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                               PRACTICAL
                           SCHOOL DISCIPLINE



                              INTRODUCTORY
                                 COURSE


                                   BY
                              RAY C. BEERY
                   A. B. (Columbia), M. A. (Harvard)




                              PRESIDENT OF
                  INTERNATIONAL ACADEMY OF DISCIPLINE
                     PLEASANT HILL, OHIO, U. S. A.




                         COPYRIGHTED, 1916, BY
                              RAY C. BEERY

                    COPYRIGHTED, GREAT BRITAIN, 1916
                          ALL RIGHTS RESERVED




                                CONTENTS


                                                                  PAGE

 Preface                                                         v-vii

 Introductory Course                                              9-25

 Part I, The Teacher                                             27-88

 Part II, The School                                            89-101

 Part III, Discipline: Its Province and End                    103-111

 Part IV, Fundamental Principles in Discipline                 113-171

 Index                                                        172, 173




                                PREFACE


From the first sting of a blackboard pointer received at the hand of a
primary teacher for a slight overflow of energy, to the last serious
fracture of discipline which I recall in High School, I pondered over
the methods used by my teachers and talked with others, frequently,
about this matter of discipline.

Very often after observing an extremely annoying day for a teacher, who
seemed to think that all trouble was due to the pupils, I would feel
like rising in my seat, half through sympathy and half through disgust,
and shouting, “Teacher, it’s all wrong. We pupils are human. There are
ways of appealing to us and getting the results you want, if only you
apply the right methods.”

The solving of various problems of discipline for the purpose of helping
teachers to accomplish their tremendous task, has always appealed to me
very much, but it was not until my Senior year in High School that I
seriously considered making the study of discipline my life-work.

It was the result of observing closely every day for four years, the
different methods used by two High School instructors and, most
important of all, the consistent results of those methods which
convinced me that the subject of discipline could be analyzed.

The course, which you are starting to read, is the result of long
observation, careful study and constant thought in this important field.
The subject has resolved itself into a very few fundamental principles,
the proper application of which will invariably get results in the right
direction.

There are no cut and dried rules with which all school-room problems can
be met; yet, the wise experience of hundreds of teachers has taught that
there are certain principles which can be safely followed and the
application of which will unfailingly increase the teacher’s success in
dealing with troublesome problems.

Not only are the fundamental principles fully explained and made simple,
but there are definite concrete school-room problems given, together
with the safest treatment to apply. The problems are real. They have
presented themselves many times and will continue to present themselves
as long as schools exist.

Correct methods are given to meet the most perplexing situations as well
as the petty though annoying troubles that troop through each school
day. Each method presented has been tested and tried and found to get
good results.

The application of the methods presented in this course will also have a
lasting effect on the lives of those disciplined. This is an aim which,
indeed, must underlie all true discipline.

The language and phraseology used is that which can be understood by the
most humble teacher. In speaking of the teacher always in the masculine,
I have followed the custom of the specialists. “He” will mean usually
“he or she.”

In preparing this course, I have constantly kept in mind the thousands
of teachers in every quarter of the land—North, South, East and West—who
are laboring in one-room schools where they are moulding the characters
of boys and girls who will be the men and women of tomorrow; men, who
will guide the destiny of the state and women to be fit mothers of a
greater race. The teachers whose labors are in the rural hamlets and the
larger villages have been remembered; also those whose tasks are more
manifold in the busy city where school-room problems are varied and
complex.

This course is prepared to meet an almost universal demand. Teachers,
like all other practical human beings, are eager for concrete
information and ideas which they can apply. Any information at all which
makes for better discipline is, by the worthy teacher, considered quite
worth while.

                                                                R. C. B.


_“In schools and colleges, in fleet and army, discipline means success,
and anarchy means ruin.”_

                                                             (_Froude._)




                  _“One in charge of children can not
                      know TOO much about them.”_




                          INTRODUCTORY COURSE


Teaching school means infinitely more than the mere giving of lessons in
reading, writing and arithmetic. It means the moulding of human lives
and characters. The amount of good which a single enlightened teacher
may do for humanity can hardly be over-estimated. Children of all grades
look upon their teachers in a certain sense as heroes whom they admire
and emulate. Great, therefore, is the teacher’s responsibility.


                         Conduct and Discipline

Not only is the teacher a great moral force in the school and community
but certain of his traits and habits are so very closely related to
discipline that the first part of the book is devoted exclusively to
“The Teacher.”

The teacher should have a very definite code of morals—a code of morals
that is in no sense vague or indefinite or weak. He should not be
undecided even about small details relating to the moral code. Children
admire strong characters. They are quick to detect weakness.

This Course presents a code of morals for the teacher which is very
concrete. The teacher will consider it most sensible because every idea
is grounded on sound and logical reasons. This part of the Course, in
presenting reasons along with the detailed and definite code of morals
should help every teacher who reads it. Even though you are now leading
a strong, influential life, reading this part of the Course will
strengthen your convictions and in that way help you to be yet stronger.


                   School Surroundings and Discipline

It can not be denied that every factor in the child’s surroundings has
some influence upon him. It would be difficult to introduce principles
of order and system into a child’s school work, if that child were
surrounded by disorder in the school-room equipment. We all know that
the appetizing effect of a luncheon is heightened by cleanliness, the
taste with which the luncheon and the dishes are arranged, even the mode
of serving the food and the general appearance of the room.
Comparatively few teachers realize the relation of the school
surroundings to discipline. The second part of the book is devoted to
“The School.” This part of the Course discusses various factors in the
surroundings which the teacher may control, and suggests many things
about the room equipment which will greatly aid him in securing good
work and order.

Every teacher, in dealing with pupils, should have well fixed in his
mind the true province and end in discipline. The third division of this
book is devoted to “The Province and End in Discipline,” which is an
extremely important discussion. No idea is less understood than is
discipline. In its restricted meaning and application, it means far too
little. Discipline permeates most thoroughly every activity of
humankind. Every avenue of progress owes its measure of success to the
measure of discipline found therein. Could discipline come into its own
province and manifest its fullest force, there evidently would be no
need of penal institutions, courts of justice and other reformatory
measures. Far too many teachers believe their work in the school-room
well done and designate themselves as good disciplinarians if they have
managed to get through the school year without any more serious
difficulty than having to administer a whipping or two, or perhaps,
suspend a pupil for a week or ten days. To call this discipline is
indeed deplorable.


                       The True End in Discipline

Some teachers on being asked, “What is the end to be sought in
discipline?” have answered, “Good order.” Others have answered,
“Quietness such that lessons may be studied.” But these are mere
conditions of successful school work and are not at all ends to be
attained in discipline. The teacher who thinks of these conditions as
being the ends in discipline is not only liable to use improper means,
but will be satisfied with a mere semblance of success. The true end of
discipline is none other than the acquirement of self-control. This
includes six very definite things which are explained in Part Three.

It is the failure to understand the nature of children, which causes so
much friction and trouble with them. By “nature,” we do not mean merely
the child’s _disposition_, as this view is far too narrow. Let us
clearly explain, in the next few paragraphs, the distinction between
individual disposition and fundamental nature.


                        An Important Distinction

It is true, popular lecturers often bore us by speeches in which they
emphasize over and over the necessity of knowing the disposition of our
individual child. Of course, it is helpful to know the individual
disposition; but the mistaken emphasis placed upon this detail as
compared with really knowing the general and fundamental nature of
children is indeed astounding.

A case was reported to us not long ago of a child-lecturer who chanced
to be confronted with a practical situation. Little “George,” his son,
was near a newspaper in the drawing-room. The gentleman asked George to
bring the newspaper to him. George refused. The command was repeated.
“George, bring me the newspaper.” George refused. He again gave more
commands, in a louder tone of voice while George laughed at him. The
lecturer then started over to him and George ran behind a table. The man
soon managed to seize the boy’s hand and escorted him over to the
newspaper, whereupon he again commanded him to pick up the paper. George
refused. The gentleman took the boy’s hands and tried to force them to
grasp the newspaper but George’s fingers were lax. At this moment,
George received a keen slap on the side of the face. He was then told to
pick up the paper and he did so. Why? Merely through fear? (The fallacy
of this method will be discussed later on.)

The point of the above illustration is this: That man would treat all of
ten thousand other children in precisely the same way as he did George
if they refused to obey him. And yet this same lecturer is continually
going before mothers’ clubs and admonishing them thus: “Mothers,
mothers—know your individual child.” If his doctrine is so important,
why does he not practice what he preaches? A man or woman, parent or
teacher, who can not get a child to obey, without slapping him or
threatening him, has something fundamental to learn about child
training. This man not only failed to be influenced by the boy’s
_individual_ disposition but he showed by his method that he did not
understand the _fundamental_ nature of children.

To explain further the distinction between individual disposition and
fundamental nature, you have in your room five pupils: Ralph, Charley,
Miriam, Fay and Helen. Let us assume that these pupils are as different
in disposition as it is possible for them to be. Ralph is pessimistic,
secretive and has a bad temper. Charley is optimistic, frank and very
amiable. Miriam and Fay have certain other opposite characteristics and
Helen is in a class by herself—overbearing, spiteful, high tempered and
hard to approach.

Now what shall we do? Must we use a fundamentally different method on
each of these pupils in order to reach the same result? By no means.
While these five pupils have characteristics which are distinctly their
own and different from each other, yet they have precisely the _same
instincts underlying their actions_. They have the same _individual_
instincts, the same _adaptive_ instincts, the same _social_ instincts,
the same _regulative_ instincts and the same _parental_ instincts. If we
appeal to the same instinct in one child that we appeal to in another we
will get a similar result. The expression will not be exactly the same,
of course. One child may react more quickly than another or with more
enthusiasm but nevertheless the response will be similar. For example,
if I do something which Ralph sees is going to push forward his own
interests: if I praise Ralph for something which he has done, he will
react in the same direction as will Charley, Miriam, Fay and Helen when
I appeal to the same instinct in them, such as their instinctive desire
for approval.

Instead of only five pupils, we might take a hundred or a thousand
pupils, each one having a disposition slightly different from all the
others. Their natures are all based upon certain fundamental instincts
common to the race. Therefore, it is this fundamental nature of the
pupil which we must know. The disposition of the particular pupils is a
matter of detail as compared with the deep-seated and essential nature
and will not trouble us much after we have learned the fundamental
principles of child supervision, because _all_ children have the same
natural instincts and, in applying principles, we appeal to these
instincts. Part Four of this book is devoted exclusively to the naming
and explaining of these great fundamental principles.

A teacher who thoroughly understands each of these principles is in
possession of information that is really invaluable in discipline. It
would be well for each teacher to read over these important principles
several times during the school year. The reading can not fail to aid in
getting better discipline.

The best possible way to acquire skill in discipline is to study a great
variety of typical examples. In fact, the author has planned other
volumes devoted exclusively to concrete cases of discipline.

By a concrete case is meant an interruption or annoyance caused by one
or more pupils at a given time, which must be dealt with by the teacher
in one way or another.

Very often a teacher, after observing the results of a certain method,
will look back and say, “If I had that to do over again, I would treat
the case differently.” Perhaps he has asked a child a question which, on
account of the embarrassing circumstances, caused him to tell a
falsehood; perhaps he has tried to force obedience instead of attaining
the end in a better way. These and dozens of other cases might be
suggested which often confront a teacher and unless he has correct ideas
about disposing of them when they arise, he will have no small amount of
trouble before the year is over. That teacher is almost sure to fail who
waits for the occasion to select a method instead of preparing
beforehand for different emergencies.


                  Treatment of Cases According to Age

The proper decision in cases of discipline is so extremely important
that the cases which may arise in _each grade_ should be treated
separately. For example, all the problems which may present themselves
to the first grade teacher may be recorded under the head “First Grade”
and the remedy given for each case. The same is true of the second grade
and so on through the High School. Special and very definite
instructions should be framed for the proper discipline of pupils of
various ages in the same room of the country school.

The methods must be safe methods. Some times an unenlightened teacher
will use a method which not only fails to get good results but which
actually aggravates the trouble. The very nature of the methods given in
this Course is such that a teacher may be sure the best possible plan is
being employed, viewed from the standpoint of positive good results that
will surely follow.

The teacher will find it a great source of pleasure to have the subject
of discipline so well in mind and so thoroughly analyzed and thought out
that when a case arises, he can not only apply a method which he thinks
is right but one which he knows is right.

Oftentimes, a teacher is confronted with such a difficult situation that
no matter what method is applied, good results will not be seen
immediately. In such cases it is extremely assuring for a teacher to
_know_ that the particular method which he has applied is the best
possible method that could be used in that situation.

In the treatment of all cases, not only are the correct methods outlined
in detail, but fundamental reasons should be given showing _why_ the
method suggested is the best in each case. In the treatment of all
cases, applications are to be made of the fundamental principles.

There are not a few teachers, as well as parents, who continue to use
physical force in attempting to govern. It is indeed appalling how blind
some people are on matters of discipline.

They will get poor results repeatedly from applying a given method and
yet they fail to see that their child’s bad behavior is due to their own
faulty method. Why do not parents think about changing their own method
which _causes_ the child to misbehave instead of forever blaming the
child? This is a question that is not easy to answer. Business men,
after finding that a certain form of advertising does not pay,
discontinue that form of advertising and yet they are not half so
reasonable in their own homes.

For instance, it is a common occurrence for a parent to flog a child for
telling a falsehood. The child continues to tell falsehoods one day
after another and the parent continues to use the punishing method.
Seldom, if ever, does the parent think of changing his method.

Often, when interviewing parents about a child, they will offer some
reason for punishing which to them seems perfectly sound but they ignore
the fact that fear of punishment is one of the chief causes of
falsifying and that to punish for a known falsehood today makes the
child more secretive tomorrow.

Many persons likewise, base obedience upon fear of punishment. Their
children know that when they hear a command, they must obey at once or
receive a whipping. Here is a logical proposition: If obedience is based
upon fear instead of confidence; that is, if the child obeys only
through fear, then when fear is gradually removed (at fourteen or
fifteen when the child begins to feel the assurance of manhood)
obedience naturally becomes weaker. Many parents wonder what is wrong
when they lose control of their adolescent boys and girls; yet the
reason is perfectly obvious. If obedience is based upon confidence, as
it should be, the changes which accompany adolescence will not remove
the only basis of obedience, as in the case of fear, but will make the
parents’ grasp even more secure.

Many parents are thoughtful enough to have at least their own reason for
using a certain method, while others, unfortunately, hardly think at
all. They have one method which they attempt to use as a cure for all
bad traits as well as for particular misdemeanors. A situation presents
itself and because of some pre-conceived notion, the same old remedy is
suggested and administered.

What is true of a great many parents in this regard is also true of a
great many teachers. If parents and teachers were to try some practical
tests in discipline, keep a record on paper of the treatment of certain
offenses followed immediately by the obvious results of those methods,
and then draw reasonable conclusions at the end of a week or a month,
they would have something valuable to work upon.

Most educators advise the use of corporal punishment as a _last_ resort,
yet far too many teachers in carrying out this advice really use it not
only as a last resort but as a first, last and only resort. Here is the
situation—in fact, a very common situation for a teacher who does not
have the confidence of his pupils. A boy is told to do or not to do a
certain thing. He openly disobeys. The teacher feels that he must make
an example of him and humiliate him at once before the school.

“Let us conclude, then, that the day of corporal punishment as an
important agency in school discipline has passed never to return. And
let us also conclude that its passing is not yet complete and can not be
complete until social customs and prejudices have been thoroughly
adjusted to the new order and until effective methods of dealing with
acute disciplinary difficulties have been discovered, standardized and
made effective by general recognition.”[1]

In this brief Introductory Course, one can not go much into detail on
any one point. In regard to punishment, however, this hint is in place.
If anyone is interested enough to really find out for himself and settle
in his own mind once for all, questions concerning correct discipline,
let him personally interview a large number of boys. Let him get some of
their views. Let him talk over the matter frankly with some other
teacher’s pupils. He will thereby not only enlighten himself as to the
best policy about punishing boys but the experience of talking in a
confidential way with big-hearted boys (and they will all seem
big-hearted if only he assumes that they are) will give him a new
inspiration and a more optimistic view about his future discipline in
the school-room. He will feel more capable of appealing to the child’s
mind and heart and will see less necessity than ever before for having
to force even the most stubborn child to do his bidding.

The author’s own view on punishment is this: the more a teacher knows
about child nature and correct fundamental principles, the less he will
need to use corporal punishment. The aim of this Course is to present
the teacher with such concrete information, based upon a correct
knowledge of child nature, that its application by the teacher will
enable him to succeed in discipline without any corporal punishment
whatsoever.

Of course, there will always be exceptions. A certain pupil may be
apparently abnormal and extremely hard to govern. But even with the
proverbial exception, really surprising things can be accomplished by
the application of wise methods.

The aim, stated above, is not unreasonable. The author has clear
evidence of this. In his own town, the superintendent of schools went so
far as to allow even the _pupils_ to know that he would not punish them
with physical pain. He explained why he would not and the result was
wonderful, as he expected. Instead of the pupils taking advantage of
such a policy, it _appealed_ to them. They respected this
superintendent. They realized that he was there to help them and they
allowed him to do so.

-----

Footnote 1:

  W. C. Bagley, School Discipline, p. 194. Macmillan.


                         A Real Accomplishment

Out of seventy pupils who attended the school at the opening of the
term, sixty-seven were in regular attendance throughout the year and two
of the three pupils who did drop out had very good outside reasons. This
record is astonishing but the discipline in that High School is also
remarkable. This superintendent has carried out with wonderful results
the principles explained in this Course.


                        The Common Sense Factor

Some people tell us that teachers are born and not made, that tact is an
innate quality. Of course, there is a certain amount of truth in this.
It is needless to say that not all teachers can attain the same high
degree of efficiency in controlling a school. But to say that a certain
teacher can never succeed, because he does not have tact, is to express
ignorance of the true nature of tact. Tact can not be entirely separated
from knowledge. Tact and common sense increase in direct proportion to
the advance of one’s knowledge.

One employs tact when he says and does the right thing at the right time
and place. Tact implies skill in dealing with immediate circumstances.
Therefore, the more experience one has in dealing with a given
circumstance the more proficient he should become. The mind profits by
experience. A wise teacher also profits by ideas. If someone relates a
case of discipline to you in which tact was used, you can use the same
idea in a similar circumstance and you will also be using tact.

For example, a certain teacher on entering a new school in the fall,
learns that five or six of the larger boys have been talking on the
street about whipping him out, in case he gets “cute.” If this teacher
allows his pupils to find out in any way whatever that his mind is
bothered about it; if he gets up before the school and attempts to make
a speech calling attention to the gossip, he will thereby show very
little tact and the offending pupils will most surely cause him more
trouble.

On the other hand, suppose that, sometime when he is with the boys,
without any evidence of anxiety, he incidentally remarks, “I see no need
of trying to correct pupils by whipping them. People have nearly always
treated me justly because I have dealt fairly with them.” This is using
tact. The boys will not annoy this man; they will respect him.

So with hundreds of cases. Having each instance worked out in detail,
the teacher may determine the minute application of good methods. In
this way he can avoid harmful schemes and employ only tactful plans.

It is the ignorant teacher who is untactful; it is the wise and
well-educated teacher who is tactful. By well-educated, here, is meant
educated in proper discipline. A teacher may be a good scholar and yet
be poorly trained in controlling a school.

The teacher who is well trained in matters of discipline does not look
upon the many so-called puzzling circumstances as problems at all,
because they so readily fit into his system of knowledge that he knows
at once how to prevent prospective difficulties.

There will never be a day in which you will not use the ideas in this
Course, consciously or unconsciously, in one way or another. The ideas
presented are fundamental.

There is only one more thought the author wishes to leave with you in
this Introductory Course before taking up the instructions in the
regular Course. That is this: a child is influenced more by those
teachers whom he likes and admires than by those whom he dislikes and
who antagonize him. Therefore, it is hoped that each teacher will begin
the reading of this Course with a strong conviction and a firm
determination to gain from it a means of getting the child’s confidence,
which will enable him to be a power for good in guiding young lives
aright.

No teacher has attained the greatest joy in his profession until he has
received from boys and girls letters of overflowing thanks for past
helpfulness. And every teacher will realize this joy who conducts his
school in a rational way and who learns methods by means of which he can
place discipline upon the natural basis of confidence.

When you have learned the relation of your own _conduct_ to discipline
and the relation of your _school_ to discipline; when you have come to
realize the real _province_ and true _end_ of discipline; when you have
completely learned the great fundamental and universal _principles_ of
discipline which work toward this ideal end and finally when you have
learned to apply these principles to the dozens of concrete, typical
_cases_ with which you will always be confronted in the school-room,
then you will be in possession of knowledge that will not only cause you
to be sought for by school authorities, to teach in better schools at
far better remuneration, but it will enable you to do infinitely more
for boys and girls, thus making life itself better for yourself and
others.

“What we need more than better brain inheritance is a better and more
scientific set of rules for developing the brains that we have, and such
rules of procedure should be made the common property of all who are in
any way related to rearing and educating children.”[2]

-----

Footnote 2:

  McKeever, Psychologic Method in Teaching, p. 329.


                               CONFIDENCE

_Confidence, that basis of control which is necessary in dealing with a
youth who is physically too big to whip, is the best basis for dealing
with a child or adult of any age.—R. C. B._




                                PART ONE

                              THE TEACHER


Someone has truthfully said, “Without a teacher there can be no school.”
It is a university when a great teacher, like Mark Hopkins, sits on a
log with the lad, James A. Garfield, and pours forth his store of
knowledge for the eager mind of the backwoods boy. All other elements of
a school may be absent, except the teacher, who as a living fountain of
knowledge interests the mind of the lad because he possesses those
qualifications that are found in the true teacher. The vital factor of
the school—be it the humblest one room school; the best one room school;
a village school or the many roomed high school in the metropolis of the
land—the vital and all-important factor is the teacher. The teacher is
the inspiring force in the school-room, bringing light and hope and
accomplishing more by influence over the children than by any other
means.


