion.
The corporal punishment that I
would insist on as a desideratum,
and am therefore in favtr of re
tainmg iu our schools, is inflicted
for the purpose either of securing
good behavior or of compelling relish for J
such pupils as have not a
study to improve their minds and
extend their acquisitions, in oppo
sition to their own inclination,
These objects commend themselves
at -once as legitimate, even worthy,
when considered from the stand
point that commands an intelli
gent view of the special two-fold
purpose for which schools are in
stituted and conducted—moral
THE ENTERPRISE, COVINGTON GA
elevation and mental development
An old mode that time and
rience have proven satisfactorily
potential in achieving them is now
to be considered.
No fair-minded person, patron
or educator, will claim that all
flagellation in schools is done to
gratify private revenge, That,
sometimes the switch is resorted
to from improper motives—merely
to redress the imaginary grievances
of a too easily offended dignity—
none will deuy. Perversion is a
possibility m the case of every
good institution. Most unwise is
he who wishes to abolish it simply
because it is occasionally misused.
If it can be proven that corporal
punishment is incapable of becom
ing in reality an effectual means
in attaining legitimate objects of
the teacher’s profession, then
employment in the practice of that J
profes c iun is indefensible. That !
the Bible is authoritative as a ped- 1
agogic guide some, though they
profess to reverence it, may not be
willing to admit. They will not,
however, dispute that its sanction
is a most valuable recoramenda
tion to any practice The pre
sumption at least is in its favor,
From the inspired volume crystal
streams of truth ever flow, and on
the crest of one strong current
rolls the definite and emphatic
declaration that essential efficacy
resides in the particular applica
tion I dare suggest in contrariety
to the deprecation of some little
popular prejudice: "Foolishness
is bound in the heart of a child,
but the rod of correction shall
drive it far from him.” Solomon
indulged in some figurative lang
uage, but his dealing w'th his
father, David, whose strenuous
character doubtless did not always
advocate or apply gentle measures
in disciplining his offspring, as
well as his own wide outlook in
the field of observation, warranted
him in stating this as a literal fact.
That corporal punishment may
be productive of the results I have
mentioned is nnt invariably a suf
ficient reason for its infliction. As
teachers, and as uioial forces
erally, we must, avail ourselves,
not of means wlrch can with soma
degree of success be employed in
accomplishing our purposes, but of
superior means which by virtue of
their efficiency ought to be so em
ployed. If the teacher, after ma¬
ture deliberation and fair and dili¬
gent test of various expedients, is
satisfied that in the case of any of
his pupils corpoial punishment
will prove the most efficient stimu¬
lus for the improvement of mind
and manners, he is not simply
privileged, but is in duty bound,
to inflict it, where the law has not
taken the instrument from his
bunds, but upholds bis authority
nerves his right hand with the
old fashioned interpretation of in
loco parentis, empowering him to
perform a disagreeable but ntces
sary function that can hardly 1 e
obviated in even theb st regulated
households, which \outhful indis
wilfumess and perversity
trequeutly invade.
Is corporal punishment ever the
most rfficient means of securing
these ends? It were foolish to
firm that as a race we possess such
moral obliquity, and to claim that
higher motives make so feeble an
appeal, that no other means would
prove so effectual with any
vidual. Total disuse of other
centives and the universal substi
tution of corporal punishment
would be out of the question, and
I make no such absutd suggestion,
Of universal application, I know
it is not. My position is that
ter the failure, in repeated trial, of
milder and more persuasive
p^als, we should admit corporal
punishment on probation, and, if
it prove to be of utility iu particular
cases, we should subsequently re
ceive it in unchallenged character,
into fuller connection with other
incentives.
In the case of many pupils ap
peal to their moral feelings is suf
‘ tieient. When their hearts aie
reached, they sen tln-ir duty and
are ready to perform it Qtbers
are unwilling to change their course
although dutv V»e made clear and
the convtctio . b<* irr^pressi de that
they have diverged from it« path.
With them tin- worse attr|uites of
human nature have gained ascend
eucy over the better, enveloping
them so entirely that to act tip»»i.
the !ai tor on ly those Hina us urn
available and applicable that shall
penetaate ihe firmer. To their
sensibilities you appeal in vain.
Appreciation is lacking, and there
is no r-spunse; just as swine tram
pie peails under their jeet and
render no thanks for such fo, d.
such pupils are not moved by | er
suasion or entreaty. Ihe rays oi
kindness and sympathy, passing
through a medium of unusual
d-nsiiy, are so retracted that they
fail to pn duce the effect desired,
If perchance the c^adel of tiie
heart be reached, its adamantine
structure will present a front ini
peivious to the enfeebled beams; j
and reinforcements repeatedly
sent to the onset, meeting resist
so determined as to cause
their d : spersion and repulse, will
length abandon the size, and re
turn, dispiriting with the unwel
come report ot their defeat the
source whence they emanated.
however, resort be had to
bodily punishment as a morn ex
peditious though indirect means
of affecting the heart and con-1
science, its ray3, entering the sur- j
rounding medium less obliquely
are proportionally less liable to
deflection probability from their encouragingly course; and j
is
that they will force
their way into fortress against
which they directed and ^
are pro-!
duce there the desired changes.;
Upon pupils of this description j
impression must first be made
through the medium o, their
la,dies. Tints physical sensatiou
may hh lom r call into existence reflect
moral feniing, through the
tive turn given by adverse result*
to tie d l 3 comhted delinquent. Irn
pr^si m-t made upon this outer.
casual ••■nering, intimately con
j imcied -,s it , s with the higher.
| spinn.ul ..ature, may m loftier
J b U i related form be transmitted to
j the inart, Then, and not till confel then,
j uj , may try i l9 reins with
| de».i hope of guiding them thereby.
It is the teaching of all history
that mankind cannot be controlled
l, v (>eisuasion alone, that appro¬
priate and adequate compelling
force must be applied to confine
th on within their proper limits
a id restrain ihern from deviation;
inti. forbidden paths. The en
.
forced recognition of this principle
give rise to the institution of civii
and all other human government.
Divine dispensations indicato that
ev. ?> infii, ite* enetra'iou ♦ ro-
1
nounces t.li« principle correct at- '
ways reducing it to practice i»t
dealing with humanity. Can we
expect of children who are but
men in their mcipiency, without
the motives to good behavior anti
self-improvement by which mem
with increased knowledge and more
extended experience are iufluenced
_can we expect them to respciitb
to g Hnt !e and subtle influences
that remain ineffectual in appeal,
f or purposes of practical control,
even after reaching maturity?'
Every teacher knows that a school,.,
to he successful, must be charae—
terized by good order and earnest,
aS9 iduous intellectual effort: ai«f
the experience of most will tally
with my own conviction that, with—
l)U t aa occasional menace or posi
t jve declaration of disagreeable:
consequences in case of persistent
disregard of wholesome regulation*.
these esseutial qualities of the
ideal institution can not be secured!
an d maintained.
— .. ....... ***
CONTINUED NEXT IVL'EE)