Rensselaer Republican, Volume 12, Number 25, Rensselaer, Jasper County, 5 March 1880 — Behavior. [ARTICLE]

Behavior.

Behavior is defined in general as the manner in which one bears himself in the presence of others, or in relation to others. The idea involved in behavior is that of self-conformity to a form of action which is regarded as the standard. To Realize behavior in one’s self, be needs first an ideal standard of action; second he needs to act as the standard requires until conformity becomes a habit. The first great law pf behavior in school is order. Order is the established form, or mode of proceedure, it embraces first,punctuality; second,regularity. Punctuality is the exact conformity to the requirements of time. The immediate object of punctuality in (he school is to secure exact combination with others in all the exercises of the school. Tho ultimate object of punctuality is the use of the habit in after life. Regularity is uniform punctuality, it is punctuality madte general. The second great law of behavior in the school is silence as applied to school silence means, first, the stillness or quietness of the body; second, the concentration of the energies of the mind in thought. Silence is a condition for thinking and thinking is a condition for scholarship. Silence also gives self possession. . *’ Tho third great law of behavior is politeness. Politeness contains two essential ideas; first, the idea of right feeling toward others; second, the idea of appropriate forms for manifesting this feeling. .The right feeling toward others in general is that of respect and good will. The forms or modes of deportment in which this feeling may be appropriately expressed are determined by the customs and formalities of polite society The purpose of politeness in the school is to faciliate the true ends of intercourse. Intercourse is only possible between beings of like attributes. Polished manners make each person a mirror in which others may see reflected the true attributes of humanity, j Politeness requires of the teaoher that he see in each pupil the possible ideal, (the honest, obedient, teachable child.) If he has not realized these attributes of obedience, honesty and docility, ho will neither form the true ideal for his pupils nor have power to realize it in them.

Politeness exoludes on the part of the teaohor all oppressive and unnecessary assumption of authority, all unjust indiscrimination or favoritism. In dealing with pupils use flattery. Politeness on the part of the pupil requires that in his intercourse with other pupils he should express cognition ot equal rights with himself. It forbids the exhibition of any form of pride or malace. These feelings are often fostered by the motives placed before the pupils. Toward the teacher politeness requires the expression of oonfldenoc. A person who complies with all the laws of behavior is a person who will bo appreciated in good society and is a person of morals and ability. James F. Antrim.