                        The Teacher as a Leader

The teacher must be a leader—a true leader—a leader in social ethics, in
private morals, in character-building, in religion, in fact in all that
goes to make life worth while. This seems almost too much to demand of
the teacher but it should be expected nevertheless, for it is not
exaggeration to say that the teacher’s work is the greatest of all
tasks. His clay is God’s chosen material. Every great work needs a
controlling brain and a true heart and it is to be expected that God’s
greatest work needs them in a superlative degree. If they are absent,
the school is like a dead body without the vital spark. If the school is
without the true and faithful teacher—even though all else be present,
the best and most lasting results are impossible. The cry of the hearts
of the children is that they be instructed and nourished and, finally,
sent into the world fired with a zeal and purpose that will prompt them
to the most heroic efforts in the world’s work.

It is the dream of every child to worship some hero, to be held
spell-bound by some great life—a life that possesses some traits that
appeal to him. The teacher must be the hero; the teacher must embody
these traits. The child upon finding such a teacher will do his bidding
gladly, will start on any mission at his request, and will be proud to
serve the dictates of a master-will—a will influenced by the Divine
will. How many men and women will admit that all the good that is in
them and the usefulness they manifest, they owe to the example and
teaching, or to the memory of some sainted teacher—a teacher who
consecrated himself to God, thereby finding his place and wielding his
influence over child life for good.

Though the teacher’s task seems to be the most difficult, after all its
importance makes it the greatest and best, and what better or higher
work is there than to help children and young men and women to a clearer
vision of truth, to a nobler sense of duty, to encourage and inspire to
higher ideals and motives of life, that are bounded only by eternity? It
is the teacher, who at his best, stands between the child and the
various experiences that await him. The teacher, from his larger store
of knowledge, directs the child towards, and introduces him to, those
forms of experience which are especially adapted to bring out and
develop the element of perfect control.

Two teachers may use the same mechanism of methods—the one may fail and
the other succeed. They may be using the same system of marking and
grading, rewarding, and reporting to parents, still the one fails while
the other succeeds. Their environments, too, may be the same. The
failure of the one is to be sought in the teacher, so too, is the
success of the other. The vital need is the proper qualification of the
teacher.

“The responsibility of the schoolmaster does not end when the boy leaves
school any more than the responsibility of the ship-builder ends on the
day of the launch. Each is commissioned to construct a seaworthy vessel,
competent to sail either in calm or in stormy seas, and each neglects
his duty if he is content merely to build up a fairly handsome structure
which will glide gracefully off the ways and keep afloat until the crowd
has dispersed.”[3]

-----

Footnote 3:

  Welton and Blandford, Principles and Methods of Moral Training, p.
  173. Warwick and York.


                          Purpose of Teaching

Perhaps, no more important question should the teacher ask himself than
this, “Why am I teaching?” Is it because a brother or sister or parent
or friend has taught or is teaching, or because he must earn a
livelihood to support himself or family, or because he thinks he loves
children, or enjoys instructing, or glories in power, or believes he has
ability as a disciplinarian, or considers the work of teaching easy,
dignified and above reproach, or the day short, giving time for other
pursuits; or is it because he considers teaching a stepping stone to
some other life profession, or, as is the case with too many women,
employment to tide over the period between graduation from the high
school and matrimony; or that he feels he is capable of no other work
and is teaching because he believes himself small and fitted for doing a
small work; or, does he believe that there is in teaching an opportunity
to accomplish great good and to be of valuable service to mankind? There
may be some other motive or motives that induce the teacher to undertake
his work, but his should be the most worthy purpose. No teacher can
expect to do his fullest measure of service and gain that contentment
and happiness, that come to the good teacher, if his motive or motives
for teaching are not the noblest and best. If any teacher takes up the
profession of teaching—the art of arts—his must be a true aim to be of
service to mankind. No teacher can successfully control those under his
care and teaching, unless he believes that his work is the most vital.
His heart and interest must be in his work; otherwise, it is his duty to
leave the teaching profession.


                              Preparation

A requisite of the teacher that can not be overlooked is the ability to
teach. It is an unmistakable preface to teaching to have the proper
desire to teach. It is to be hoped that the day is not far distant, when
all teachers must have a normal training of not less than one year, and
that every Normal School be required to cultivate the natural qualities
most essential to teachers. Every student entering a Normal School
should satisfy his instructors that he possesses superior ability in his
chosen profession. The Normal School should be required to recommend,
without exception, to other fields of activity, all those who after a
sufficient time in the school do not promise to qualify as teachers of
ability. One does himself great injustice to enter a profession for
which he is not by nature and by training qualified; and a far greater
injury is done those who come under his instruction if he is not a
natural and trained teacher.


                              Scholarship

Without a doubt, a most important requisite of the teacher is good
scholarship—a thorough knowledge of the subjects to be taught. His
knowledge must be not only thorough, but fresh. He, too, must be a
broader student of the subjects he teaches than one who merely knows the
text he is using. It is evident that a teacher can not teach more than
he knows, and often the keen mind of a pupil leaves the realm of the
text-book and legitimately inquires into the depths of knowledge. He may
embarrass the unprepared teacher, or the teacher whose knowledge of the
subject is no broader than the text. The teacher’s preparation must not
be superficial, it must be like a fountain—ever fresh and flowing,
connecting that which has been passed over and that which is to come.
This is an essential element of successful instruction, but many can not
see why it should influence discipline.

The teacher who is a deep and inexhaustible fountain of knowledge wins
the confidence of his pupils, and whatever increases confidence
decreases the necessity of imposed discipline and control, and it is
true that whatever decreases the confidence of the pupils in the teacher
increases the necessity for outer control. Confidence in the ability and
preparation of the teacher is the basis of ready obedience. It is the
element that begets a prompt and cheerful yielding of the pupil’s will
to the will of the teacher.

The teacher should never cease to be a student. Though he thinks himself
thoroughly educated, he should always go over the material which he
intends to teach; to this, he should add a wide range of reading outside
of the lesson proper, but bearing upon the lesson. In this way he will
be able to give to his pupils more than is found in the lesson. The
teacher who unceasingly pursues such tactics in the preparation of his
work will arouse interest in his classes and interest will secure
attention which in turn will produce diligence in study. It is a
self-evident principle, that interest on the part of the teacher will
produce interest on the part of the pupil and interest will promote
application and progress. Many a teacher who has been otherwise weak in
the ability to discipline properly, has easily controlled large classes
by the interest he has manifested in his work, because he was accurate
and full in his instruction.


                         As a Student of Nature

Aside from the teacher’s thorough preparation and knowledge of the
subjects he teaches, he must be well versed in other matters. No teacher
can fulfill the measure of his calling, unless he is a lover and student
of Nature. This may be difficult for the teacher within the confines of
a large city. However, no city is so large, that all phenomena of Nature
are shut out and whatever means are at hand, should be used and
thoroughly understood. Some tiny park, or well kept front yard, even a
stray bird, a sparrow, the rain, the clouds, and the snow flakes are
Nature’s property, and where is the teacher who should be unlearned in
any of these subjects? For the teacher whose happy lot it is to teach in
the rural districts or villages, it would be a shame indeed, if he did
not know the every pulse beat of Nature. Could there really be a teacher
who could not control a large band of boys and girls, if he were always
ready to expound the secrets of the forest, of the seasons, of the air,
and put life and breath into all the vast out-of-doors and her varied
phenomena?

It is almost a necessity that every teacher should have studied
psychology in his preparation for teaching; still the author has been in
states where there are no laws concerning this requirement for teachers;
there are scores of teachers who have not even read one text in
psychology.

Many have been the definitions given of psychology, but in the end they
do not differ seriously. Since psychology is the interpretation of human
nature, the admission must be made that every teacher should have a
clear knowledge of the subject. Psychology will not produce a teacher,
it is true, but teachers are compelled to study and to know human nature
and the laws governing it, so that common sense methods may be
developed. The study of psychology is usually involved in all discussion
of methods. The teaching process involves the mind of the child and it
is reasonable to demand that the teacher should know the main outlines
of modern psychology.

Without further argument, it is apparent that a clear and comprehensive
knowledge of psychology is necessary for the teacher. Not alone should
the teacher have an understanding knowledge of psychology, but he should
read some good texts on psychology and its allied branches every year.


                              Child Study

No teacher, then, should consider himself educated or prepared to teach
who has not given himself some preparation through child study, this
greatest of all school subjects, which is simply genetic psychology
practically applied. This subject is new, and at best, the teacher who
has carefully studied it will know too little. Still there is no excuse
for the teacher who does not know something about the following phases
of the psychology of children: the child’s soul or mind, acting as
memory, imagination and reason; the chief facts concerning the child’s
affections, ambitions, motives and ideals; adolescence—physical, mental
and moral phases; relations to other children and elders; his sense of
humor and responsibility; his moral obligations; his views concerning
himself, society, and the local community; his views of Nature; the
principles of child growth; the normal height and weight of children;
the common defects of children as weak eyes, defective hearing,
adenoids, spinal curvature and other ailments that attack childhood; the
child’s likes and dislikes and all the activities that most interest
him.

No sensible teacher will undertake to teach the child a new subject
until he understands just what the child can do. Then it is an evident
conclusion that the process of teaching can be elevated above the plane
of a haphazard undertaking to that of a systematic science by the
teacher who has studied the child in his manifold complexities. It
follows then that a teacher’s preparation at its best is not complete
until he has a workable knowledge of child psychology.


                                Reading

The teacher’s preparation is not complete without the reading of good
books. Every true teacher is a student, and to make it possible to
remain a student he can not neglect reading good books. Reading the best
books in every field of the teacher’s work, and even in many other
fields for the purpose of gaining new knowledge is a requirement of the
teacher that should not be overlooked. In reading for pleasure and
recreation, care must be exercised in choosing reading material. Only
the best should be selected by the teacher and that which will give the
most aid to his work.

The teacher must be a careful reader; he should not hasten through a
book, just to be reading. Important passages should be marked. Whatever
is of use to the teacher should be correlated to his work to add more to
the subject taught. The author in all his reading, even in fiction, has
made use of this method—marking all important passages and quotations as
he read; then, in the back of the book, he constructed a list of pages
where each passage or quotation was to be found. Following the number of
the page in his index, he put a brief note, or sometimes only a word to
explain the nature of the passage. To illustrate: quotations or passages
of general interest were marked (general); a passage bearing upon
history, marked (history), etc. When he sought some thought or passage
upon a certain subject, it was easy to look to the “homemade” index of
the books read and hastily locate such information.


                         Reading for a Purpose

To the teacher books are companions. He should go to them in time of
need. They will give assistance. For recreation they will afford rest,
and for information they will prove a never-ending source. Every book
the teacher reads, should be read for a purpose. It is a good plan to
discuss a book read with a friend or one who has read it and is
interested in the line of thought treated. Fiction usually portrays some
strong character types, as well as weak character types; these make
excellent themes for talks on moods and kindred issues. The wise teacher
is always ready to cite some good character study or tell some
interesting tale or anecdote bearing upon the subject being studied and
taught. When interest lags on a dreary day, or when the entire school
seems to have the “blues”—and every teacher knows that there are such
times—he can save the situation and avoid embarrassment by narrating
some interesting story. Fiction abounds in character portrayals,
anecdotes and stories. These can be marked and indexed as to kind as
explained above.

The question as to what kind of books a teacher should read may arise.
There can be no harm in reading every type of book—books that bear upon
every phase of life. However meager a teacher’s income may be or
uncertain the place of his abode, he should have a library. The word
library does not mean that he must have a hundred or more books. How
many great men have had only a Bible, Pilgrim’s Progress, and perhaps a
book or two of poems, and yet owned a library far more valuable than is
often possessed by the indiscriminate booklover! A few books well read
are better than many unread.

It may be well to add this precaution. There are scores of good books
bearing upon method, pedagogy and various phases of the teacher’s work.
Books written for the teacher are intended to inform, and not to give
exact directions for every activity of the teacher. There can be no such
book as the latter. It is true, every school bears the same aspects, and
fundamental principles underlie the teaching process, but “cut and
dried” rules and formulæ can work only for artificial ends. A good book
seeks to suggest, and the wise teacher improves every suggestion.


                          Papers and Magazines

In addition to the reading of good books the teacher should read several
good papers and magazines. Here the greatest caution is necessary. This
is an age of every kind of journalism, much of it really dangerous, and
frequently the most appealing paper or magazine may prove to be the most
harmful. It is a safe rule to read those papers and magazines that have
been proven worthy by time and use. One good daily is sufficient; in its
pages the teacher can scan the activities of the world. This need not
take much time. A few minutes each day will be ample. A teacher should
avoid sensational murder “writeups,” robberies and articles designed to
create curiosity rather than to give facts and information. However, the
tried and conservative daily avoids glaring headlines, announcing
atrocities of every kind.

What the teacher should know, is what the world is doing in commerce,
industry, science, invention, legislation, discovery, religion, arts,
manufacturing and those great events which shape history. The teacher
who reads papers and magazines for the above purpose will be abreast of
the times. He should read one good teacher’s paper. There should be no
trouble experienced in finding one as there are numerous excellent
magazines published. Yet, care must be exercised, for many teacher’s
papers and magazines are nothing less than trash. The editors, like so
many business men, hope to reap a harvest of money instead of following
the motive of service to their fellow men. A good magazine can not be
omitted from the teacher’s reading. While it is true, that much which
appears is written only for the remuneration; that is, each issue must
be filled and almost anything will do, and many of the stories appeal
only to a class of people who will read only the very poorest of
literature; still, the teacher need not despair in his choice. He must
read that journal the reputation of which has been established and the
pages of which are edited by live men and women who are discussing live
issues.

In concluding the discussion on the teacher’s preparation, it is obvious
from what has been said, that the teacher must always remain a student.
He must read to learn; he must investigate to know; he must delve into
Nature to learn, and it is not at all absurd for him to study again
those books which he faithfully studied during his Normal School
training.


                          The Teacher’s Morals

It seems almost unnecessary to say that a teacher should be moral. It is
an important requisite. Although the teacher’s choice of his profession,
his ability to teach and his preparation have been discussed first, the
reader may consider the teacher’s morality the first requisite. The
author can not conceive of a _successful_ teacher, who would possess
every essential quality except the quality of being moral. It is a
foregone conclusion that a teacher is supposed to be a moral person.
While this is true, sad to say there yet remain many teachers whose
notions of a moral code are crude. They violate some of the smallest
details of the moral code and thereby undermine their success, to say
nothing about lessening the service they are attempting to render to
mankind. It is not too radical to say that a teacher, above all other
professional people _must_ be moral. His idea of a moral code must not
be vague; it must not contain conflicting ideas. He, above all, must
have definite notions concerning morals. It is true that the term is too
generally misused. Many teachers attempt to teach morals in such a way
that the pupils have altogether a wrong idea of ethics and consequently,
in their daily lives are doing many things that are immoral, still
believing that they are shunning that which is not right.

It is the purpose of the following discussion to set the teacher right
on what the term “moral” in its strictest sense includes; and what
constitutes a breach of morality will be clearly set forth. For many
years educators have been examining the moral requisites in a teacher,
and there can be no doubt as to the correctness of these ideas. No
attempt will be made to generalize, but specific and concrete ideas will
be presented. In other words, what is immoral will be discussed in such
plain terms that the teacher can easily frame for himself a workable
moral code.


                            Meaning of Moral

At the outset, it will be well to explain the term, moral. Specifically,
to be moral is to act in accordance with the laws of right. At once, the
conflicting question arises: May not what one considers right another
consider wrong? But, this is not a difficult question. It is not what
one person or another may _think_ about it; it is what the _results_
will be. The past points unmistakably to the results of all that has
been done. In the dictionary of the past can be found the record of the
results of every action. Have the results been beneficial and
serviceable to mankind, then the action was moral; if the opposite, then
the action was immoral. Without further explanation, those actions that
injure the individual or society will be regarded as immoral.

It is granted that a teacher should not become intoxicated, or fight,
gamble, visit places of doubtful character, associate with persons whose
characters are questionable, violate the law in any way, break the
Sabbath, swear, or blaspheme, cheat, lie or be guilty of lewd conduct.
These are immoral acts. There is no question as to their nature. They
_are_ wrong. Still the author has met teachers who committed some of the
above wrongs. At a certain board meeting a young man was asked to
present his resignation, because he was proven guilty of a grossly
immoral act. It is hard to understand why any teacher should even be
guilty of minor wrongs, much less, any of the larger offenses against
the moral code. It is to be hoped that this book will seldom fall into
the hands of any teacher who is so base as to be guilty of a wilful
wrong.

It is true that many questionable actions in which men and women indulge
themselves, are by them, not always considered wrong. While this may be
the case, it becomes necessary to inquire what influence such actions
may have or what the results may be. If evil alone can be traced back to
such actions, or results that are damaging, then such actions must be
conceded to be wrong, and therefore immoral by anyone, however ardent an
advocate of the questioned actions he may be.

Now, the application of the above principle to some concrete actions,
that are much disputed as to whether they are wrong or not, must tend to
satisfy the most doubting mind. _If injury can be shown as the result of
any action, that action must_ _then be wrong._ All must agree to this.
Then, the discussion must lead to the results of these disputed actions.
The first of these under consideration will be smoking. Every teacher
can recall an instance where some boy worshipped a certain man because
he found in him all those attributes that make a true man, except that
the man smoked. But the boy held him as a hero, and because the man
smoked, he believed there could be no harm in it. The influence of the
man induced the boy to smoke. The moulding of a human life is the most
important work in the world, and if this book can say something that
will cause a teacher to feel a keener responsibility in his work and
life than ever before, in the fulfilling of his most important position,
then it will not have been written in vain.


                      Consider Weakness of Others

The teacher may argue that no harm came to him from smoking because he
smoked moderately, and no harm can come to the boy if he will be
moderate. But, the teacher cannot insure _this_ influence of his action.
Every sensible teacher must admit that there are not a few instances
where positive harm has come to smokers. At this point it is well to say
that the pipe, the cigar, chewing tobacco, and the exceptional snuffing
of tobacco, are all related closely to the cigarette, which gets most of
the blame for the harm done by tobacco. They are all evil and their use
is immoral. That no teacher may be in doubt as to whether smoking a
cigarette, a cigar or a pipe, or chewing and snuffing tobacco have evil
results, it may be advisable to call attention to actual records of many
concrete cases; and cases in which much harm has been suffered are not
isolated, but are generally distributed. The records of any city
superintendent of schools will reveal scores of cases of boys whose
minds have been weakened, whose muscular organisms are shattered, whose
nervous systems are irresponsive and beyond the boy’s control, in fact,
whose entire lives are wrecks, because they indulged in the use of
tobacco. Every user of tobacco, at first, is a moderate user, but the
evil habit leads to demoralization and excessiveness. Any juvenile judge
can cite many instances of boys who were brought into the juvenile
court, because their minds were depraved and their passions all out of
restraint, because the use of tobacco had had its evil effect upon the
boys’ minds. If the reader will concede that some evil comes from the
use of tobacco, then the argument is complete; for any action that
necessarily has evil results is wrong, therefore, immoral and the
teacher has no right to perform that act.


                               Gossiping

No one questions the fact that gossiping and its attendant indulgences,
loafing, are evils. Nevertheless, teachers are too prone to indulge
themselves, thereby profoundly influencing their school associates in no
good way. It should be above every teacher to gossip about anyone. When
the time comes to report an insubordinate or bad pupil to the
superintendent or to the board of education, the facts should be told
and no more. The teacher—man or woman—has no right to report the evil of
one pupil to another pupil or to patrons or parents, even to members of
his or her immediate family. A safe rule to follow, is this: “If one can
say nothing good about anyone, say nothing at all.” This brings up the
question, can a teacher, with propriety, gossip about other teachers,
neighbors, patrons and parents? No. It is degrading. Avoid it. The city
club, the social gathering, the proverbial “husking bee,” the quilting,
or “gathering” of any kind is too often the hotbed where gossip thrives.
A teacher cannot afford to share in it. Better than take part, keep
silent. It is bad enough to listen.


                        Association with Loafers

Many a man teacher has thought in order to be a good mixer, he must be
friendly, or social and linger with the drug store crowd, or stop at the
street corner—where usually the loafers congregate—to take part in the
conversation. Not always, but generally the topic of conversation is
idle gossip, or worse than that, “smutty” stories are being told. To
listen is immoral; to indulge is worse. But, should the teacher pass by
without even so much as noticing the crowd? By no means. He should
cultivate the good will of all, even of the street corner gangs. Then
what must he do? He can give a friendly greeting and make a pleasant
remark, turning the tide of conversation toward right channels.

The story is told of Ulysses S. Grant, that when he was a boy, he came
one evening into one of the grocery stores of his home town, Galesburg,
Ill., and soon after entering, heard one of the loafers say, he would
tell a certain story if there were no women in the store. The idler
craned his neck and asked if there were any women near. At this point,
the youthful Grant said, “No, but there is a gentleman present.” The
story was not told. The writer recalls a superintendent of schools, who
attended a Men’s Church Banquet and told such offensive stories that
even men, who before thought little about telling an objectionable
story, were disgusted. The influence of this superintendent was so
extensive that he led many others to tell evil stories. The boys of the
entire school, as a consequence, were addicted to this vicious habit.
Many of them admitted to the writer the evil habit, and pointed to the
superintendent as the one who had influenced them to do what they
considered evil and immoral.

Further admission from the boys revealed that many of the girls told
shockingly offensive stories and that some of the boys followed the evil
stories by the evil actions suggested. _All_ because one man did not
have the moral stamina required of a decent teacher and superintendent.
To conclude, no teacher—man or woman—can afford to gossip, to talk about
anything, except that which the most refined and exacting mind may hear
without criticism.

There can be no question as to the impropriety of idle gossip and bad
stories, but there may be included the so-called “yarn,” and attempts at
humor designed to create laughter at the expense of a friend on account
of unavoidable defects, affected speech, “smart” expressions, and the
like. To the average child the above deviations from the correct usage
of language are repulsive. There are teachers who have the happy
characteristics of being humorous and can employ that trait to good
advantage but it should not be attempted, if it causes an auditor pain.
The teacher should use only good English; that is, pure English which
will serve the teacher who is inclined to indulge in trivialities of
speech.


                           Slang Expressions

It is needless to say that a teacher should not swear or use blasphemy.
But how disgusting it is to enter a school-room where the mistakes of
the pupils are corrected by “gracious,” “my land,” “gee,” and scores of
other useless words that are classed as slang. It is not unreasonable to
say that such words are nearly as bad in the school-room as the vilest
blasphemy is outside of the school-room. Pure English, with not an
unnecessary word, is beautiful. It excludes slang and blasphemy. Again,
the teacher should use only pure English in the school-room, and more
than that, outside of the school-room, in his every-day conversation.


                               Deception

It is a well established fact that everyone should be truthful, but to
the teacher this is all-important. This does not imply merely that the
teacher must tell no falsehood but he must, also, act no falsehood.
There are teachers who never tell a lie, but their actions often convey
untruth; such a teacher cannot expect his pupils to be truthful in word
or deed. Closely allied to this is the common fault of deception. No
teacher can afford to deceive his pupils. If he has promised his pupils
something, he should see that they get it. If some unavoidable
occurrence prevents this, it becomes necessary that the teacher should
explain the situation. Truthfulness and frankness on the part of the
teacher will beget the same on the part of the pupil.


                              Associations

May a young man or woman who is teaching, associate frequently with the
opposite sex? No one will attempt to deny that he or she may to a
limited extent. Evil results will follow when the association becomes
too frequent or too conspicuous, even though it is what the average
young American calls “just for a good time.” If these young teachers are
teaching in a high school, they will sow the seeds of free-for-all
courtship in their classes. Wise high school teachers, and very often
the upper grammar grade teachers, know that this will surely harm the
better interests of work and progress, that it will also breed the
abominable habit among the pupils of keeping late hours and being on the
streets too much. Association with the opposite sexes among high school
pupils is often romantic and beautiful and cannot be condemned. It is
not our purpose to object unqualifiedly to this practice but _safety_
and _common sense_ must be practiced, and at no time can a teacher
afford to act with more discretion than in his associations. The married
teacher is relieved of this caution, but even his associations and
relations with his lady teachers, mothers and often older pupils must be
carefully guarded and made only business-like.

This introduces the question of the kind of associates of the same sex a
teacher should allow in his company. The maxim, “The kind of companions
one has will reveal one’s character” answers the question. A teacher
must ignore no one, but only those people whose characters are above
reproach should become his companions. It is true, a teacher will, very
often have questionable pupils in his classes. Here the attitude should
be plainly missionary. Every effort should be made to improve the
pupils’ conduct and thereby reform their lives. Sometimes, it is wise to
have very objectional pupils removed permanently from the school. Their
influence on the other pupils may overbalance the good done in saving
them.


                                Example

The effect of example upon the pupils is remarkable, for no one can
doubt but that example strongly influences standards of morality. In
like manner the effect of the teacher’s life in establishing higher or
lower standards of morality is influenced by the associates which he
selects from the masses. A teacher should select such associations and
companions that his pupils will be influenced for the highest possible
good. A teacher should make it a positive rule never to associate with
any one whose companionship would cause an unwholesome influence upon
any of his pupils. The opportunities of the teacher are large in the
selection of his society. He is in line to choose the best; it is open
to him. He should choose to be a part of the highest and best society
and then should make it his province, his duty and privilege to help
mould and shape the social standards, and do all he can to uplift and
better the lives of those with whom he comes in contact.

Speaking of the child, Arthur Holmes says: “Imitation is his most
universal instinct. What he sees others do he will do naturally and
unthinkingly. It is as futile to teach honesty and to act dishonestly
before a child as it is to heap water in a sieve. The nervous mechanism
of the child is as hopeless and as helpless as a wireless receiver to
the influence of Hertzian waves.”[4]

The teacher should not neglect those who are worthy, but poor. Among
them he may find his best associates and friends. He should not seek to
escape the responsibilities that will accompany his dealings with the
less desirable elements of society; he should look down upon and ignore
none; he should touch elbows with those who are his intellectual
superiors and surpass him in strength of character; he should not lower
himself by stooping to that which is below the moral standard, but in
association with the masses he must elevate them, and lead them forward,
ever remembering, that as he points to a standard moral code as a sign
board, he himself must lead the way.

-----

Footnote 4:

  Principles of Character Making, p. 297. Lippincott.


                                Idleness

“Idleness leads to vice,” is a truth that the teacher should ponder who
spends his Saturdays and Sundays, and his summer vacations in idleness,
spending what he has earned during the winter. Work is honorable. It is
commendable for a teacher to labor during the summer vacation. He may go
to the Summer School, but if he does not do so, he should find other
work. The so-called rest at summer resorts and the seaside may mean only
idleness and evil. The teacher whose life is worth while will have no
time to waste on Saturdays.

Three of the most disputed social activities are dancing, card playing
and pool, including billiards. Much has been said as to the rightness
and wrongness of these actions and still doubt exists. The very fact
that doubt exists should satisfy the teacher that he cannot indulge in
them, and still do the greatest amount of good in his community. It may
not be that dancing in itself is wrong, but the past unmistakably gives
evidence of the fact that evil attends the dance. The modern dance is
disgusting to say nothing about its evil influence. The author is a
promoter of æsthetic dancing. Such recreation properly supervised
possesses great value. Dancing as a part of physical education, under a
competent director, is quite another thing from the social or public
dance to which hundreds of young people go, not for physical education,
to be sure, but for worse than idle pastime. The teacher must carefully
discriminate here. He should shun the social and public dance.

Perhaps less dispute attends card playing as an evil. It is conceded as
such by all right thinking persons. Every one knows how easily gambling
results from card playing. There are numbers of cases on record of lives
wasted and crimes committed over the card table as well as in pool and
billiard rooms. Cards, pool and billiards are tools of indolence; they
are evil and spread ruin in their wake. No teacher who cares for the
boys and girls under his instruction and guidance will dance, play
cards, pool or billiards. He, too, will not play to excess checkers,
chess, dice, or kindred games. There are too many good books to read
from which the teacher can gain inspiration and knowledge to _waste_
time playing either of the above or any similar games. A word must be
added relative to gambling or betting. Both are evils and have a bad
influence upon the lives of the young. The wise teacher will refrain
from them.


                              Intemperance

Reference has been made to intoxication which is intemperance, but
intemperance is a much broader term and implies much more than getting
drunk. It is well not to think of intemperance as belonging only to the
use of intoxicating beverages. Every pleasurable activity is liable to
be carried to excess. Teachers often need relaxation from the wearisome
routine of school-room duty. When seeking rest and relief in legitimate
recreation care must be taken to avoid excess.

Even in matters of food and drink, dress and social pleasures this
caution is needed. The teacher with common sense knows where to draw the
line. One can be intemperate in many things, always to his own harm. In
passing, the definition of intemperance will indicate just where the
thoughtful teacher must stop not to become intemperate. Intemperance is
a want of moderation or self-restraint; indulging of any appetite or
passion to excess.


                                Honesty

Honesty is commonly thought of as trustworthiness in the conduct of
business dealings, as opposed to fraud and cheating. It is all that and
much more. It implies sincerity, uprightness, truth, honor, integrity,
justice, chastity, decency, propriety, virtue and frankness. The word
honesty implies much, and there is too great danger that the teacher
practice it in its common meaning only, forgetting that its application
is broad. It is very essential that he should not overlook any of its
implications. A teacher cannot be said to be honest when he merely
returns a dollar’s worth of service for a dollar. That does not exactly
constitute honesty, though it may seem to do so. The teacher who shirks
a duty, which he should do, because he finds it is not in his province
is like the man who did not pay his street car fare because the
conductor forgot to call upon him for his ticket. He argued that it was
the conductor’s duty to call for it but honesty demands that he should
have paid it.

A teacher should be sincere; he should do nothing for effect. All his
actions should be genuine, arising from true motives. The term upright
is indeed vague. In its usual meaning it signifies an adherence to moral
principles. It can be easily understood and applied, if the teacher will
remember to admonish his pupils not to do anything which he would not do
himself. If the teacher undertakes to teach a moral principle, he must
first live it himself and then he will have weight in his arguments for
righteousness.

Honor is that trait of character which holds one to the practice of all
the laws of the strictest moral code. The teacher whose integrity cannot
be questioned is the teacher who has fulfilled, in his life, all those
demands that are set forth in the laws of the Master Teacher. He has
lived up to the Golden Rule. Justice demands that all shall be given
their rights. The teacher can do no better than to be just to all. When
one has decided notions of right and wrong upon the basis of results in
the lives of his fellows, he has reached the exact idea of propriety.
Virtue is a broad term, but a word that is significant. That life is
virtuous whose every deed promotes the common good.

A teacher should not practice Sunday honesty—that kind of honesty which
works under certain conditions and lapses at intervals. Everyone, no
doubt, is inclined to reach high water marks of absolute truthfulness,
and must beware of lapses into error, even falling below the ordinary
standards of every day life. The honesty that is commendable is clean,
out-in-the-open honesty that is always active, not simply when great
issues are at stake. No other profession demands honesty more than that
of the teacher. His attitude here must be real, not affected. If there
is pretence or sham, the first to become aware of it will be the pupil;
and the effect upon him is that he loses confidence in the teacher who
should be his model.


                                 Temper

The question of temper should not be omitted from a full discussion of a
teacher’s moral code. How often has a teacher boasted to a friend or
fellow-teacher that he indulged himself in a frenzy of temper before his
school, thereby “scaring the wits out of the pupils” and remarked
further that the pupils feared him thereafter for a week. Such an action
on the part of a teacher is almost criminal. A teacher cannot afford to
lower his dignity by such methods. While no attempt is being made to
discuss methods at this point, for they will be discussed in following
chapters, yet it is the aim to point out those immoral actions from
which a teacher should be free. It is foolish for anyone to allow his
temper to get away from his control. A teacher should cultivate an
amiable disposition. It is _never_ necessary to permit one’s temper to
override his common sense.

“When I taught school, there were many times when the indifference,
stupidity, flippancy, or silliness of the class brought me to such a
pitch of rage, that I dared not trust myself to speak. I would clutch
the arms of my chair, and swallow foam until I felt complete
self-command; then I would speak with quiet gravity. The boys all saw
what was the matter with me, and learned something not in the book.”
(Phelps.)[5]

-----

Footnote 5:

  Bagley, op. cit. p. 42.


                               Curiosity

In passing, it might be well to mention the not uncommon fault of
meddling. The teacher’s province is the school and all its attendant
activities. It will not make him more efficient to know the common
affairs of every family of his school. He will be no better off if he
knows all the happenings of the neighborhood, the village or city-block.
Many times it is necessary for the teacher to repress a pupil who is
prone to be a news monger. Frequently, teachers plunge themselves into
serious difficulties by meddling in affairs that do not concern their
school. Such difficulties are unfortunate and always weaken the
teacher’s ability to govern his school.


                           Questionable Acts

It has been assumed that all those actions from which evil only may
result, are contrary to the standards of the moral code. Consequently,
some deeds which the teacher commonly does not consider as questionable
activities will be discussed. No lengthy treatment will be given them
since common sense—the safe standard for the teacher—will help decide
the correctness of the ideas set forth. No teacher can afford, in school
or out, to make unkind remarks about the poor, the aged, the
weak-minded, the crippled, the peculiar, the poorly dressed, the tramp,
the gypsy, the prisoner, or that unfortunate whose appetite is beyond
his control and causes him to become drunken. The teacher is an agent
who is expected to help, to lift to higher planes of life. Frequently,
thoughtless teachers have joined pupils in jeering at a beggar and
thereby created a habit in some child of making sport of the
unfortunate. The author calls to mind the elevating influence of a
little woman who, when the boys pelted a hungry tramp with snow-balls,
took him into the warm room and shared with him her luncheon and sent
him on his way happier in heart because he had met a kind-hearted woman.
Who knows but that this act of kindness may have helped to turn the
tramp from his vagrant life to a life of usefulness? A teacher cannot
lower his standards of life by helping the aged, the poor, the weak, the
fallen. A good deed is never lost.


                        Neatness and Cleanliness

What is the influence of the teacher—man or woman—whose clothing is
untidy, hair and scalp unclean, finger nails untrimmed and filled with
dirt? There need be no discussion; the prudent teacher knows the answer.
The teacher who is attempting to follow a standard of morals will not
allow his body to be unclean and unkempt. His attire, though it may not
be in the latest style, will be neat and clean; his teeth will be clean,
his finger nails well kept, and his shoes clean and polished and every
detail will evidence his careful attention. Such a teacher will take
active daily exercise, will not forget a daily walk, that will lead out
to some haunt of Nature where a new lesson is in store for the observing
teacher. Nature has a lesson for him every day of the year.

It is safe to assume that the teacher who guards carefully his actions
in the school, out of school, in his every day life, and above all when
hundreds of miles away from home, is a safe teacher. He need not give
stated lectures on morals. His life and deeds will be monitors to the
youth under his tutelage. Moral education is not knowledge, it is life.
Therefore, a teacher cannot educate pupils by stated and set lessons in
morals, if he has none himself, but on the other hand, his life can be a
standard of morals in itself and thus furnish a living model for action
to those about him. A teacher has no right to teach good conduct and
morals, or any attributes of a moral nature, if he is guilty of repeated
immoral acts, open or hidden. It must be remembered that morality is not
inherent, but developed. From this it can be clearly deduced that this
moral development receives direction from the moral life of the teacher.

The young teacher, who on his first day enters the school-room and is
face to face, for the first time with the responsibility of his
profession, casts about for a model teacher. He will find many
successful teachers whose lives are above reproach, even some of his own
colleagues may be those who will influence him for great good. He may be
compelled to look back to a teacher who has been a vital factor in his
development. However, he is young, and is surrounded by a world of
temptation, and his searching mind need not go far until it can single
out a teacher whose life is very questionable, but who is popular,
receives a good salary, and possibly secures the best school positions.
These are poor standards by which to measure real life and success, but
the young teacher wants popularity, money, and a good position. Real
success is stable and lasting. The teacher with a questionable
reputation, will doubtless before the end of his career find his proper
level. To measure a man by his apparent success is not always safe. It
is his character that counts in the end. Time may be necessary in which
to estimate moral worth correctly, but the effort to truly weigh a
person’s character is well spent.


                         The Teacher’s Religion

The inquiring teacher by this time may have asked, “What about a
teacher’s religion?” A teacher should know his Bible, be a regular
communicant of some church, and a Sunday School worker. Fanaticism must
be avoided. But the sane and mellowing influence of religion has a great
effect upon character. No teacher should make it a practice to inject
his religious ideas into his school work. His every day life should
indicate his obedience to the Master Teacher. He must not attack any
religious denomination as that is not his province. Some child may be
offended or over influenced by his views. The tenets of every child’s
church are sacred to him and the teacher should not attack them. Often
it is argued that a teacher should not teach a Sunday School class. If
the teacher does not find it too great an addition to his already heavy
work, there can be no good reason why he may not teach in the Sunday
School.

It is well to discriminate carefully between a moral person and an
apparently religious person. Too often it is assumed that a pious person
is of necessity a safe moral guide. Sometimes unfortunately the teacher
who appears religious is not morally sound.

True religion includes an approved morality. But, it must be understood
that teaching religion does not necessarily indicate that good morals
are being taught. The author does not mean to criticise the Sunday
School, or even the Church—they are great and effective institutions—but
they are failing to teach morals as they should. The school teacher has
a great work to do at this point. The final admonition to the teacher
is, have a standard moral code, _live it_, and in pointing others to it
as a signboard of life, _be sure to heed it always yourself_.


                         Aesthetic Appreciation

A requisite of the teacher that cannot be overlooked is that he must
have a love for all that is good and beautiful: an æsthetic
appreciation. The teacher must appreciate and actually participate in
the noblest, best and most beautiful which the world possesses in song
and story, in conversation and poem, in landscape and sky, in art and
music. The sky with floating clouds, or when clear or starbedecked, a
silver moon hanging low over a dark-rimmed horizon, a towering cathedral
against a sunset sky, a brook stealing its way across a meadow, a
mountain torrent, a rainbow, the shadow and sheen in the depths of the
forest, a placid river on its way to the sea, a bird song, a meadow, a
field of ripening grain, a flower-hedged roadway, a path through the
valley and into the depths of a wood where it winds at will among the
mossy trunks of trees, over tufts of moss, beside quiet pools, through
rustling leaves—all these and many more objects in nature hold in store
inspiring and uplifting lessons of life. No teacher can contemplate
these beauties and not possess a nobler soul. Contact with Nature’s most
beautiful and best will strengthen his love for the beautiful and will
help him to keep the hearts of his pupils attuned to the helpful sights
and sounds that go to make up their surroundings.

The teacher who delights in the beautiful will find himself easily
winning the interests and attention of his pupils. Children are born
admirers of the beautiful.

“Constitutionally, he functions æsthetically just as really as he does
socially, although not to the same extent. Very early in his history he
manifests delight in beauty. The nature of these reactions will be
explained as we proceed with the chapter. Because of them, education
calls for the development of this aspect of the child’s nature, and
ethical culture demands its moralization. Morality is especially
concerned with æsthetic development, since there is an intimate relation
existing between the beautiful and the good.”[6]

No teacher can have an appreciative love for all that is beautiful and
good and not love children. The most beautiful thing in all the world is
the unfolding life of a child. Who has not stopped by the side of the
cradle and pushed aside a curl to look upon the face of a sleeping baby,
whose long eyelashes are sweeping over cheeks aglow with beauty, the
whole face portraying childhood’s charm. The first tottering steps of a
child are deeply interesting. His gleeful prattle, his silver laughter
are cheering to the most benighted. Could ever a human being think of
becoming a teacher who does not love children above all else?

Every teacher should love and appreciate good literature and good music,
and all that is beautiful in the arts. Whatever is cultural is æsthetic.
The beautiful, the true, the good are all æsthetic and therefore
profitable. Each day the teacher should renew and reinspire his soul and
life by contact with all that surrounds him that is æsthetic. He must
abhor wrong and love right. His character will then be strong and his
life filled with success, joy and peace.

-----

Footnote 6:

  Sneath and Hodges, Moral Training in the School and Home, p. 167.
  Macmillan.


                          Willingness to Learn

A requisite absolutely essential to the teacher is open-mindedness. He
should, of course, be stable; he should not be influenced by every
theory and idea that comes to his attention in his associations and
reading, but he must be ready and willing to learn. The teacher will
grow by experience who can say, “I want to learn more,” but he will just
as surely fossilize, if he thinks, “I know it all.” No mind can grow if
it draws its conclusions only to be in harmony with those already
framed. Sometimes, a pupil will suggest a thought, or even a truth, that
has never come to the teacher’s attention. How much better it is to
welcome the idea or truth, and so inform the pupil, than to ignore it
even though it is of value just because it came from one who is
inferior. The barefoot urchin may know secrets the teacher has never
learned.


                                 Worry

The happy quality of mind that shuns worry is well worth a teacher’s
cultivation. Worry makes inroads into a teacher’s health. Sometimes, the
unthoughtful teacher concludes that work is impairing health when in
truth it is worry. It is true, many situations need careful
consideration, but never worry. Worry never yet solved a difficulty.
Cultivate a happy mood, resolve that where there is a will there is a
way, and all the school problems will seem less difficult after that
resolution.


                       Attitude Toward Criticism

Closely akin to worry is over-sensitiveness to criticism. The following
anonymous article appeared in a college paper some time ago. It is apt
and contains much truth. “‘Say nothing, do nothing, be nothing, then you
will escape criticism’, goes an old saying. Could anything ring truer?
The most maligned men and women are those who are doing the most and
doing it in a conscientious manner. Analyze the person who boasts of
never being criticised and you will find nothing. Some persons, to
escape criticism take a middle course; first catering toward this side,
then leaning toward the other. They call it tact; it is really moral
cowardice. Others allow the shafts of criticism to break down their
self-respect, their confidence in their own ability. This, too, is the
wrong attitude. Criticism is a recognition that you are of sufficient
importance to stimulate remarks from someone and besides, the right kind
of criticism is always constructive. The other kind, oh, it comes mostly
from the class who escape criticism.”

While the above is true it needs careful thought. It should not be
forgotten that criticism is often justly given, and means that the
ability of some one is not up to the standard or that they are failing
to do their best. The teacher, however, who does his duty as he knows it
best, need never allow criticism to give him any trouble or worry. It
may mean only that he is doing something worth talking about.


                            Self-confidence

Some teachers possess all those elements that contribute to successful
teaching, except self-confidence. Yet too much of that quality is more
dangerous than helpful. Self-confidence in one’s work when the elements
of preparation are lacking is foolhardy. When a teacher has given
himself that preparation that he knows is necessary and has done his
best to possess the qualities that should dominate a teacher, he has a
right to have self-confidence. Not alone is it necessary that he should
be self-confident, but it is highly essential that he should show it. He
knows what he can do and he should expect good results; if he does this
he can not miss success. Success crowns his work who has self-confidence
in possessed ability.


                              Common Sense

Too often the teacher is admonished to practice common sense. This is an
indefinite term and to many young and inexperienced teachers it means
nothing. Should they wish to practice common sense they would not be
able to do so, because they can not place a correct construction upon
the term. The teacher who observed that one of the boys sat still in his
seat and looked into space more than at his book, and then reprimanded
the boy because he failed to learn his lesson, did not use common sense.
Another teacher in the same high school observed the same boy, went to
him privately and inquired in a friendly way, if there could be any
wrong from which the boy was suffering. He was told by the boy that he
was worrying because he believed he had tuberculosis and furthermore
that his father mistreated him. This teacher used common sense, and also
the much recommended “tact,” another indefinite thing. This teacher
sympathized with the boy and sought to remove the obstacles. Success
crowned the teacher’s efforts.

Another illustration may serve to explain the term, “common sense.” The
teacher who scolded the boys for smoking cigarettes, and thereby won
their ill will and intensified the habit, did not use common sense.
Another teacher who won the confidence and good will of the boys and
then confidentially explained to them the evil results of smoking, used
common sense and tact. Did he succeed in getting all the boys to stop
smoking? No. Nor is there any tactful teacher who will succeed with all,
but he persuaded a great many of the boys to stop smoking. At this point
so many teachers fail just because the first effort, or even continued
effort does not save every boy. They condemn their methods and become
discouraged. An evil as great as smoking can not be abolished in one
year. Probably, it can not ever be entirely eradicated, but patience and
faithful service will finally reach results almost incredible. These
illustrations should serve to explain one concrete use of common sense
and tact. The observant and thoughtful teacher finds instances every day
where common sense and tact are used to advantage. It is the object of
this Course, in the presentation of many tactful methods, to increase
the teacher’s store of “Common Sense” plans of discipline.


                    Entering the Child’s Activities

It is, indeed, the discreet teacher who can place himself upon the level
of the child. There is no teacher who can expect to render to the child
the service due him, if he does not enter into his life. With propriety
can the teacher be one among the children. A boy with the boys or a girl
with the girls. It is imperative to enter into their interests. The
suggestion to enter into the lives of the pupils, has furnished many a
teacher with the means whereby he saved the wayward boy or girl. The
teacher who places himself above the children, either in the grades or
in the high school, by word and action, loses his influence for good and
useful service. Such a teacher cannot be a true teacher. Many of the
uplifting truths of his own life, if he may possess such, fail to
impress his pupils. Children of every school age love the teacher who
tactfully enters their activities and games—enters them in such a way as
to forget that he is a teacher, and his pupils subordinates, but as if
all are children having a good time. The Chinese sage, Mencius, said,
“The great man is he who does not lose his child’s heart.” Big boys and
girls always love and admire the teacher who can enter into their
sports, games and athletic activities. It pays men teachers to have some
knowledge of athletic sports.

Even a woman can do much in promoting athletic sports. The benefit is
two-fold; first, the health of the teacher demands the exercise which
athletics affords; secondly, the pupils can be much more easily
controlled by the teacher who enters their sports and activities. There
is a world of knowledge to be gained by entering into the child’s life.
Needless should be the caution that the teacher should not allow himself
to grow old in spirit. The teacher whose years may have reached the half
century mark can still have “that youthful spirit” and that sprightly
manner that will fire youth to its fullest activity. Such a teacher will
never grow really old. Of him it may well be said, that he grows younger
with the years until he reaches eternal youth.


                              Cheerfulness

It is often said that childhood is life’s happiest period. Where then is
the teacher who comes in contact with child life daily, who cannot be
happy, youthful and ever ready to bestow the cheerfulness, of a helpful
life? The happy-minded teacher will never pass his pupils anywhere
without leaving with them a sense of his kindly interest. He knows when
to enter the child’s world to share his joys—and his are real joys—when
to sympathize with him in sorrow. The teacher whose life has become
bitter, and who no longer can be happy-minded and cheerful, should leave
the profession. Everywhere is needed cheer; no place can be made better
by gloom, but especially should a companion of children be optimistic.


                             Responsibility

Responsibility is an essential requirement of the teacher. He must be
absolutely trustworthy. The teacher who shoulders his responsibility,
will not neglect the least part of his work because he believes he is
underpaid. Should he know that the welfare of a child demands his
attention, outside of school hours, he should not fail to aid the child,
though it be really no part of his school duties. The rights of the
pupils will be guarded as sacred by the responsible teacher. He, too,
will care for the property of the school as though it were his, and even
more so, for he is entrusted with its care. The greatest safety for any
school is a conscientious teacher under whom parents can place their
children for moral, physical and spiritual instructions.


                                Courage

To be fearless in the performance of one’s duty is no easy matter. Least
of all for the teacher. Often in a community, the school is the only
active institution, during the school year. Its influence reaches every
home in the community through the children. Its every activity is
discussed by the well-meaning, as well as by the unthoughtful and
unscrupulous, the latter often criticising without the slightest
assurance that they are correct in their views. The teacher must stand
by with a fearless attitude. It is assumed that he has done what he
believes to be right—his own life being simple and his moral standards
at least no lower than those of his patrons. The teacher must possess
all the requisites of the true teacher to be able to stand against every
view that may become current. He must even decide to his hurt in order
to maintain the right when criticism and censure become slander and
falsehood. A teacher must be himself, not an imitator. His decisions
must be firm, yet kind. He must constantly hold in view the final end in
every action, which end is best for the welfare of the child. A teacher
who is fickle, doubts his ability, hesitates between opinions, is swayed
by every criticism that comes his way, seeks advice from those who are
not capable of giving it and finally deviates from the right, will not
succeed. He cannot be fearless.


                           Sensible Dressing

It seems almost useless to say that a strong element in the teacher’s
qualifications is his ability to discriminate carefully about his
attire. A certain grade teacher, who, as far as her principal could
judge, possessed every attribute that would constitute a successful
teacher, was wholly uncultivated in her tastes regarding dress. So
peculiar and often ridiculous was her attire that she became the
laughing stock of the community and finally her pupils, though they
respected her, made remarks about her appearance. She found her ability
to control her pupils weakened. Aside from a sensible choice of dress,
it is not to be overlooked that a teacher sets an example for neatness
and cleanliness when he attends to the careful selection of his attire
and then sees that his person and clothing are always neat, clean and
well kept. A teacher cannot afford to dress so as to draw special
attention to his clothes. He should follow the dictates of fashion as
long as that is in keeping with good common sense. To women teachers,
this is an important point. It is to be feared should a woman teacher
follow every whim of fashion, she would have little time left for her
actual duties. Plain, sensible clothing that allows freedom and ease
becomes a teacher—man or woman.


                           The Teacher’s Home

It is well to say something about the teacher’s home, or if the teacher
is boarding, something about his room. His immediate surroundings often
reflect his personal tastes as clearly as does his attire. All eyes are
on the teacher and his domestic policy cannot escape criticism. Not long
ago in one of the foremost school communities of Ohio lived a principal
of a high school whose home was little better than a hovel. A stranger
called there one day and found the front yard very untidy, several
calves were running loose there, while rubbish, such as barrels, broken
dishes, tin cans and a profusion of coal ashes were in evidence. He was
greeted by several children who, even to this lover of children, proved
almost repulsive. Each child was dressed in filthy clothing, with face
and hands unwashed and the hair matted with dirt. The father came next—a
principal of a small high school—whose appearance was no better than
that of the children. Instead of neat and cleanly attire, his clothing
was ragged and soiled, not even put on properly. As the stranger spoke
to the worthy principal he could look into a kind of shed room near the
house, in which a woman, no doubt the mother of the children, was
washing. She too, was unkempt and unclean. Her surroundings were so
disorderly and unclean that health was in danger.

The stranger’s curiosity was aroused and by a clever investigation he
learned that this particular high school was notorious, far and near,
for its rude boys and girls. He learned that just about six weeks before
his visit, thirteen of the high school boys had been before the Juvenile
Court for various offenses, and that many more should have been
summoned. This was an enormous percentage out of a possible enrollment
of one hundred and twenty pupils. Could this principal’s untidy home and
surroundings have played any part in this condition? Most certainly. Any
teacher who will allow himself to live in such a home cannot without
great injustice be retained as a teacher. Just as he allowed his
surroundings to become so wretched he would allow those with whom he
daily came in contact to become morally wrong. This man who cared
nothing for the beauty of his home and its environment lacked those
finer senses that make for useful lives. His influence was demoralizing.
A teacher’s home surroundings and tastes are sure indices to his state
of culture and refinement.


                                  Work

No teacher whose labors are to be crowned with success and happiness,
the results that count, must be afraid of work. Work is the secret of
success. Its example tells. The teacher who can work willingly and
cheerfully and who shows that he is happy when he has something to do
needs never to complain that the pupils do not work. It is good for a
teacher to give the impression that he does home work, studies gladly,
is interested in every lesson that he hears, and knows his subject
thoroughly. Such a teacher will have pupils who study with zest, who
utilize their spare moments and above all, pupils who really are
interested in their work.

A teacher must not approach any task in a half-hearted way, but with all
the strength and energy he is able to command. Happiness and success and
a helpful optimism come from active participation in life’s battles. The
individual who likes work, likes play, likes to read, loves Nature, and
thereby finds diversity and recreation in the activities of life will
not find the work of the teacher too taxing. After a hard lesson in
mathematics, a real, live novel—written by a modern novelist—will often
rest the mind.

A walk after a hard day in school is restful.

The writer recalls a splendid, little, effective teacher who after a
hard and successful day in the school-room would go with her pupils to
hunt flowers, to row or ride, would often work in the garden, sometimes
play baseball, and could indulge in a snowballing that sent everyone
home with a feeling of good fellowship. She had some silver threads in
her hair and her years numbered more than a half century, still her
cheeks were ruddy and her eyes keen. She was young in spirit and the
children loved her. Her efficiency as a teacher was never questioned.
Many are the men and women who are making the world better because she
trained them when they were boys and girls. Work interspersed with the
proper exercise and recreation will _not_ injure any teacher’s health.
Worry as a rule is the undermining force at work. The teacher who
attempts to get along without exercise will sometime in his career,
though not always at first, become a miserable failure. Exercise is
necessary. It should be taken daily in the open air. Exercise and open
air are two elixirs of youth. The teacher needs them.


                          The Teacher’s Health

There can be no question about a teacher’s health being of the greatest
importance to effective and cheerful work. No fear as to health need be
experienced by the teacher who takes plenty of exercise and gets out
into God’s great out-of-doors for fresh air. There is no excuse for the
teacher who is cross and mistreats the pupils and scowls at their every
mistake or mischievous prank, and then justifies her attitude by saying,
“I do not feel well.” It should be an infallible rule with every teacher
to make no attempt to teach while ill. It is far better for a child to
miss a day or two of school than to be subjected to the rule of a cross,
peevish, fretful teacher. Only the teacher buoyant with good health
should be allowed in the school-room. Little needs to be said about the
many chronic diseases which are contagious, such as tuberculosis, and
are easily transmitted to the pupils by infected teachers. It is a
teacher’s plain duty to keep himself in good health.


                                 System

The ability to have order and system in school work will go a great way
toward making the work easier and more effective. Method and order are
great time savers. A teacher is an architect. For every task there must
be a plan. Each lesson must have its place. Each step its reason. A
teacher who formulates and plans his work will accomplish much more than
the teacher who relies upon circumstances to point out to him his method
of procedure. To be careless, haphazard and aimless means to fail.

A teacher can learn a valuable lesson from studying any great factory
where labor and time saving devices are employed. In addition to these,
every means of system and order are used to secure the greatest
effectiveness of energy put forth. Many an individual has acquired an
education in spare moments, by putting system into his work, and thus
saved time and energy which could be expended in securing an education.
Unsystematic school work is a waste of energy. The teacher should have a
time for everything, as well as a place for everything. Begin school on
time, close on time. Regularity will bring good results. The slogan of
many advertisers is, “Do it now.” Time lost can rarely ever be regained.

The prudent teacher will use studied methods—methods that apply to the
lesson and class at hand. He who uses correct methods in the school-room
will doubtless use right methods in his study, and further will practice
regular habits in his life outside of the school-room. The regular
habits of a teacher in all of his activities will always be reproduced
in the work of his pupils.

It is true, that there are scores of “method books” claiming to give
needed “directions” for every detail of school work. It is foolish for a
teacher to rely upon such advice. Every so-called method is needful and
helpful, but a teacher must study his class and his lessons and apply
just such methods as his experience teaches him will secure the best and
most lasting results. How often can one visit certain schools and note
the effect of the weekly or monthly advent of the teacher’s paper. Such
teachers have no tried methods of their own but each week or month they
try out methods only to find many of them unsuited to their needs. Such
procedures prevent continuous progress. They are like a ship without a
rudder; they will finally run upon the rocks of failure.

It is easy for a teacher to develop a narrowness in his tastes that
forbids him to seek proper variation in his work. The more devoted a
teacher is the more he needs diversions quite disconnected from his
professional duties. The freshness of mind gained by digressions from
school routine is as necessary as the preparation of lesson material
itself.


                             Discrimination

The ability to discriminate carefully is one of the teacher’s most
valuable qualities. The discriminating and analytic mind is most
indispensable to good teaching. To see things in their proper light, to
place a fair estimate upon anything or any situation, to give due credit
where it belongs and reserve an opinion as long as doubt remains, are
needful qualities of the discriminating mind. Such a mind is broad and
liberal. The small details of life will not over influence such a mind.
It is able to discern between the trivial, the common-place, and the
useful and valuable in every action. Deliberation is a fundamental
antecedent of discrimination. The hasty mind jumping at conclusions,
before every detail has been examined and weighed, often plunges itself
into confusion. The discriminating teacher is able to rid himself of the
bondage of annoyances and petty grievances and rise above difficulties,
thereby gaining that magnanimity of spirit that leads to achievement and
success.


                                Judgment

The ability to form a quick and impartial judgment and to act upon that
judgment is even more important than to discriminate without bias.
Perhaps, it is only another way of saying that one should be
discriminating. Still, there is this distinction: a quick and clear
judgment can only be reached by a discriminating mind. To lose sight of
one’s own interests or one’s self is a basis for rare judgment. It is
necessary to lay aside all prejudice to be able to discriminate so as to
reach a clear and unbiased judgment.


                             Concentration

Concentration of mind and purpose go hand in hand with discrimination
and judgment. The teacher must be able to concentrate his mind upon his
work so as to get from it its fullest meaning and thereby make no
mistake in the presentation of any subject. To concentrate the mind in
every instance means a successful completion of every task undertaken.
It goes without question that such qualities in the teacher will make
pupils take a delight in the thorough preparation of their work.


                                Patience

Patience, unfaltering patience, has won the victory for many a teacher.
How often has a teacher labored hard to present a lesson, only to return
and find no good results from the effort. The teacher may not always be
at fault. Some child may have grasped every detail, another under the
same instruction, not even the larger facts; but we all know that not
all children are equal in the ability to comprehend. The conditions that
enable one to learn may not have been so advantageous for another. It is
not wise to become disheartened and scowl over the apparent failure of a
child. The teacher would fail if the same conditions hindered him. If
the teacher, after being sympathetic and taking into consideration the
environment of the child, then discovers indifference to studies, the
time may have come for firmer methods, but even then patience will go a
long way in obtaining results.


                       The Teacher’s Social Life

Another perplexing matter, hardly avoidable by the teacher, but a factor
that usually has a marked effect upon his work, is his social life. Just
how far is it safe to enter into the social life of the community?
Should a teacher share in the social life of his patrons? Yes. Carefully
discriminate how far this social activity may extend without harming a
teacher’s influence. A teacher must take interest in the social life of
a community, so as to harm no one, not even himself, and improve the
community life about him. Into some homes he can not go, but he must not
ignore or look down upon such homes. He must _show_ preference to none.
Otherwise his visits to certain homes will involve him in endless
gossip. Then, above all, it is a safe rule, whenever and wherever he
enters social life, to say nothing about his pupils, his school work, or
his patrons. Some unthinking person may repeat what he has said, and not
intentionally misconstrue his statements, thus causing him trouble and
weakening his influence. It is safer and far better to make no remark at
all about any individual if one can not say something good.


                           Treating All Alike

A teacher must be friendly to all, even though some are far beneath him
socially and others may spurn his friendship. His greetings should be
the same to all. Often a teacher discriminates against the outcast and
thus earns for himself the reputation of being proud. To be friendly to
all does not mean that one must be an associate of the outcast. It is a
matter of expediency to treat all alike so that one’s influence may work
for good and the uplift of the masses.


                             A True Leader

It is evident from the foregoing requisites of the teacher that if he
can acquire all the qualities set forth, he is a teacher who has himself
under control and can, first of all, discipline himself—a condition that
is necessary if the teacher expects to control and discipline those
under his tutelage.

“The well-trained man is the man whose mind is stored with a fund of
varied knowledge which he can promptly command when the necessity for it
arises; he is the man who can keep his attention upon the problem in
hand as long as necessary, and in the face of distraction; he is,
moreover, the man who, having paused long enough to see the situation
correctly and to bring to bear upon it all the relevant knowledge he
possesses, acts thereon promptly and forcefully.”[7]

Can he square up to every qualification? If so, he will be a true leader
and teacher. It may seem discouraging to be required to measure up to so
many requisites, but after all they will insure true contentment and
happiness—those qualities that come only to the really prepared—and
lasting success will most certainly crown the efforts of such a teacher.

While it is true and right that every teacher should demand his wages,
still, it is almost a crime for a teacher to measure his services by the
amount of his remuneration. The _true_ teacher’s services are rewarded
by the good he has done, by the useful lives that have grown under his
beneficent teaching, by the services rendered, by men and women, who as
boys and girls, have felt the influence of his life. Such a reward is
never ending. The good sown in one life will transplant itself into
another and another long after the teacher has received his final
reward. The teacher’s recompense is not measured by dollars and cents,
but by the good done to humanity.

-----

Footnote 7:

  Angell, Psychology, p. 438. Holt.


                                Summary

1. The teacher’s is the noblest of all professions.

2. The teacher’s service is a service to mankind, moulding the child
life, thereby shaping the destinies of coming generations.

3. The teacher must have the right motive for teaching. His motive must
be true service to mankind. Should he not have such a motive, he should
leave the profession.

4. The teacher must be thoroughly prepared—his knowledge must be fresh
and ready for use. This will enable him to win the confidence of his
pupils and lessen the necessity for discipline. In other words:

(a) He must be educated and trained in a Normal School, having at least
one year of such training. A college education, while not absolutely
necessary, is a very great asset.

(b) He must be a lover of Nature. That is, he should have a profound
interest in all the phenomena of Nature.

(c) He must be a student of psychology since it is a needful adjunct to
the teacher’s education. It is an interpretation of human nature;
consequently, it has value in understanding child life. A teacher should
read good texts in psychology every year.

(d) He must be a student. He should always work over his lessons and
read in subjects related to the work in hand.

(e) He must be a reader of good books bearing upon the many phases of
learning. Fiction and poetry are real aids to a teacher’s preparation.

(f) He must not be superficial. If he follows slavishly books on method,
he is shallow. Such books are intended to suggest only. The discreet
teacher improves by every suggestion.

(g) He must be a reader of the daily paper, the magazine, and the
teacher’s paper. They are a part of his educational equipment. Only the
best should be read, and they not to the exclusion of other literature.

5. A teacher must possess the ability to teach. Ability includes a
natural fitness as well as scholastic preparation.

6. The first and greatest requisite of the teacher is morality. Its
simplest definition shows that it deals with the rightness or wrongness
of any action. Those actions are immoral that are followed by evil or
demoralizing results. A partial list of these follow and should be
labeled, “Don’ts for the Teacher.”

(a) Intoxication, fighting, gambling, visiting places of doubtful
character, associating with persons whose characters are suspected,
violating the laws, breaking the Sabbath, swearing, blaspheming,
cheating, falsifying and lewd conduct are immoral acts about which there
can be no question.

(b) The use of tobacco in any form is immoral. This is true, because
only evil results follow in many cases.

(c) Gossiping and loafing are evils for anyone. The teacher should avoid
them.

(d) The street-corner gang or the low-minded crowd are not fit for the
teacher’s company. He should avoid them.

(e) The so-called social gatherings are often hotbeds for gossip. When
they are such, men and women teachers do well to avoid them.

(f) “Smutty” stories, vicious “yarns” and senseless stories as well as
slang are objectionable. The teacher should avoid them.

(g) Attempts at humor at the expense of an auditor should be avoided.

(h) Tell no falsehood; act no falsehood.

(i) Associate only with those whose influence is for good. Unmarried
teachers can not be too thoughtful as to the extent of their
associations, with even the best of the opposite sex. It often weakens
influence and breeds unrestrained “courting” in the upper grades and the
high school.

(j) A teacher should avoid idleness. Duties outside of school hours will
be recreative.

(k) The modern dance, public or private, must be avoided by the
conscientious teacher.

(l) Card playing, pool and billiards are immoral. They lead to gambling.
A teacher’s influence may cause someone else to gamble. Checkers, chess,
dice, and other “time killers” should be practically avoided by the
teacher. Use leisure time in reading good books, or in out-of-door
exercise. Richer returns will accrue.

(m) Intemperance includes much. The teacher should investigate its
province and refrain from _all_ intemperance.

(n) The teacher must be honest in the strictest sense. Honesty implies
trustworthiness in dealings, trustworthiness in business,
trustworthiness in all other conduct, sincerity, truth, uprightness,
honor, integrity, justice, chastity, decency, propriety, virtue and
frankness. Each is so patent that it needs no discussion.

(o) A teacher must always hold his temper in restraint.

(p) A teacher can not afford to meddle in the affairs of others.

(q) A teacher should not make fun of the poor, the needy, the
weak-minded, the crippled, the aged, the peculiar, the poorly dressed,
the tramp, the gypsy, the prisoner, or even the intoxicated.

(r) Often a teacher’s moral attitude is revealed by his attire. Neat and
cleanly attire is required of a teacher.

(s) A teacher cannot afford to dress foppishly.

(t) A teacher’s conduct away from home should always be as good as when
at home.

7. No teacher can rightfully teach a moral code if he is repeatedly
guilty of any immoral act, open or hidden.

8. Often an immoral teacher seems successful; but his work is unstable
and cannot last. No young teacher should let such show of success
influence him in the least.

9. Morals and religion should not be confused. Morality is a condition
of religion. It does not follow that one who claims to be religious
practices good morals.

10. An important qualification of the teacher is that he must love all
that is good and beautiful. He must have an æsthetic appreciation. That
includes a love for all in Nature as well as the arts of man.

11. A teacher must love children. They are the most significant of all
God’s creations.

12. No teacher should worry. To do so undermines health.

13. Do not cease to do good because of criticism; very often it means
that the act criticised is worth while.

14. Common sense, often called tact, is a teacher’s much needed
qualification.

15. Every teacher who wishes to accomplish the greatest good, will enter
into the child’s life. Live on a level with the child. That means taking
part in the child’s joys and sorrows, his work and play.

16. Athletic education is necessary for every teacher. It has a two-fold
value. It is a health promoter. It aids in discipline.

17. A teacher needs to be happy-minded, young in spirit and gentle in
manners.

18. Responsibility should be felt by the teacher.

19. In every activity—in every crisis—the teacher must be fearless. He
must not be dependent upon some one else’s decisions but use his own
judgment and make his own decisions.

20. The teacher must possess the ability to discriminate, and to form
clear and quick judgments.

21. A teacher’s room at his boarding house or his home should be neat
and well kept.

22. The gospel of work is safe for the teacher whose efforts are to be
crowned with success.

23. It is necessary for health’s sake to take daily exercise
out-of-doors.

24. A teacher must keep in good health. An unhealthy teacher has no
business in the school-room.

25. System and order are qualifications of the teacher that make for
success.

26. A prudent teacher will use studied methods and plans, and not let
the occasion suggest the procedure. Avoid teaching according to method
books and teachers’ papers only.

27. Concentration of mind and purpose are essential to the successful
teacher.

28. Patience is a requisite for every teacher’s work.

29. A teacher should be religious. Refrain from talking religion in the
school-room. Attack no pupil’s religion. Sunday School can be attended,
with profit, by the teacher. He should judge for himself whether or not
he should teach a Sunday School class.

30. The teacher must exercise care as to the extent of his social
activities. He should not exclude himself from social gatherings, but
should use great caution about what he says of others.

31. Finally, the teacher must be a true leader. His reward must not be
measured in dollars and cents, but by results from service rendered.




                                PART TWO

                               THE SCHOOL


After so thoroughly discussing the requisites of the teacher—those
elements that will make success possible—it is expedient that a short
discussion should follow on the school, the child’s home during his
school career. The influence of a well kept building and premises is far
reaching. Some years ago a stranger stopped in a western town, where he
was very favorably impressed with the neatness of the homes and their
surroundings. Upon investigation he found a small school building, but
to his surprise, the humble, little three-room school was beautiful in
its setting, and ivy clung to its brick walls making them look cheerful.
There were flower beds in the yards and neatly kept gravel walks. Over
the gate were vines. The windows had neat blinds and snowy-white
curtains. The stranger asked to be admitted into the school building. On
the inside he saw the same careful attention to neatness. The floors
were clean, the walls tinted and adorned with excellent pictures and
mottoes. The furniture showed no marks of defacement. With this little
school as an example, the stranger could understand why the little town
presented such a neat appearance. He further learned that the people,
including the boys and girls, were a quiet peace-loving people whose
culture was far above the average. The little, well kept school may not
have been the only influence, but it played a great part in shaping the
ideas of the town folk. It must not be overlooked, however, that no
matter in what condition the building and its surroundings may be, the
success of the teacher will depend largely upon his preparation, ability
and those other essentials and qualities that make the true teacher.
Still it cannot be denied that the surroundings of the child are
important factors in his development.


                           Clean Surroundings

It follows that a teacher who is trying to meet every requirement of the
true teacher will not allow his school-room or the premises to be
unkept, unclean and unsanitary. The room and premises will be in keeping
with the teacher. The question is this: if a teacher possesses every
element of a good teacher, but allows the school-room and premises to be
unkept and disorderly, will it affect the character of the work? It will
to an extent. As was stated in the introduction to this book, every
factor in the child’s surroundings has some influence. We simply can not
expect to encourage order and system in a child’s school work if that
child is in the atmosphere of disorderly surroundings. Just as a
well-cooked meal would lose much of its appetizing effect, and possibly
even be rejected, if it were served in an unclean place, so a teacher’s
good influence may be lost to a considerable extent through carelessness
about details and lack of proper attention to the general appearance of
the room.

“The master of a school who found that the boys misused the halls,
scribbling on the walls, throwing things around carelessly, breaking the
glass globes of the gas jets, and playing rough games, changed the
situation, not by making new rules or devising new punishments, but by
improving the halls. He reformed the manners of the boys by repainting
the dingy corridors, hanging them with attractive pictures, and
improving the general order. For order invites order, and the perception
that the school authorities care for the comfort and the pleasure of the
children calls out a quick response.”[8]

In the school-room, the spirit of work will be enhanced by pleasant and
orderly surroundings. Orderliness in the arrangement of school
equipment, including definiteness of instruction given, will beget order
in the pupil’s work and habits. It will go further; it will transplant
itself to the child’s home, where order will be established, because the
child’s life is being moulded in the school-room. Whatever influence is
at work to better the homes in any way, is a most worthy influence.

However small the school-room may be, it is the duty of every teacher to
see first of all that the room is clean, the seats and other furniture
dusted and a few well-chosen pictures on the wall. No teacher is so poor
that he cannot afford a few simple pictures for his school-room. Then a
vase of flowers on the desk and one in a window will add charm. Much
better would it be to have several potted plants in the school-room.
They add freshness to the looks of the surroundings. It has been
suggested that pupils can bring pictures from their homes, thereby
saving that expense for the teacher. The author believes it is a poor
teacher, indeed, financially and in spirit, who can not afford several
pictures for his school-room. His pride would be at a low ebb, and no
doubt, it would be well for him to read articles on the value of
pictures. In this connection it is worth while to consider the custom of
relegating that which does not appeal to one. The children will bring
from their home such pictures as the home does not prize. Will such
pictures have an æsthetic value?

-----

Footnote 8:

  Sneath and Hodges, op. cit., p. 190.


                           Relegated Pictures

Neither should the teacher adorn the walls of his school-room with
pictures relegated from his own home. Pictures in a school-room are a
necessity. Their presence means much. Where the surroundings are not
luxurious, the pictures need not be expensive, but they should have
meaning. Where the school-room is modern and the walls are well painted
or papered, better and more expensive pictures can be used. Large showy
frames should be avoided. Great care should be exercised in the
selection of pictures. By no means, allow the common advertising
pictures or calendars to be hung in the room. They are gaudy and have no
place in a study of art. A room in which the walls are decorated with
various advertising pictures and calendars, indicates a teacher of poor
taste. It would be better to use no pictures at all than to use
advertisements.


                       Effects of a Good Picture

The author has often taken keen delight in watching a pupil, who had
been busily engaged in study for half an hour, look up, and finally let
his eyes fasten upon some simple picture on the school-room wall, and
then go into a reflective mood. Who can tell the worth of some fancy
being indulged, or some air-castle being built, and besides the pupil
was getting a rest by change of occupation. No great achievement has
ever been attained, but that it was first a day-dream or an air-castle.


                              Good Mottoes

How many men recall how they were inspired to much greater ambition when
as boys in the school-room they looked upon the simple mottoes, “Do
Right,” “Never Give Up,” “He Succeeds Who Tries,” etc.? The benign face
of Abraham Lincoln, of Henry Wadsworth Longfellow, of Francis E. Willard
or some other celebrity has carried many a pupil’s ambition to higher
levels. Pictures of the Christ Child, of Madonnas, of Nature scenes, and
other standard subjects are very appropriate for the school-room. They
will have their influence. Little did the mother of three sons, who all
became sailors, think that a certain impressive picture of the sea in
her home would create love for the sea in the bosoms of her offspring.
It did. So will many other beautiful pictures create a love for the real
which the picture idealizes.

It must be borne in mind that while the surroundings of the child are
vital factors in his educational progress, still the best teacher can,
to a certain degree, do good work in bad surroundings. But the work will
be far better in clean, sanitary and orderly buildings and premises. The
opposite, likewise is true; the best kept house and premises will not
enable a poor teacher to do good work. Good surroundings will have a
good effect and make the work easier. A good teacher in poor
surroundings can not be conceived of as being satisfied.


                         The Seating of Pupils

A few other details of the school should be mentioned. It is important
that the seating of pupils be the best. Pupils should not be required to
sit in seats, either too small or too large for them. Often teachers
attempt to have pupils sit by grades, frequently putting a large pupil
into a seat much too small, or the opposite, just as bad, a small pupil
into a seat much too large. Teachers should not do this. To endanger a
child’s health in order to have him sitting with his grade is a crime.
Put the pupil in a seat that will suit him, irrespective of grade. If no
such seat is in the room, see to it at once that one is provided. That
may mean a visit to the Board of Education. The teacher is the guardian
of the children and it is his duty to ask the Board for proper seats for
pupils, if such have not been provided. Pupils should not be compelled
to sit so as to face a window or any opening admitting light. The best
lighting for a school-room is from the left and back, but if this is
impossible, it should at least not be from the front. Should any
school-room be so constructed as to have light from the front, shades
should be wisely used. Bright sunlight should never be allowed to shine
upon the pupils’ desks. It is extremely hard on the eyes to study from a
page lighted by the direct rays of the sun.


                             Color Schemes

Perhaps, no more thoughtless injury is done the eyes of pupils than that
caused by the choosing of unwise color schemes for papering and painting
the wall of school-rooms. In short, to make a school-room look cheerful,
pink, yellow, and often red are chosen as the colors that will produce
the desired effect. The motive is all right, but the cheerfulness is far
outweighed by actual harm done the eyes of the pupils. Aside from the
bad effect of bright colors on the eyes, there is a tendency to increase
restlessness on the part of the pupils by their use. Many nervous pupils
are irritated by striking surroundings. A school-room in which colors
and furnishings are harmoniously blended so as to obtain soft contrasts,
always produces quiet and will have a restful effect upon all pupils. No
color is better than a very soft green, with ceiling just tinged with
green. Nature for the greatest part of the year has green in her color
arrangement. It is restful to the eyes. Again, taking a suggestion from
Nature, her grays are soft and free from sharp contrasts. In papering or
painting walls gray, care must be exercised, not to select a gray that
is too dark; it will have a tendency to make the school-room appear
dreary. Another good color is tan. Great care must be exercised in using
tan, since, in most cases it is too bright. Blue is one of Nature’s
colors, but as a rule blue in any shade is not suitable for school-room
walls. The author is aware of the fact that thousands of schools have
white walls. This should not be. Ten cents worth of green coloring
matter in the hands of a decorator will give a suitable tint to a
school-room interior.


                              Ventilation

The matter of school-room ventilation is important. In every
school-room, even during the coldest weather, some opening or openings
should admit fresh air. Children should not sit where a direct draught
blows upon them. Small openings at the tops of the windows furnish a
safe inlet for fresh air. It is a good plan to open all the windows and
doors of the school-room, for at least half an hour, after school is
dismissed each day if no general ventilation system is installed. This
will avoid having impure air shut in the school during the night,
thereby permeating every nook and crevice of the school-room and even
becoming offensive. Fresh air admitted after dismissal will keep the
school-room pure and fresh and afford a place where the pupils will feel
invigorated upon entering the next morning. Often, pupils come in from
the fresh air only to breathe the stifling air of the school-room.
Little wonder then that the teacher must complain of dull pupils before
the clock points to ten. No foul air is likely to be found in a
school-room at the hour of opening if fresh air is admitted each day
after dismissal.


                              The Basement

Another very common source of foul odors in the school-room is the
basement. Though many school-rooms do not have a basement, yet so many
have a problem at this point that it is necessary to speak about the
matter. The author has visited many schools with basements, and recalls
one only that was actually sanitary. Most basements of schools are the
receptacles for the garbage and refuse of the school. In it are kept
broken seats, old brooms, things forgotten and left at school by pupils,
waste paper, paint cans, flower pots, and a hundred other things. To
make matters worse, the basement windows, if there are any, are never
opened. A disease producer is beneath the children; contagion gets
through the cracks of the floor and is a constant source of
contamination of the air in the room above. Many basements are even
abodes of rats and mice, thereby exposing the pupils to different
diseases. Damp and rainy days increase the offensiveness of an
unsanitary basement. Unscrupulous teachers often use the ill-ventilated
basement for a play room during bad weather. Such a practice is
abominable. No teacher should be guilty of such an offense. Better not
let the pupils play at all, for exercise in offensive air is dangerous
and far worse than none. If any place in the entire school should be
sanitary, it should be the basement.

After all has been said about the equipment of the school-room, the
greatest asset is its sanitary condition and cleanliness. This must be
at its best to secure good results. The unclean school-room—especially
the unventilated one, usually a condition indicating a lazy, careless
teacher—is dangerous. Disease may lurk in such a place and the mental
activities of the pupils be stupefied.


                              The Janitor

Closely related to the teacher’s care of the school-room is the work of
the janitor. True, many schools do not have any problem respecting the
janitor, yet a word about his relations with the teacher or supervisor
is necessary. The supervisor should see to it that the janitor is
thoroughly educated in the proper care of the school and premises. If
the janitor knows little about such matters, as is usually the case, he
should be instructed in every detail. Here caution is very needful. A
teacher should never appear to be authoritative to a janitor; he is the
school’s most necessary adjunct and should be treated with every
respect. When giving orders always talk the matter over with him, asking
his opinion; when he gives his ideas, request him to carry them out for
the benefit of the school. Never fail to inspect the work of the
janitor; that is, his regular work as well as that which was specially
assigned to him. If it does not meet your approval, kindly suggest
wherein it may be improved. If the work is satisfactory, never fail to
tell the janitor, not in a formal manner, but make him feel your
sincerity and appreciation of his efforts. To show him the good results
that will arise from his painstaking labors, will heighten his desire to
do his best.

Often, although it is extremely poor policy, the janitor is asked to aid
actively in discipline; this is not his province, as he is not appointed
to take charge of such matters. It is the teacher’s duty to discipline
his own pupils. The janitor can often become a factor in discipline.
Many teachers treat him with such a domineering spirit that they incur
his ill will. When ill-treated the janitor will gossip and sometimes he
may say something detrimental about the teacher to the pupils. This has
a tendency to weaken the teacher’s influence and ability to control. A
janitor should be required to keep his clothing neat and clean. He
should not use offensive language, nor should he smoke or use tobacco in
any form or become intoxicated. In fact, his morals should be excellent.
Allow the janitor and his family to attend all school functions, free of
charge. Often the janitor desires a day of half day off; do not deny him
this privilege. Whenever, unfortunately, an inefficient janitor has been
employed, he, as well as an unqualified teacher, should be discharged.


                                Summary

1. It is important that any discussions of the requisites of the teacher
should be followed by a discussion of the proper care of the school-room
and premises.

2. The condition of the school-room and the premises will have an
influence upon the teacher as well as upon the work done by the pupils.

3. A good teacher, filling every requisite, will see that the condition
of the school-room and premises has proper attention.

4. A good teacher’s work will be made better by good surroundings, and
far more difficult by bad surroundings.

5. A poor teacher’s work will be improved by good surroundings, and poor
surroundings will make good work practically impossible.

6. The condition of the school-room and premises will have an influence
on the condition of the homes of the pupils.

7. Every school-room should have good mottoes and pictures on the walls.
Some potted plants should be in the room. Never put advertising pictures
and calendars on the walls.

8. Waste paper, ash heaps and other rubbish should not adorn the school
premises. The latter should be kept clean and orderly.

9. Proper seating of pupils is necessary.

10. Light should be from the left and back, never from the front. Direct
sunlight should never fall on pupils’ desks or books.

11. The walls of the school-room should not be tinted or papered with
bright colors. Soft green, gray and tan are suitable colors.

12. School-room ventilation is very important.

13. The basement of a school should be as sanitary as any part of the
building.

14. The teacher or supervisor should exercise wise control over the
janitor.




                               PART THREE

                    DISCIPLINE: ITS PROVINCE AND END


What is discipline? It is the habit of obedience. It is submissiveness
to order and control. It is subjection to rule. It is a training to act
in accordance with established rules. Discipline obviously must be
control. Definition after definition may be sought, all ultimately
designating discipline as control. Though it is known that discipline is
control or submissiveness to order and system, still there remains much
to be said to clear up the idea of discipline. In examining the province
of discipline, many questions arise. Does discipline guarantee that a
teacher is able to punish all offenses with the correct punishment, and
by so doing insure against the recurrence of offense; or does it mean
any given code of rules that will prevent misdemeanors; or does it mean
the assigning of punishment for offenses so as to display vengeance
against the wrong doer, suppressing him for the time being, but
instigating him to further wrong when the opportunity offers itself? It
means far more than can be fully explained in any brief answer.


                       The Province of Discipline

Discipline is that vital control of an individual that molds character.
All those agencies that are employed to perfect and round out character
are disciplinary devices.

“The daily discipline of a good school is a constant instruction in
morals. The idea of order that is suggested in the appearance of the
school is here perceived in action. There is a regulated system into
which the individual must enter. He must subordinate his own desires and
impulses to the general social welfare. Thus he learns the elementary
virtue of obedience. He takes orders and obeys them. He becomes
accustomed to an authority which he must respect.”[9]

Were every product of the school-room a perfectly disciplined product,
the pupil would be self-controlling and the prophecy that perfect
discipline would annihilate prisons, reforms and courts of justice would
become a fact. A human being self-controlled after experience under a
sound system of discipline would offer little difficulty as a subject of
school management. Since discipline is a training in self-control and
self-direction, which are prime elements in character, discipline is
indispensable in character building.

Training in self-mastery is impossible without a prearranged
determination of conduct. Some one must analyze the possible types of
activity and wisely direct the immature person in choosing his standards
of conduct.

-----

Footnote 9:

  Sneath and Hodges, op. cit., pp. 194-5.


                         The End in Discipline

Assuming that the teacher understands the great importance of
discipline, it becomes necessary, before discussing its underlying
principles, to consider some other phases of the subject. First of all
it is most important to understand the end to be achieved in discipline.
It is true that all aimless discipline is poor discipline whatever may
be the teacher’s zeal. A clear knowledge of the end to be attained is
not only important as a guide to methods of discipline, but will fully
predetermine the results. The question now arises: “Just what is the end
to be sought in discipline?” Some one may say, “The end to be sought in
discipline is good order;” some one else may say, “application.” It is
neither chiefly. These are mere conditions of successful school work,
and are not at all ultimate ends to be attained through discipline. The
teacher who regards these as the ends of discipline is not only likely
to use improper means, but will be satisfied with a mere semblance of
success. The true end of discipline is none other than the achievement
of self-control. This includes an efficient moral training by: (1) the
awakening of proper sentiments, (2) quickening of the conscience, (3)
enlightening of moral judgment, (4) training the will to act habitually
from high and worthy motives, (5) thoughtfulness as to the rights of
others and (6) a practical religious training.

Bagley discovers three chief functions of discipline: (1) the creation
and preservation of conditions that are essential to orderly progress of
the work for which the school exists; (2) “The preparation of the pupils
for effective participation in an organized adult society;” (3) “The
gradual impression of the fundamental lessons of self-control.”

“Discipline is, therefore, the last directive factor of the educative
process. It is to the soul what logic or geometry is to the mind, or
gymnastics to the body: it aims at bracing the will. But it has been
seen that self-direction grows out of external direction;
self-discipline out of the discipline of the home and the school.
External discipline is good only when it does lead to the development of
self-control.”[10]

-----

Footnote 10:

  Welton and Blandford, op. cit., pp. 156-7.


                    The Teacher as a Concrete Ideal

A clear vision of the end to be attained in discipline presupposes that
the teacher embody every ideal of self-control that is needed to build
up the perfectly rounded-out character. The teacher is the soul of his
measures. The child is a pilgrim, needing to be led; a growing entity,
needing to be nourished. Then it follows that the teacher becomes the
ideal—a living, growing, real ideal for the pupil. This is not true in a
general and abstract way only, for in every phase of his work, the
teacher must by the very nature of the process adapt himself—his
thought, his action, his feeling, _his life_—to what the pupil is and
should next become. Here it becomes apparent that the teacher is not a
remote or unattainable ideal, but a very near and present help for every
succeeding activity of the pupil—a help-meet for good. The remote end of
discipline, self-control, is realized by a constant presentation of the
ideal embodied in the teacher, by a vitalizing association with the
child. In this way the ideals of the teacher dominate the life of the
child.

There is a story extant that an eagle was hatched with a brood of
goslings. Unconscious of its eagle nature, it kept to the earth with its
unnatural mates, until one day an eagle soaring along, swooped down near
it and touched it with the spirit of the freedom of the upper air. It
took wing into the realms of its natural abode. The child, beautiful in
his simple life, needs but the touch of that ideal embodied in a spirit
that will bring him into his rightful sphere. Many years ago a venerable
pastor, whose life was a fountain of constant inspiration for good,
returned to the scenes of his boyhood and called upon the aged pedagogue
who had taught him in his youth. He reported the good work he believed
he had accomplished. He told the teacher that he was regarded as a bad
boy in his school days, but that the pedagogue had turned him into paths
of right, where-upon the old man asked, “What was it I said?” The worthy
pastor replied, “Ah, it was not what you said; it was your life.”

The teacher’s life, his ideals, his habits will be lived over again in
those whom he teaches. Thus it can be seen that it is not sufficient for
the teacher to set up imaginary ends and theories for realizing them in
pupils; he himself must be the realized end. It is scarcely worth while
for a teacher to set up as an end in the pupils the formation of correct
habits and forms of thought without realizing them in himself. It need
not be said that a teacher who can not think with scientific patience
and precision can not train others to such patience and precision.
Honesty can be cultivated only by him who is honest. Truth can be
cultivated only by him who is truth-loving. The love of work can be
taught only by him who works. Noble thinking can be stimulated only by
him who is imbued with nobleness of thought. The idealized spirit of
faith and hope can shine forth only from the soul that hopes and has the
faith that radiated from the spirit of the Teacher of Galilee. “In
another aspect discipline is a relation between the child and the
teacher, and here the contribution of the teacher is his personality and
the force of his will, to which the child responds with trust, obedience
and the will to please.”[11]

-----

Footnote 11:

  Welton and Blandford, op. cit., p. 169.


                  Both Good and Bad Traits Are Copied

This introduces the distinction between conscious and unconscious
instruction. The teacher by planned and immediate efforts, by definite
and formal instruction, draws the pupil into his own more perfect
thought and life; but much of the influence exerted by the teacher is
unconscious and without forethought; effort and purpose would diminish
it. Pupils are so susceptible to the silent influence of the teacher
that they are supposed to make some permanent change each time they come
into the presence of the teacher. There is a reason for this belief.
Experience and observation have taught that personal contact works
marvellously on the young who are continually in the presence of those
whom they admire. Pupils instinctively copy the teacher, even in the
case of mannerisms. Thrice fortunate is the teacher who possesses a
strong personality, if his life incarnates all that is ideal and
beautiful. Pupils assimilate both the evil and the good. How expedient
it is then that they find only beautiful traits and a wholesome spirit
which, like a fragrance filling the air, surrounds the noble-minded and
warm-hearted teacher. Not so much by the daily task imposed and the
instruction meted out as by the silent worship of the heart, does the
child flower into beautiful life, and ripen into worthy manhood or
womanhood.

Every teacher should be to the child a worthy model. Thus, by admiration
and worship directed toward a superior, would the pupil realize the
worth and beauty of all the good in the true teacher’s life. Using the
wisest and most precise method of instruction does not fill the measure
of the teacher’s responsibility. After all the pupil is circumscribed
and continues to walk on earth among common things, unless quickened by
a touch from the hovering spirit in the higher life of a teacher.

In a former chapter it has been pointed out that the school, as a home
for the child during his school career, definitely molds character.
Also, the teacher’s intellectual qualifications have been fully set
forth. But meeting these requirements alone cannot insure success for
the teacher. In this chapter the moral influence of the teacher has been
clearly explained as an agency in the character building of the child.
Discipline has been interpreted as a training in self-control, and
self-control as a prime element in character. Then it must be evident
that _discipline is the teacher’s one great function_. When the teacher
has directed his every effort and energy toward discipline, he is doing
his utmost to build permanent, worthy character, providing that he
possesses every attribute of the true teacher and uses those underlying
principles of discipline, that alone can make _true discipline_
possible.

“In childhood the trainer makes the child; during adolescence the youth
makes himself. In childhood habits are forged by the unreasoned
processes of reiteration; during youth they are made by voluntary
acceptance of an inner ideal and the conscious nurture of that ideal.
For the child habit-making should be as unconscious as breathing; for
the youth it should be his deliberate and high-born duty. A wise teacher
will never talk habits to children; before they know it, he will have
them chained—no, that is a hateful and vicious figure—he will have them
free as the wings of a bird in the unconscious and happy regulations of
their lives.”[12]

-----

Footnote 12:

  Arthur Holmes, op. cit., p. 216.


                                Summary

1. Discipline is defined as a training to act in accordance with
established moral principles.

2. If true discipline could obtain, most school-room problems would
cease to exist and there would be no need of courts of justice and penal
institutions.

3. The end of discipline is self-control on the part of the child.

4. Discipline is necessary for the production of worthy character.

5. A clear understanding of the end to be attained in discipline will
decide the nature of the methods to be employed.

6. The teacher is the agent who must embody the ideal of self-control
and thereby make perfect discipline possible.

7. It is impossible to secure any results in discipline unless its ideal
is first embodied in the teacher’s life.

8. The teacher’s ideal must be lived out in his own life unconsciously.
There can be no successful attempt on the part of the teacher to live in
accordance with an artificial ideal.

9. The teacher’s influence over the child helps or hinders the growth of
good character.

10. Pupils instinctively copy the teacher’s ideal.

11. Discipline is the teacher’s greatest function.




                               PART FOUR

                  FUNDAMENTAL PRINCIPLES IN DISCIPLINE


Before entering into the discussion of the fundamental principles
underlying discipline, it will be well to explode the erroneous notion
that too many teachers hold: namely, that general principles of
discipline are not broadly applicable. To illustrate, recently a certain
magazine made the announcement that a notable educator was writing a
course in child training. To this, one of those all-wise pessimists
replied that the educator would have to write just as many courses as
there were children, assuming that each child is a totally different
entity and what can be used in the training of one child cannot possibly
be employed in the education of another. Such an assumption is unsound,
unfounded and absurd. In the following pages the writer proposes to
prove the fallacy of such a notion.


                          Various Dispositions

Again and again it may be heard that should a school have twenty-five
pupils, there would be twenty-five different dispositions to handle and
that what might be used in disciplining one child could not be used in
disciplining another. No one wishes to gainsay that there are as many
different dispositions as there are individuals, but these different
dispositions will all undoubtedly respond to the great fundamental laws
underlying discipline. To attempt to deny the operation and general
effectiveness of fundamental principles in discipline would be an
attempt to overthrow a bulwark of accumulated evidence of the past.
Principles that are fundamental, not alone in discipline, but in every
activity, have operated in unmistakable surety since the dawn of
history. To deny this would only tend to weaken one’s faith in
principles that when properly applied have always overcome the most
stubborn problems in discipline.

Small minds often find it impossible to collect useful knowledge into
general statements. They prefer to settle each difficulty by reference
to a similar former experience. On the other hand one who profits
largely from his experience is able finally to draw broad conclusions
which he can use in widely different situations.

This power of generalization makes easy the comparison of experiences of
teachers and so skill in disciplinary matters multiplies itself at every
opportunity for the exchange of ideas.

A number of careful observations made in the school-room will sustain
the assertion that any fundamental principle will certainly become
applicable to the mass of individuals. It is a universal law that a
fundamental principle of psychological import works toward the same end
in every normal individual. Several years ago a principal in a large
high school made the following observations. One of his teachers was
keenly sensitive to all the little faults of the pupils. Seven of the
boys and five of the girls had been reported by her to the principal for
various offenses. Each of the twelve pupils portrayed entirely different
characteristics. Their offenses too were entirely different as well as
their motives. Here was a plain case of twelve different dispositions,
which no one would attempt to ignore, but quite naturally, the teacher
did not use twelve different methods of procedure; she had a feeling of
distrust toward all of these pupils. She did not openly show it, but
before the school closed there was an open rupture between those pupils
and the teacher—they hated her—why? They could hardly tell. It was due
to her attitude of distrust. This evil was not openly at work (except to
a keen observer) but silently, it operated upon twelve different
dispositions in the same way—all to one end.

In the same school and at the same time, labored another teacher who
reported the same boys and girls, but her reports were followed up by a
deep love toward and helpful trust in those boys and girls. She did not
tell them that she trusted and loved them. The principle accomplished
its mission silently—as is always the case. These boys and girls,
without knowing why, came to love, respect and obey this teacher. She
did not use different methods on the different dispositions, but in
silence a fundamental principle at work, won for her the admiration of
all her pupils. She was a successful disciplinarian. She skillfully
applied fundamental principles, and it is needless to add that no
serious outbreaks against discipline ever occurred under her management.
It is all too true that the failure to understand fundamental principles
in discipline is the certain cause of perplexing problems that will
suggest “so-called” different methods for different dispositions.

Broad underlying principles in discipline are safe and the teacher who
would seek skill in school management will ground himself in these broad
underlying principles—principles that have been effective through
countless decades of successful school management. It is an axiom that
the teacher who fails to use the fundamental principles of confidence
will have many examples of distrust. The teacher who persists in fault
finding will always have sufficient material upon which to exercise his
fault finding impulse. The teacher who is constantly expecting trouble
will soon be rewarded; while on the other hand, the teacher who has an
abiding faith in his pupils and himself does not expect real
antagonism—true to the universal law, never meets an insoluble problem
in school-room discipline. The teacher who displays a deep interest in
his work and an interest in the work and welfare of his pupils, will
have an industrious school; he will not need to lecture to his pupils
about the necessity of diligence; they will show their zeal by doing the
work assigned. It is “catching” from the teacher who has an interest and
works upon the principle that it is necessary for a teacher, _first_, to
enjoy doing school work well before the pupils can be expected to do
likewise. No one denies that trust will beget trust, confidence will
beget confidence, good-will will beget good-will and affection will
beget affection. The opposite is likewise true, hate will beget hate,
distrust will beget distrust, suspicion will beget suspicion, and fault
finding will beget dissatisfaction. From the foregoing, it may be
assumed that the most skeptical must be convinced concerning the broad
and effective application of general principles. In this connection, it
is well to remember, that fundamental principles can not apply
themselves, the teacher is the agent that must apply the principles and
adjust the laws to every given case.


                      The Principle of Suggestion

The principle of suggestion will be given the first consideration, not
because it is more important than any of the fundamental principle in
discipline, but because it is so obviously and vitally correlated with
all others. At the very outset it is a truth that cannot be overlooked
that the teacher’s very life is a silent suggestive stimulus. In fact
all the other principles would lose their effectiveness to a great
extent were not the principle of suggestion interwoven in their
operations. For example, the teacher has occasion to use the principle
of approval. In it the principle of suggestion is involved. The teacher
approves of a pupil’s behavior, immediately there is suggested to the
pupil the idea of future good behavior for the sake of approval, and
furthermore because it means better class-standing. The operation of the
principle can even effect other than direct results. A pupil or a number
of pupils, who were indifferent regarding this special point of good
behavior, indeed, who may have been misbehaving at the time the other
pupil was conducting himself so as to elicit approval from his teacher,
will be affected by the approval. The principle of suggestion leads them
to infer that they too can gain approbation for good behavior. Thus, the
principle operates in channels where the teacher may not have directly
applied the principle.

The principle of suggestion can be defined or explained as the process
by which associated ideas follow one another into consciousness.
Sometimes it is explained simply as the association of ideas. It can be
termed an intrusion into the mind of an idea; met with more or less
opposition by the person; accepted uncritically at last; and realized
unreflectively, almost automatically. Suggestion is always a stimulus to
action. The proposed action may be external or internal, a movement or
an attitude. A suggestion can never refer to a mere idea. If a mere
notion is aroused in the mind it is not suggestion; it becomes such if
an impulse to act is aroused. This impulse may be suppressed or it may
ripen into action. One idea in the mind or consciousness recalls another
and so on, a chain of ideas may pass through consciousness, one
suggesting the other. Quite often the last idea is very unlike the first
in content, and yet if the suggestion is strong action results. “A
supply of ideas of the various movements that are possible, left in the
memory by experiences of their involuntary performance, is thus the
first prerequisite of the voluntary life.”[13]

Henry R. Pattengill, the great Michigan educator and editor, recalls
that when a small boy in his log-cabin forest home, his father brought
an ax into the house one cold winter morning. As the father laid the ax
on the floor beside the fireplace, he said to the children, “Don’t touch
that ax or your fingers will stick fast.” Then he left the room. He had
unconsciously applied the principle of suggestion. No sooner was the
door closed than Henry revolved this question in his mind, “Why will my
fingers stick to the ax?” This suggested that he try for himself and
see. The trial was made and the results were as the father had
intimated, but the boy did not learn the true reason until years
afterward.

Another illustration is in point. One of the best rural schools in a
Western State had employed a new teacher. He was one of that class of
teachers who believe that rules were necessary to cover every known
misdemeanor that might happen during the school-year. After opening his
school on the first day, he read his list of rules. The pupils had
always been well-behaved and well-governed, but not unlike other
children were buoyant with abundant life. Among his many rules was one
that forbade any pupil to climb upon the woodhouse roof. The punishment
for disobeying the rule was a whipping. He skillfully, but in the wrong
place, applied the principle of suggestion. Many of the pupils had
attended the school for six years and had never thought of climbing upon
the woodhouse roof. The new teacher had given the suggestion. Great was
his surprise when he walked into the back yard at recess and found every
boy and several of the bolder girls on the woodshed roof. They had acted
in accordance with the principle of suggestion and it was “up to him” to
make good. His predestined punishment was next in order to meet this
result of a never-failing operation of a fundamental principle. The most
lamentable part of the affair was that the whipping was an impossibility
with so large a number of pupils. The teacher was compelled to break one
of his rules, which true to a fundamental principle was a suggestion to
his pupils that he would break the others as well. It is needless to say
that his discipline was of the poorest kind. He failed.

-----

Footnote 13:

  Tracy, Psychology of Childhood, p. 95. Heath.


                                 Rules

How many young teachers feel that it is very necessary to have a code of
rules! They make themselves believe that it will display authority to
begin their first school by reading a list of rules. No worse mistake
could be made. By reading a list of rules they are showing a distrust in
the boys and girls and thereby laying a foundation for future trouble.
It is better to say nothing about order on the first day of school than
to parade authority by setting forth rules. Authority and firmness can
be far better indicated by beginning earnest work at once on the first
day without any reference to rules. “Authority may compel because of its
might, and often it must compel because of its responsibility; but the
type of order that is most effective is that in which the fact of
coercion is least in evidence. In the city and state, as in the school,
the condition that is sought is a “fashion” of obeying the law and
respecting the rights of others; and while the forces that can coerce
must be made plainly evident to those who can be appealed to in no other
way, the wise executive keeps them from constantly and irritatingly
impinging upon public attention.”[14]

Do not emphasize the idea of authority in the pupils’ minds and your
authority will not be forever put to the test. It is a wrong use of the
principle of suggestion to exercise authority in a way that is still far
too common among teachers. The average boy with good red blood in his
veins tends to take the attitude of authority on the part of a teacher
as a kind of challenge. The teacher who is constantly flaunting his
authority will most assuredly have occasion to use it. The less
authority shown the less need for it, is a safe rule to follow. It is
bad policy to make rules for the government of a school, and then attach
punishments of various kinds and degrees for the infringement of the
rules. In governing a school, it is time enough to deal with a
misdemeanor after it is committed. Often a certain rule against a
certain misdemeanor encourages that act, thus operating in accordance
with the principle of suggestion. To apply unvarying rules to varying
conditions is a prolific source of error and confusion. No rule can be
made to fit a case before it arises.

Suggestion is certainly nothing abnormal and exceptional. It does not
lead us away from our ordinary life. Child life is a rich field into
which suggestion may enter in a hundred different forms. The life of the
family, education, law, business, politics, art, public life and
religion are all dependent upon suggestion. Everywhere, at all times
individuals are stimulated to actions by outside suggestion, that they
would not perform, if they were to act upon their own impulses or
reasons. Experience shows that different individuals have different
degrees of suggestive power. Attendant circumstances have a great
influence upon the power of suggestion. Individual characteristics
differ widely as to the effect of suggestion.

In no field of activity is the principle of suggestion so powerful and
useful as in the teachers profession. It will be well to deviate from
the subject of suggestion to note that imitation plays a vital part in
suggestion in the school-room. It must be remembered that imitation
follows suggestion; it is a resultant of suggestion. The teacher who
embodies every qualification that makes a true teacher will suggest the
traits of his character to his pupils. They will as a natural sequence
imitate them. Every trait of a noble character is important and deserves
to be emulated by the child; the characteristics that make successful
men and women in every activity of life are worthy of imitation. The
greatest trait of character is morality, and it is the most vital of the
teacher’s requisites. To the average pupil this trait in the teacher’s
character will appeal. If the pupil’s moral life is near perfection, the
teacher’s life will only aid in helping the pupil to maintain his
standard. This may be termed an unconscious co-operation of the teacher
with his pupil. Building a strong character is not an easy matter for
the average pupil. He sees in his teacher those requisites which he
wishes to incorporate in his own life; he must overcome his own
weakness; when he does so, he is allowing the teacher’s worthy
characteristics to suggest to his the possibility of incarnating them
into his own life. This is neither co-operation or imitation merely, but
suggestion. It is also true of the law of suggestion that if the teacher
exhibits unworthy traits of character, these too will act as suggestions
to the pupils. It need not be argued further that the teacher’s life is
a powerful incentive to imitation through suggestion.

Suggestion as an agency for effective volition does not stop with those
elements that build character. It reaches into the child’s life at every
opening. His habits of work, of study, of play, and every physical,
mental and spiritual process are largely influenced by the principle of
suggestion. In fact, his first notions always come from some suggestion.
His first ideas of play, of work, and of study come as ideas from some
one else or from some outside source. The notion in itself, at first, is
abstract, but becomes concrete and a part of the child when he allows
the suggestion of the notion to cause him to act so as to make the
notion a reality and a part of his life.

One of the most powerful agencies for suggestion is the school community
itself. The principal of a school had the pleasure of transferring his
pupils to a new building, erected at a cost of more than sixty thousand
dollars. He resolutely set his mind to the task of preserving the
property from defacement.

In the old building a succession of teachers and pupils had allowed to
grow up the custom of grossly injuring both the structure proper and the
equipment as well. Both in public and in private he judiciously drew the
picture of the contrast between the appearances of the two buildings. At
the proper moment on each occasion he asked the individual or the school
as a whole, as the case might be, if the preservation of the new
building in its perfect condition was desirable: “Do you want to keep
the new school house fresh and in perfect order as long as possible?”

The pupils in a large majority, of course, declared that that was their
desire. The public sentiment soon became so strong that it entirely
suppressed the few who otherwise would have continued the policy of
defacing school property. There arose a community will among the pupils
that made itself felt and held in easy control the unruly members of the
school.

The teacher who fails to make use of this agency for suggesting courses
of action to his pupils is neglecting a powerful force in the management
of his school. Suggestions are rapidly transferred from pupil to pupil;
a proper choice of the occasion is necessary; a careful balancing of
diverse elements in the school group must be achieved; a variety of
appeals to meet differences in dispositions is required; a knowledge of
these guiding facts can not but make the plan of community suggestion a
feasible and in fact a necessary instrument in school management.

“The best disciplined school that the writer has ever seen was under the
charge of a principal who had worked for six years to make the
collective will of the pupil-body give its sanctions to good order,
courteous behavior, and aggressive effort. Interest in school work and
co-operation with the teachers had become distinct fashions. So powerful
was the force thus generated and directed that the superintendent not
infrequently transferred to this school pupils who had got beyond
control in other schools of the city.”[15]

Since suggestion is by nature a stimulus to action it may be well to
urge that all attempts to use suggestion as a disciplinary measure
should be moulded by some specific plan of action for the pupil.

If the teacher attempts to direct merely the attitudes or feelings of
the pupil he will often fail in the use of suggestion. Every person
whether child or adult has far more interest in activity than in
inaction. Even rest is always considered a preparation for further
activity.

Activity may be of two kinds: work and play. Suggestion may be used in
both. Madame Montessori says: “The first dawning of real discipline
comes through work.”[16] The fascination of a piece of work even in the
kindergarten will fix attention, inspire persistence and in countless
ways actually direct the impulses of the child. Discipline through work
is the most ready and appropriate agency for the moral training of all,
both young and old.

The teacher who understands the disciplinary resources of the school
tasks is a competent teacher and disciplinarian. The more completely the
discipline of the school is fused with the established school program of
activity the better will be the results reached.

Play is a part of the recognized outline of school functions. It is
second only to work as an educative instrument. All that may be said of
the wise use of suggestion in work may be repeated with slight
modifications in respect to play. The teacher must give as much wise
thought to the suggestive features of play as to any other element in
school life.

-----

Footnote 14:

  Bagley, op. cit., p. 132.

Footnote 15:

  Bagley, op. cit. p. 5.

Footnote 16:

  The Montessori Method, p. 350. Stokes.


                  The Principle of Leading Suggestion

Some years ago a young country teacher called upon one of his city
friends late one winter afternoon. Just as the teacher was leaving his
friend’s home, the conversation turned to a topic that was very
interesting to both, but the teacher had three miles to walk into the
country and knew that he could not tarry to finish the conversation.
However, he asked his friend to walk with him from the house to the
first telephone post so that they might carry on their conversation. The
friend knew that supper would be ready in a few minutes but the
suggestion to walk so small a distance from his home in order to carry
on an interesting conversation was appealing and he yielded to the
teacher’s wish. Upon reaching the telephone post the conversation had
grown more interesting instead of reaching an end, so the teacher
suggested that his friend walk two blocks further with him to a certain
school building. The friend acted upon the suggestion, but upon reaching
the school building the conversation had reached a greater point of
interest and was in no way near completion. Both were deeply interested.
The teacher made the suggestion that his friend walk to a certain bridge
with him. Again the friend acted upon the suggestion. So, on they
journeyed until the friend discovered that he had walked half of the way
from his home to the teacher’s home, besides forgetting all about his
supper. No one will doubt that had the teacher asked his friend to walk
half way to his home with him just as they left the house, he would not
have succeeded in inducing him to do so, even by the use of most
persistent persuasion. But he succeeded in taking his friend with him by
suggesting a little part of the journey at a time. He had used a
principle that for the want of a better name will be called the
Principle of Leading Suggestion.

However, it is not a matter of the name of the principle, but the
principle itself and its application that interests the teacher. How
many teachers have failed to lead pupils to do what they have asked them
to do, all because the imposed task appeared to be too hard. This same
task could have been readily accomplished had the teacher divided it
into inviting portions and requested the pupil to do just one part at a
time. In this case the whole task should not be discussed at first. At
no time in the journey described above did the friend think but that the
small distance suggested would be the last part of the journey and at
the end of it he would turn homeward.

The teacher discovers among his pupils a boy who dislikes to read. The
teacher knows the boy’s likes and dislikes and is sure that certain
books would interest him, but to ask the boy to read an entire book
would only mean to further discourage him as to the reading habit.
Hence, the teacher asks the boy to read the first chapter on a certain
day for a specific purpose which he frankly makes known to the boy. A
few days may elapse before the teacher asks the boy to read the second
chapter with some other aim in view, perhaps. Thus the teacher labors
until the boy has read the book. In most cases the boy will announce
that he read on ahead of the teacher’s assignment and will ask for
another book “just like this one.” He has broken the ice and by a wise
choice of books on the part of the teacher, he may become an
enthusiastic reader.

The teacher with a keen insight will see no limit to the number of
results that may be obtained by the use of leading suggestion. In the
primary grades it can be made a very effective tool for advancing the
child’s interests. The stubborn and willful child will respond readily
to this principle and may thus be cured of his habit of obstinacy. This
principle can be applied to advance the interests of children as well as
to cure traits of disposition that are not desirable. The teacher who
wishes to accomplish results along these lines will carefully study the
dispositions of pupils; and further, watch for every advantage whereby
he may tactfully apply the principle of leading suggestion for the
furtherance of effective work.


                               Imitation

Reference has been made to imitation as being closely connected with
suggestion. Its further discussion is in place here. Aristotle said,
“Man is the most imitative of animals, and makes his first steps in
learning by the aid of imitation.” The thought has a broader
application. The first steps in all of the child’s activities are made
because of imitation. The first phase in the gaining of power and
facility in action is imitation of the action of another. It is highly
important for the teacher to remember, in attempting to direct boys and
girls, that all are imitators of those whom they admire. Men have been
described as the composite of all those who have directly or indirectly
made some impress upon their lives. Too great care cannot be exercised
as to the kind of associations and friendships pupils make, as each
contact will leave its effect upon them for good or for evil. The
teacher is the most important associate and friend of many, many pupils;
consequently, it is of the utmost importance that his life conform to
the best standards of character. Imitation is an inborn disposition
which is not learned but precedes learning. In fact, it is a means
employed in learning. By using both imitation and suggestion properly,
the teacher will have a device that will go a great way toward his
success in discipline.

In another volume entitled “Applied Methods,” a book which gives the
practical applications of our fundamental principles—the principle of
suggestion will be applied to various school-room difficulties. The
application will be made in such a manner that the teacher can easily
understand its use to best advantage in his own problems of discipline.
All other fundamental principles discussed will be shown in their
practical applications. This will leave no doubt in the teacher’s mind
as to the use of fundamental principles in school-room problems.


                       The Principle of Approval

The next principle under consideration is the principle of approval. The
desire for approval appears early in childhood, and continues through
life. It acts both as a restraint and as an impulse, and is often an
active principle in human conduct. No true child is insensible to the
good opinions of his classmates or to the commendation of his teacher.
It has been wisely said, “A young man is not far from ruin when he can
say with honesty, ‘I don’t care what others think about me.’” He has
lost a needed check against evil and a beneficent impulse toward right
action.

Just how far the application of the principle of approval may justly
extend in school-room discipline, does not occur to the average teacher.
It is very safe to assume that the principle of approval rightly used
would be an effective preventative of three-fourths of the perplexities
that harass the teacher in the school-room. The usual process of dealing
with a fault, is to aggravate it by constant reference to it. This is
wrong. But the teacher replies, “How can a fault be removed except the
child be constantly reminded of its existence, and also reminded of the
corrective?” The teacher, too, may add that reminding the pupil of his
fault is not disapproval, unless it be done in a fault finding manner.
That may all be very true. But the principle of approval can affect the
cure. The following incident well illustrates the point.

Some years ago there lived in one of the coast towns of Maine, a
big-hearted seaman, who was considerably worried about his only son’s
stoop shoulders. In the kindliest manner possible, he had reminded his
son almost daily, that he should throw back his shoulders. The son
understood his father’s kindness and interest in the matter and at no
time felt that his father was finding fault with him. However, the boy
continued to be stoop shouldered. An uncle happened into the house one
day for a visit of several weeks. The uncle was soon annoyed by the
constancy and utter uselessness of the father’s corrective for his son’s
stoop shoulders. The uncle called the father aside and asked him if he
would not allow him to make an attempt at correcting the boy’s stoop
shoulders. The father gladly agreed and also consented to have nothing
whatever to do with the affair. He felt that he had done all he could
and was unable to guess what method the uncle would pursue. The uncle
very shrewdly saw a condition of the lad that he might approve and
thereby he would be able to correct the stoop shoulders. The lad knew
nothing of his uncle’s plan and for that reason responded the more
readily, all unconscious of the process at work. On the following
morning the father was amused to see the uncle give his son a jovial
slap on the chest, and hear him remark, “Say, Tom, that is some chest.”
No more was observed by the father for that day. But the day following,
the uncle again slapped the boy on the chest, remarking, “I believe you
will have a broader and fuller chest than I have;” at the same time
displaying his chest well filled out. Casual remarks of this kind were
dropped at opportune times. Tom’s chest expanded until the stoop
shoulders disappeared. The cure was effective. The boy did not realize
that a double effect would follow his breathing properly. Approval won
where disapproval failed.

Many a teacher has ruined the best of his pupils by constantly finding
fault with, or disapproving of their small faults and inabilities; while
on the other hand many a prudent teacher has made a good pupil out of
one who promised to be but a dullard by commending those small things
which he could do, and entirely overlooking the things that he was
unable to do. If attention was called to what he could not do well, it
was only to offer some friendly assistance. It is a fact that must not
be forgotten that any activity is made easier by its constant
repetition. Thus, if the small things that the pupil can do are approved
he naturally will work the harder and thereby gain strength, until he
has become a master of himself accomplishing the most difficult tasks.

This principle is broadly applicable to all school-work. There is no
child that cannot do something in every phase of school-work. This
“something” the teacher should approve. It will without fail stimulate
the child to the fullest use of his ability. The teacher should not
ignore that which the child fails to accomplish; the task is often too
difficult. Only such work should be assigned as can be done, and the
necessary assistance should be given; by no means should disapproval be
meted out. This plan followed conscientiously will improve the most
backward child. The question may be asked, “What about the pupil who is
indifferent or neglects to complete his work?” It is well to approve
that which he _does_. If the teacher is sure the pupil is indifferent or
negligent, the child should be told the truth about his work and have
his attention called to his ability to do better work. To approve wisely
and effectively does not mean to deceive.

In the matter of school-room discipline, the principle of approval is
even more valuable than in school-room instruction. Everyone believes
that no boy or girl is so depraved that some good traits can not be
found. At some time they will manifest their kindlier natures and do
those things which should elicit approval. Whenever such pupils do
anything worth while it gives the teacher opportunity to use the word or
look of approval. This will encourage them to repeat whatever elicits
approval. It will increase the frequency of such acts and create a
desire to do other things that are worth while. It is a time-honored
saying that if all one’s time is taken up in doing good deeds, there
will be no time left for evil deeds. This is no vague notion as to the
child’s life. Whatever increases the time spent in doing things worth
while will decrease the time left for worthlessness and idleness.

But what shall be done with those actions of the pupils that are
annoying? They cannot be approved. Should they be disapproved? Yes. But
with caution. Should the teacher find fault with the pupil on account of
his misdemeanors? No, decidedly no. It is the province of the teacher to
assist the children under his tuition. Their faults and misdemeanors
should not be tools in the teacher’s hands to be used against them. Such
a procedure would be a crime. Then how shall their faults and
misdemeanors be treated?

The teacher who will succeed, will call the pupil who has annoyed him
aside and in a business-like manner discuss the misdemeanor with the
pupil. The teacher must not accuse the pupil but ask him for
information; if the teacher has met his pupil in a kindly way, he will
get the desired information; the teacher should admit anything in which
he may have been at fault and then ask the pupil to admit his own fault.
At this point the teacher should never express his opinion about the
misdemeanor, before he has asked the pupil to give his own opinion about
the action in controversy. With few exceptions the pupil will express
himself correctly about the misdemeanor. The shrewd teacher will then
agree with his pupil, and in an offhand way add any variance of opinion
or give suggestions. If this method is followed by a teacher in a kindly
but firm mood, the difficulty will have been dealt with in the correct
manner. The fault will doubtless not be repeated by the pupil. And
without fail the teacher will have another firm and true friend in this
child.

While much importance is attached to the teacher’s correct use of the
principle of approval, still more is demanded of him. The value of
approval clearly depends upon its source—on the character of him who
approves. The approval of the wicked or unscrupulous teacher is a snare.
The approval of the wise and good teacher can never be valued too
highly. A teacher must watch lest his pupils put approval before honor
and duty. The motive which the teacher must seek to cultivate, is not a
craving for unmerited praise and flattery, but a desire to merit
approval; and, this involves no surrender of conscience or honor. This
is a worthy motive, but it must be remembered that it can easily be
submerged under pride and vanity.

The degree of satisfaction to the child resulting from approval depends
upon his esteem for those who bestow it. The satisfaction that comes
from approval of one’s equals, as classmates, is less than that which
comes from one’s superiors, as parents or teachers. What has been said
is sufficient to show that the teacher needs to be very careful in the
use of approval as a disciplinary device. The one thing to be avoided is
false praise or flattery. No weakness in the pupil is more easily
aroused, or with more difficulty suppressed than vanity. The desire for
praise, and especially public praise, grows on its own gratification;
the more the child gets the more he wants. It is a good rule to speak
ten words of commendation to one of censure; but the commendation should
be sincere and honest and the censure kind and just. Finally, it may be
concluded that whatever of good may come from the use of the principle
of approval in discipline, depends in a large measure upon the teacher.


                             Encouragement

Broadly speaking, encouragement is involved in the principle of
approval. Some years ago a young man (Mr. X) of marked ability but of
such a temperament that he was easily discouraged, was prevented from
teaching school by some crafty scheme of the county superintendent and
others who were opposed to the young man. Mr. X was thoroughly prepared
to teach and far worthier in character than the county superintendent
and his accomplices. A friend of the applicant, chancing to be with him
one evening in August just at sunset, took occasion in view of the
beautiful sunset to tell the young man how much beauty there is in life.
He explained that adversities, such as he had just experienced are only
stepping stones to nobler efforts. He told him not to heed the
discouragement, but go right on in his chosen work and success would
crown his efforts; and that after all, life was so full of beauty that
it would overshadow all difficulties. The young man and his friend
parted. The friend had forgotten Mr. X and did not know of his
whereabouts until one day a letter came to him from the young fellow.
The following extract from the letter will explain how encouraging was
the talk of a few years before. “I now have a good position in this city
(the city was Akron, Ohio) and can also teach if I care to. I have often
been discouraged, but remembered your talk and resolved upon this
sentiment for myself: ‘There are two ways in life and if young men and
women would consider these ways soberly and earnestly before moving
onward they would choose the one which truth and reason tell them will
lead to honor, success and happiness.’ You and I know the other way too
well to need description. Life is not mean; it is grand. If it is mean
to anyone he makes it so himself. God made it glorious. How much life
means to every individual, words cannot explain. I have often been
discouraged but I looked upon the bright side and went on.” There could
be no more eloquent appeal for encouragement as a device in the hands of
the serious teacher. Many are the times and opportunities when a teacher
can speak an encouraging word and thereby send a life into a fuller
realization of its worth.

Sometimes the best pupil in the school meets with adversities (and they
will come to every individual ofttimes in life); they would overwhelm
him were it not for an encouraging word from a thoughtful teacher. Every
teacher should keenly realize that it is a part of his work, his actual
_duty_ to lend encouragement to his pupils. If the lessons are hard, the
teacher must encourage; if the pupil has fallen into one or more of the
petty temptations that beset children on every side, the teacher must
forgive and forget, and point out corrective measures, thereby
reassuring him and if the pupil has failed the teacher must comfort him.
It was Lowell who said, “Not failure, but low aim, is crime.” Every
teacher can be a source of great good if he will wisely help and
encourage where encouragement is needed. Such a teacher’s work will live
long after he is gone, and he will be kindly remembered by many who are
treading life’s pathways.

A few years ago a young man sought to enter Columbia University for his
last year of college work, and discovered that he was quite deficient in
language requirements. Just as he was about to leave the college and
give up the fond hope of completing his education, he was accosted by a
fraternity man, who was a stranger, but who soon made himself a friend
and so encouraged and inspired the young student that he took double
work and succeeded in finishing his college education. That young
student is now a man occupying a useful and worthy place of trust in a
large institution. The teacher who can encourage a pupil as the
fraternity man reassured the young student, will have no trouble in
discipline with that pupil. The pupil who has been saved from despair
always has a warmth of feeling for the one who thus inspired him.


              The Principle of Initiative in Co-operation

Speaking of the child, Arthur Holmes[17] says, “He is organic, living,
developing. He cannot be kneaded like dough, nor hammered like iron, nor
carved like marble, but he can be guided like a vine upon a trelis.”

This work of directing the life of a child is specially represented by
some act which brings satisfaction to the pupil and so begins an
interplay of personal forces that leads the pupil to have confidence in
the teacher.

To mark off this kind of action we choose to name the principle involved
in it, the Principle of Initiative in Co-operation.

Experience shows that no person can have the desired educative influence
over a child unless it be by doing deeds that draw forth the child’s
appreciation. The turn of affairs in the school depends on the teacher.
He must choose and choose wisely if his control over the pupils is
adequate. He must take the initiative in establishing good relations and
in maintaining them.

In the discussion following, the term co-operation is used, but it is to
be understood that the teacher thoughtfully takes the first step in all
acts of co-operation, anticipating, of course, the pupils’ reactions to
all of his acts of service.

There is no greater principle in discipline than that of co-operation.
No other one is more potent among the teacher’s devices. But it is a
fact, much to be regretted, that no principle is used less in the
school-room. The fact is that a majority of teachers do not realize what
disciplinary co-operation means. Its skillfull use as an instrument of
government is unknown to them.

The inquiring teacher asks for an explanation of the principle of
co-operation. It means a gratifying or yielding to a child’s wishes or
desires. Or, it is a forbearance from restraint or control. It may be
gratitude for a favor granted; no doubt some teachers need to “Learn the
luxury of doing good.”

Leniency and tolerance are forms of co-operation. The term certainly
denotes companionship in performing every school duty.

Co-operation requires mutual understanding and sympathy. Clearly
demonstrated by Pestalozzi, this fundamental method of child management
has found recent advocates in the founders of the Gary and Fairhope
systems of instruction.

The question comes up at once, “Will not deviation from a uniform
firmness which is implied in co-operation weaken discipline?” Upon close
examination the opposite will be found to be true. It has been explained
that the real end of discipline is self-control on the part of the child
and further that self-control is the basal element in character.

Co-operation demands that we understand the nature of the child and
enjoy giving him freedom, at the same time working with him, not over
him.

The home or the school which manages children by the use of authority
chiefly is not working toward the true object of discipline, but away
from it. The child who is constantly governed, who has all his decisions
formed by some one else, has all his motives influenced by a parent or
teacher, in fact, his every activity controlled by another mind, will be
weak in self-mastery. How can he learn to control himself if he is
always under the will of another? Similar questions that will help the
reader to understand might be asked. For example: how can a boy learn to
swim if he is not allowed in the water? How can a girl learn to sew if
she is not given sewing materials? Then is it not just as logical to
ask: how can a child learn to control himself if he is not given the
opportunity to learn? It is to be feared that too many teachers have had
the wrong idea of discipline; namely, that it means to have a child
constantly under restraint. That is erroneous. Neither discipline nor
authority requires that. True discipline is that which directs the child
to become a self-governing individual, so that when he leaves the
school, he can go into the world and lead an efficient life. Happy is
such a child, but unfortunate is the child who has been so much
subjected to another that when he must face the realities of life he
still needs a guiding hand.

The following incident is very much to the point. It is the story of two
mothers. Each had a son who had reached his majority and was ready to
step onto the threshold of the world. Said the one mother to the other,
“I am so fearful for my boy when he gets into the world. I have
controlled him so carefully, that when he can not have my oversight, I
am sure he will go into wrong paths.” The other mother replied, “I am
not at all concerned about my boy. I have kept close to the life of my
son, helping him yet training him for independent action. I am confident
that with his ability to control himself he need have no fears that the
conflicts of life will overwhelm him. I am assured that he will
succeed.” The latter mother had a true conception of discipline. The
notion of discipline that the former mother had, is too prevalent among
teachers. It is well worth repeating, that true discipline is the kind
which trains the child to be self-governing.

Remember that any deviation from the routine of school discipline, any
pleasure that may be granted, any offense that may be forgiven, any aid
in performing a task that may be difficult, in short any service that
shows your devotion to the child’s welfare may be considered
co-operation.

The principle of co-operation when properly applied will very materially
strengthen discipline. The boy or girl whose every activity is
controlled is being robbed of the greatest gift that the school can
give—self-control. “All seeming _suppression_ of impulses will be found
to be based upon _expression_ of _other_ impulses, not upon sheer brute
repression.”[18] Boys and girls must be compelled to make decisions for
themselves. But some one will say, “In making their own decisions they
may blunder and decide in the wrong way.” No permanent harm need result.
Experience is the wisest of teachers. Children can not be taught in the
school of every-day life until they enter into its experiences; and
fortunate are they, when they enter, if they have been taught carefully
the lessons of self-control by some prudent parent or teacher. It will
make them stronger if they must help themselves over their own
difficulties. This does not mean that the teacher must not have taught
the principles of self-control. The real test of good teaching will come
when the boys and girls are compelled to hold their own in the world.

Those who have read Myrtle Reed’s “The Master’s Violin,” will recall how
Mrs. Irving never allowed her son, Lynn, to solve any of his own
difficulties. Instead of co-operating with him she dominated him. She
was his mind and bore his trials as well as all his joys and sorrows. He
was often eager to dive into the world with all its temptations and
perplexities, but she could not permit him to get away from her
authority. She was not an unkind mother, but she was not a wise mother.
When he desired to mingle with the street lads she would not indulge him
lest he become contaminated. She restrained him from everything which to
her seemed to forecast any danger. She could not tolerate that he should
have boyhood fancies and passions. Instead of guiding him wisely through
his boyhood problems, she laid the hand of restraint upon him. Her
authority was firm though not unkind. The day finally came when she
could no longer solve or mitigate her son’s problems. Life brought to
him what it may bring to all, dark troubles, hidden within the soul. He
was untutored and unprepared to meet his trials; his mother could not
meet them for him; she had only greatly weakened her boy, she had not
prepared him by sensible discipline to meet his troubles. Had she
allowed him to experience some of the problems that must confront every
child, he would have been prepared to meet his later trials. He could
not escape, so in the bitterest agony he was compelled to fight his own
battles at a grievous loss.

A certain fifth grade teacher—in the fifth grade are often found some of
the most troublesome boys—discovered that by gaining their friendship
she could control and discipline her room perfectly. Frequently, all the
pupils were allowed to spend an hour or two in some nearby forest, if in
the country, or a park if in the city, because they had behaved well.
Sometimes school was suspended for a short time and every pupil was
allowed to tell a story. This same teacher often checked an unruly boy
who seemed on the verge of some impending mischief, by asking him a
question about that which was of the most interest to him. This might be
about his pets, his gun, the striking novelties in some recent lesson,
or even about some imaginary trip.

It is not unusual that healthy pupils even though well reared should be
mischievous; this is due to surplus energy. The teacher, who could make
himself believe that such children are his enemies, is in the wrong
profession. It is, indeed, a pleasure to work with pupils exuberant with
energy. This energy directed into the proper channels will insure growth
of character in boys and girls. A certain superintendent in a small
school in Western Ohio found himself in a high school were the pupils
never tired of playing tricks. They cut down the bell rope, turned mice
loose in school, imitated a cat in another room and did all kinds of
tricks for fun. The superintendent was new in the school, but it did not
take him long to learn that it was all due to a surplus of energy in
healthful boys and girls. His solution was to use this energy. To this
end he set about at once securing funds to build a gymnasium. The Board
of Education could not finance the undertaking, so he enlisted the corps
of teachers and together they secured funds by private subscription to
build the gymnasium. After the gymnasium was finished, the
superintendent taught the classes in calisthenics and physical culture.
More than once, without discussing it with the boys and girls, he
directed the entire high school twice a day, for fifteen to thirty
minutes longer than the usual recess period; the time was used for
physical education: work in folk dances, games and gymnastics. When the
pupils returned to the school-room, their surplus energy was worked off,
their blood was filled with oxygen and they were very studious. He even
arranged that those who were excellent in deportment might attend a
night class, where interesting games were played. He had boys’
basketball teams, girls’ basketball teams, volley ball clubs, roller
skating clubs, track work, Saturday afternoon clubs, and other
activities which delighted the pupils. Because of this mischievous
pranks disappeared entirely and the efficiency of the pupils was
increased nearly fifty per cent. The high school enrolled seventy pupils
on the first day. During the year only three dropped out, making the per
cent of attendance ninety-five, which is a very good record.

Initiative in co-operation, as it is here discussed, must not be
confused with the common practice of parents who buy their children’s
good behavior. It is all too common and one of the worst faults of
parents, to tell their children that they will give them a penny, or
some candy or other articles pleasing to the children if they will
behave while company is in the home. This may be called a form of
compact, but it is simply a wrong use of co-operation. Many teachers
resort to just such a system of purchasing good behavior or good
lessons. This is wrong. The proper use of reciprocity has a worthier
motive in it. The teacher who rules by prudent companionship is
kindhearted and sympathetic, has a broad outlook on child life, and a
spirit that can forgive and forget, and take back into his love and
sympathy the erring pupil.

There are many ways of giving freedom to a pupil which will work to his
advancement and advantage. It is true, as it is in all school work, that
caution is necessary, that the true end sought by the device should not
be defeated. Every teacher knows how kindly a pupil will feel toward
him, if he is allowed to share in some of the duties to which great
honor is attached. This privilege can be given for good lessons, good
behavior, punctuality or any kind of effort in school work. Some pupils
like to draw, others to do favors for the teacher, even some will feel
that the teacher appreciates them, if they can work problems on the
black-board, go to the manual training or domestic science room. It is
indeed a splendid and effective indulgence to allow any pupil, whether
he is the best or the most indifferent one, to run an errand for the
teacher. To let a boy, who feels that everybody distrusts him, run down
town, or if it is in the country, to town after dismissals and make a
trivial purchase for the teacher, will make him gain, first, confidence
in himself, and then in his teacher, because of the fact that his
teacher has confidence in him. Should a pupil abuse the privileges
extended to him as indulgences, then the teacher, without any
explanation can withhold the privileges for a few days. He will soon
find his pupil asking for, or that which is better, deserving the
privilege. It can be granted, and it is safe to assume that the pupil
will take care not to forfeit his privileges again.

In the primary grades, the little ones like the sand-pile, the colored
blocks, the privilege of leading the procession, of drawing on the
black-board with colored crayons, of putting the teacher’s desk in
order, of watering the flowers in the school-room windows, of running
errands, and a score of similar activities. They will work hard for
hours, or act with great self-restraint, in order to enjoy one of the
above accessories of the regular school work. They feel that they are
co-operating with the teacher when they work for her. In the grammar
grades pupils often beg the privilege of holding a spelling-match. It
may often be well to indulge them. They will appreciate it and have a
deeper respect for the teacher.

It is too important a matter of school-room discipline, and means far
too much in the future of many a boy’s or girl’s life, to overlook the
fact that if pupils are met with authority only they will challenge that
authority. No teacher will deny that if he allows his pupils many
pleasurable privileges, they will be obedient to his wishes because he
is obedient to their wishes. One does not have to go far to find a
teacher who has kept many a boy from smoking, chewing tobacco, gambling
or resorting to evil practices, all because that teacher gave the boy
his friendship, and filled his life with innocent pleasure. The boy’s
own words—and they are often heard—bear testimony to the fact. Who has
not heard a boy say, “That teacher wanted us to have a good time, I
liked him because he liked the boys, I minded him because he knew what
was good for us.” What teacher could not feel proud of such an encomium?
It is a reward far more lasting than any stipend for the teacher’s work.

It is not the purpose of this Course to enter into the discussion of why
pupils indulge in many evil practices, but the teacher should know that
often privileges that lead to no harm are denied pupils; this causes
them to seek to break away from restraint. As a rule pupils do not
admire or like a teacher who denies them the privileges they seek.
Because of this dislike they are prone to antagonize the teacher as much
as possible, thus making discipline a more difficult problem for him.
Besides, they will do many things unknown to the teacher that will lead
to evil. Every one can recall a school where every pupil seemed bent on
getting into mischief, where the girls were out late at night, the boys
frequented pool-rooms and often saloons, smoked, attended questionable
dances and were vicious generally. On the other hand, schools can be
recalled where all the pupils seemed well-behaved. In the former
instance the teacher was a cold, formal individual who did not indulge
his pupils in those many pleasures that amuse and please and keep them
out of mischief. In the latter instance the teacher was a big-hearted,
sympathetic individual, who loved the boys and girls. He made room for
their youthful sports and even entered into the games himself. Thus he
could lead his pupils into nobler lives because he acted as one of their
number.

A teacher who wishes to render efficient service in his work and make
himself more successful in discipline, will use the principle of
co-operation. It would be worth while to spend a week or two observing
all the exercises and activities of the school and to keep a memorandum
of every phase of the work which could be improved by working more
intimately with the pupils. _The teacher who discretely employs the
principle of co-operation in discipline will improve his ability to
govern fifty per cent._ But the good to the pupils that will result will
be gratifying and lasting. For discipline is a failure if the results do
not appear in the child’s entire life.

-----

Footnote 17:

  Principles of Character Making, p. 1. Lippincott.

Footnote 18:

  Angell, op. cit., p. 436.


                              Consistency

While good results can be obtained by the use of co-operation, yet it
can be made effective only by practicing consistency. In the application
of the principle of co-operation in discipline, the teacher needs to be
consistent. The entire school should be treated as a unit. Particular
pupils should not be singled out as recipients of the teacher’s
companionship. Such a procedure would defeat the effectiveness of the
principle. Many pupils are so amiable that they are more closely
associated with the teacher than more diffident and bashful pupils. Such
pupils will naturally secure for themselves a goodly share of the
privileges given by the teacher—not because they are selfish, but
because they are more forward. Thus it will happen that the diffident
pupil will get few or no privileges from the teacher. This will work
great evil in a school. Soon some one will accuse the teacher of being
partial when in reality the teacher is not at fault, since the forward
pupil really causes the teacher to seem partial. Teachers must guard
against this condition, for often parents misunderstand the situation
and likewise accuse the teacher of being partial. When this happens his
influence is undermined. A careful teacher will explain to his pupils
that the confident pupil gets more from the teacher than the diffident
and bashful pupil. It is his duty to insist that the diffident pupil
help himself to all privileges. The teacher needs often to aid bashful
pupils to get privileges; he should in many instances seek to reassure
such pupils. This will lead them to love and cherish him. No teacher has
not had pupils who invited him into their homes, desired to walk with
him, took him riding, or brought him various little favors. The sociable
teacher will accept with good grace all these kindnesses that pupils
extend to him. But here it happens that many pupils will not offer their
teachers such favors. This would be well if other pupils did not infer
that the teacher is partial. He should make it plain that he loves his
pupils all alike, though some treat him with more consideration than
others.

A common fault with teachers who indulge their pupils is that sometimes
they meet with adversity in the form of an irate parent or some
incompatible person and because of their ruffled spirits they spend a
day in the school-room without showing even friendship to the pupils.
The next day their feelings are placated and, somehow, in trying to make
up lost time they make unwise use of indulgence. Such a lack of day by
day consistency will surely destroy the effectiveness of companionship.

A principal of a well-known high school had accustomed himself to be
very friendly and amiable outside of the school, but when he was in the
school-room his manner was antagonistic. He seemed unfriendly and not at
all courteous to his pupils. This contrast of mannerism or temperament
had become so marked that many of the pupils wondered why he did not
conduct himself in the school-room as he did on the street. Most of his
pupils disliked him but admitted that they could admire him, were he to
conduct himself as amiably in the school-room as he did outside. This
principal failed to practice a consistency in his life which is so
necessary to make and hold friends.


                     The Principle of Substitution

The law is, “Resist not evil,” for in resisting it it is only
aggravated, “but overcome evil with good.” When in darkness, fight it
not, but strike a light. When dealing with vice, excite it not, but
awaken a positive virtue. If a child has a fault, ignore the fact as
much as possible, and develop his better nature. Encourage a virtue and
a vice may disappear.

This law is universal in its application. The teaching profession has
yet to learn its significance. It can be termed the Principle of
Substitution. It means that when one thing is taken out of a life,
something else must be put in to fill up the void. When parents and
teachers come fully to appreciate this principle and magnify virtue,
honor and character in the child—ignoring his evil tendencies—then, and
only then, will it be possible to develop every child into noble manhood
or womanhood.

Positive virtues make vice impossible. Aggressive goodness leaves no
room for evil. Pronounced righteousness once developed in a child, the
problem of his government is settled. It is prudent to ignore his
tendency not to study when inculcating the habit of study in the pupil.
The habits of idleness, inattentiveness, irregularity and others
detrimental to a pupil’s welfare can only be eliminated from his life by
inciting opposite habits. Great as may the principles of suggestion,
approval and co-operation, no greater principle can be discussed than
that of substitution. It is a principle widely useful in many diverse
activities. Just as it is practical in other fields, so it is feasible
and useful in school-room discipline.

The street gamins of New York and other large cities are addicted to
many bad habits. They lie, steal, swear, gamble and practice many other
vices. They learn these vices by observing them in others and since
there are no other activities to engage their attention, they live from
day to day in habitual vice until they become criminals. The settlement
workers and such institutions as the George Junior Republic, work upon
the principle of substitution when they take these boys into their
reformatory institutions. In them, the boy is not asked to quit his
vices; on the contrary, nothing is said or even suggested about his
former evil habits. Instead, his day of twenty-four hours is filled with
other employment, so that he has no time left to indulge himself in any
of his former evil habits. This practice is kept up until the boy has
acquired as habits the activities of the settlement. When he has reached
this stage, he can enter the world. It is true that some of the most
worthy men of this day are products of boy settlements.

A typical day at a boy’s settlement will include a morning bath and
toilet which will send the boy freshened and cleanly to his breakfast
which is preceded by a short prayer and Bible reading or some other form
of devotional exercise. After breakfast the boys take up their school
work, or occupation and continue until noon, when they get their
noon-day meal and an hour or two of rest. Care is taken that the rest is
rather a change of occupation than idleness. The boys play games or
read. In the afternoon some school work and occupational duties are
done. Part of the afternoon is spent in some recreation which the boys
enjoy. Similarly their time is occupied until supper. Following supper,
games, reading and any other forms of recreation that will interest the
boys are provided. At a reasonable hour the boys retire. After such an
active day, they are usually tired and sleep well until morning when the
same routine is followed for another day. When it is feared the boys may
tire of their work, enough of a change is made to keep them satisfied.
The work is all conducted in such a way that interest is paramount. From
the above it can readily be seen that boys in such circumstances have
little time for evil deeds.

There is no question but that the same principle can be used in the
school-room to great advantage. The following are truthful maxims:
“Idleness breeds vice” and “The devil finds some mischief for idle hands
to do.” The school-room in which everybody is busy is a quiet
school-room. There will not be the proverbial “pin-drop” quietness, but
the little noise that can be heard will be a noise of busy pupils. Very
often, teachers in planning their daily programs, fail to have the work
so arranged as to utilize every minute; then in the interval when the
pupils have a lull from their work, they find time to perpetrate
mischief.

Another prolific source of mischief is the recess period. The greater
majority of teachers believe the pupils will take care of themselves
during the recess periods and the noon intermission. It is true that
some of the pupils do use the time profitably, but too often, it is a
lounging period and the real aim of the intermissions is not carried
out, but rather that which is least desirable results. It will be a
great step in the direction of advancement when there will be no longer
a free-for-all recess or noon intermission, but instead supervised play
periods in which every pupil _must_ take part. It is just as reasonable
to compel a pupil to take regular recreation as it is to demand that he
learn his arithmetic or history lesson. It is more important. He must
have a strong healthy body and it can only be made and kept so by
regular recreation. The arrangement for getting pupils to the play
ground and from it to the school building again, should be carefully
planned. Opportunities for mischief should be eliminated. As soon as
pupils are seated, work and study should begin. Habits of ease and
quietness are easily cultivated in pupils. Whatever of useful employment
and recreation takes up the time of the pupils, leaves no time for
idleness and mischief.

It is worth mentioning that many children are opposed to supervised
play. There are parents too who oppose it. There are several reasons for
this opposition. First, the opposition is due to the lack of knowledge
of child life on the part of the teacher or those who supervise the play
of children. Children very naturally follow a leader and if the teacher
is a lover of children and their sports, he will be their leader. It is
not uncommon on the play grounds to see the boys and girls flock to an
adult who is a real lover of sports. This shows that they really like
older folks in their games. So whenever such an objection arises it is
very necessary that the teacher or supervisor examine himself for the
cause of the opposition and then speedily remedy the defect. Another
reason is this, however much we regret it—nevertheless, it is true—there
are many children especially in grammar grades and high school who like
to use slang or suggestive language and often indulge in practices that
are little less than immodest. Such children could not be friendly to a
supervisor. But it is essential that _such_ children should have a
supervisor for their own good. Boys and girls who conduct themselves in
this fashion will not unaided make virtuous men and women. It is hard to
conceive of parents who would object to supervised play, but in face of
the fact that many parents are strong agents in the weakening of their
children’s characters, it becomes the more necessary for the teacher to
be fearless and supervise the play. A good teacher must many times do
that which parents will not approve, but it is his duty to act always
according to his best judgment.

The following story was told by an old man. He said that when he was
young he was quite wicked; among the evils in which he indulged was evil
thinking and vulgar and blasphemous language. He had become so offensive
that many people shunned him. He was aware of his condition but was
unable to change himself. One day a friend advised him to memorize a
number of good poems and sacred songs. Whenever his mind should revert
to evil thoughts or he had a desire to use vile language, he was to
repeat the poems, or if he was where he could sing, he was to sing some
of the sacred songs. He did as he was advised. Persistently he followed
his friend’s counsel, and in less than six month’s time, he had cured
himself of his evil-mindedness and the use of vile and blasphemous
language.

The same principle of substitution that the old man used when he was a
youth is very applicable to many problems that arise in the school-room.
Of course, it must be borne in mind that the teacher does not have the
child for the entire day, and that the home may offset much that the
teacher does. If such is the case, the teacher’s only chance of success
is to solicit the aid of the home. While he may not be able to do this
in every instance, it is fair to assume he will get the home aid
necessary in almost every case. All voluntary acts of the child are
founded upon some motive. The teacher’s attack against any bad habit of
a pupil must not be a direct attack against the habit itself. Another
type of action should be substituted for it. It is a very homely
illustration but nevertheless true, that a cesspool can not be removed
by removing the refuse. It will fill up again. But if the pool is filled
with good solid earth, the pool will not return again. So it is with an
evil in any child’s or adult’s life. If the evil is removed, put a
positive good habit or activity in its place or the evil habit will
return. It is often the case that the evil habit crowds out the good
habit after it has been admitted into the child’s life. This cannot
happen under the watchful care of a good teacher.

The principle of substitution may be likened to the planting of a lily
garden where once flourished a bed of thistles. The teacher must ever be
on the look out for a place where he can plant a positive virtue. When
planted it must be nurtured and cared for until it reaches perfection.
It will then crowd out at least one vice. Discouragement should not
thwart the teacher in his attempts to eliminate evil from a child’s
life. His duty is clear and he should summon every aid to his assistance
in order to accomplish his purpose.


                      The Principle of Expectancy

“Seek and ye shall find,” “Knock and it shall be opened,” are Biblical
injunctions that embody more truth than appears on the surface. Just as
true is it to say, “Expect and ye shall receive what ye expect.” The
following true incident is very much to the point and worth repeating.

During the first few years of the nineteenth century a French lad was
learning to be a drummer for the French Army. Among the various
selections of army music which he was required to learn was a retreat.
When it came time to learning the army retreat, he refused, telling his
teacher that he never expected to beat a retreat. “But,” said the
teacher, “no army can be so victorious but that sometime in its career
it must retreat.” Again the boy replied, “I never expect to beat a
retreat.” It was but a year later when he became a drummer boy in
Napoleon’s army. In one of the hardest fought battles of Napoleon’s
military career, it became apparent to Napoleon that his army would be
defeated and practically all captured. To save this situation the great
general ordered a retreat. The drummer boy did not beat a retreat.
Napoleon angered, rode up to the boy and in harsh tones ordered the lad
to beat a retreat. The lad looked up and replied, “I can not beat a
retreat.” The now enraged general shouted, “Beat a retreat!” Again came
the firm, resolute reply, “I can not beat a retreat.” There was in the
lad’s expression a look of firm expectation that he would not need to
beat a retreat. The general was furious, he whirled his horse about and
derisively shouted back, “Then beat a charge.” At once that firm
determination which made the boy self-confident and expectant, fired his
spirit and he began to beat a charge. All the years of resolution and
expectancy that were pent up in his soul now echoed and re-echoed in
those drum beats. The soldiers caught the spirit of firmness and,
thrilled with an ardor that they had never felt before, they followed
the drummer boy to victory.

The above story illustrates the Principle of Expectancy—a principle that
is fundamental in discipline. It goes much further than merely to expect
a thing to be done when it is commanded. It becomes a part of the
individual, if that individual has a firm grip upon the principle of
expectancy. It is a principle that will inspire the teacher with
self-confidence. Everyone can recall some teachers who had so firm a
belief in their ability to do things and secure results as to have no
fear that assigned tasks would not be well done. When the teacher has
the principle of expectancy so well fused into himself as to have
confidence that he will get whatever he justly seeks, then, and only
then, will he be an accomplished disciplinarian.

The writer once visited the gymnasium of a public school just when the
high school pupils were taking their regular daily exercises. The
exercises were being directed by the principal. At the close of the
gymnastic period, the principal in a whining tone of voice with these
words commanded the pupils to leave the gymnasium: “I want you to leave
the gymnasium now—right away now.” This teacher did not expect the
pupils to leave the gymnasium promptly. He implied that much in his
command. He got what he expected. Many of the pupils continued to loiter
about the gymnasium striking at each other and making other useless
movements. It took several more whining commands before he succeeded in
getting the gymnasium cleared of pupils. In fact, some left it so
reluctantly as to show that they had been antagonized by the principal.
This all came about by an improper attitude of the principal in his lack
of expecting his command to be obeyed. Had he said to the pupils in a
firm tone of voice at the close of the gymnastic period, “This is all,”
and then stepped to the door and opening it, standing aside and
expecting nothing else, except that every pupil would promptly leave the
building, the result would have been different. Every pupil would have
left the gymnasium promptly and the spirit of antagonism would not have
appeared.

In actual school work, no principle can do more good in its application
than the principle of expectancy. One teacher can assign a lesson to a
class without any admonishing or even the slightest suggestion that they
should study the lesson. The class will return on the following day and
recite a good lesson. Another teacher may assign to this same class a
lesson, also without a suggestion as to the class preparing the lesson.
However, in the next recitation the class will not have the lesson. Upon
careful investigation it will be found that the one teacher has in his
make-up that something which makes pupils feel and know that he expects
nothing else than that his pupils will learn the lessons he assigns
them. He does not inform his pupils in so many words that he expects
them to study the lesson he assigns. He assumes as much; then, with a
confidence in his pupils that is compelling he expects them to do his
every bidding. The other teacher, not in words either, but in his very
manner, is vacillating. He lacks confidence in himself and in his
pupils. He is suspicious. He is not sure his pupils will study if he
tells them to. He can not assign a lesson with a safe feeling that the
pupils can do nothing else but learn it. He waits until the class comes
before him, and then begins the recitation in a half-hearted way as
though he knew they did not know the lesson. It is a safe assumption. He
is not disappointed. The class has not prepared the lesson. There are
many teachers who think themselves “smart” and wise, when they can say
to a class before they have even begun the recitation, “You look as
though you did not have your lesson. I can tell it by your eyes.” Such a
teacher is a liar. No teacher can tell beforehand whether a class has a
lesson or not. It is little wonder that so many teachers fail. They are
the rocks of destruction to their own pupils.

On the other hand, in the actual discipline of the pupils, the principle
of expectancy is of vital importance. Who can not recall a teacher going
to the back of the school-room to correct a pupil and then walking away
casting side-wise glances, and sometimes making quick turns about, as
much as to tell the pupil, “I am suspicious of you.” But the information
is far broader than that. That teacher by his suspicious attitude tells
his pupil that he is expecting the pupil to perpetrate more mischief. If
he did not think the pupil would repeat his pranks, he would not need to
watch him. Thoughtful teachers can afford to reflect upon this. Nothing
is more liable to breed mischief and contempt among pupils than to treat
them as though they can never be trusted. A teacher practicing such an
attitude of suspicion can never succeed in school-room discipline. To
reprimand a pupil and then have enough confidence to expect the pupil
not to repeat the offense will without fail reach the better self of the
pupil. He will not repeat the offense. Teachers should always expect the
best result to follow their efforts. They should make expectancy the
keynote of their lives. Not to be expectant is to be suspicious. The
question can very appropriately be asked: “What pupil likes to be
suspected always by his teacher?” And with emphasis: “What teacher would
like to be suspected?” Then it is high time that teachers expect more
from their pupils. They will get more. Expect them to know their
lessons, and they will prepare them. Expect them to be obedient, and
they will be obedient. Expect them to be kind and courteous, and they
will be kind and courteous. To live in expectancy is to live in hope. To
the teacher who expects the good and hopes for the better, there can
never be a dull and dreary school. The principle of expectancy is the
teacher’s beacon light; he should never take his eye from it.

Again, the principle of expectancy is correlated with the other
fundamental principles of discipline. A teacher who by word, a look, a
story or a deed, suggests something, would indeed be foolish if he did
not expect his suggestion to ripen into action. A teacher should approve
the well learned lessons of a pupil, his punctuality, his efforts, not
only that the child may have a reward in the form of the teacher’s
approval, but also that he may learn that any activity worth while will
meet with due appreciation. Such recognition by the teacher stimulates
the pupil to continue in his good efforts long after being lauded.
Teachers confer benefits upon pupils, thus rewarding them for their
activities, expecting the pupils to continue in well-doing after having
withdrawn from them these special privileges. The same can be said of
the principle of substitution. It is very closely correlated with the
principle of expectancy. It is apparent that a teacher would not attempt
to substitute in a child’s life some good habit, if he did not expect it
to crowd out an evil habit. A broad statement, but not too broad or
general can be made about the principle of expectancy. It is this: just
to the degree that the teacher practices and is permeated with the
principle of expectancy, just so successful will he be in the use of
other fundamental principles of discipline.


                                Firmness

Something has been said about firmness. It is implied in the principle
of expectancy. The teacher who failed to get his class out of the
gymnasium promptly, lacked firmness. He was weak and vacillating. A weak
and vacillating character is in no sense a moral force in any community,
and much less in the school-room. Pupils are quick to detect the lack of
firmness in a teacher and are ever ready to make a play-thing of him. A
safe rule in the school-room, and all its activities, is to decide a
right course of action and then firmly follow it. Firmness with a proper
determination and force on the part of the teacher adds charm to his
manner and personality, that easily elicits from pupils and parents both
respect and obedience.

In the preceding discussion emphasis has been placed upon five great
fundamental principles in discipline. The principles discussed are: (1)
The principle of Suggestion, (2) The principle of Approval, (3) The
principle of Initiative in Co-operation, (4) The principle of
Substitution, and (5) The principle of Expectancy. It has been clearly
explained how they are applied to the school-room work. Very concrete
and real illustrations have been given to show just exactly the province
of each principle.

Reference has been made to these fundamental principles as devices. They
are devices, or they may be designated as means to an end. It has been
pointed out that the end of discipline, that is, the goal sought, is
self-control. The fundamental principles when properly applied are
roads, devices or means—that lead to results, which results reach the
one goal, self-control. It is entirely unnecessary to indulge in a
lengthy discussion of results but, suffice it to say, the teacher by
this time is aware of many good results that will accrue from the
discreet use of the fundamental principles in discipline. There will
result the six basal elements in character—namely, the establishment of
sound sentiments, a quickening of the conscience, an enlightening or
moral judgment, a training of the will to act habitually from high and
worthy motives, a thoughtfulness of the rights of others, and last but
not least a practical religious training. “Character is the total
customary reaction of an individual to his environment.”[19] The child
who leaves the school well trained in these six basal elements of
character, has received at the hands of the school as much, and even
more, as some may suppose, than that institution owes to childhood.

-----

Footnote 19:

  Arthur Holmes, op. cit., p. 28.


                                Summary

1. The idea, that fundamental principles in discipline are not broadly
applicable in the school-room, is false and unpedagogical.

2. Fundamental principles operate toward definite ends.

3. The failure to use fundamental principles in discipline gives rise to
difficulties in school-management.

4. Like begets like. The same spirit that the teacher manifests in the
school-room is the spirit that will take root and grow in the lives of
his pupils.

5. The principle of suggestion drops a stimulus into the child’s mind
which starts an action.

6. Suggestion for character building comes from the character of the
teacher—his every-day life.

7. All of the activities of the teacher are suggestive of good or bad to
the pupil.

8. Negative suggestions often incite the very actions they are supposed
to prevent.

9. Codes of rules against numerous offenses, usually suggest those
offenses to pupils. They are reminded to do that which they would never
have thought of, had it not been suggested.

10. Many of the activities of life depend upon the law of suggestion.

11. Suggestion is a potent agency in volition.

12. Leading suggestion is a name applied to a principle which says,
“Suggest only a small part of a duty at a time, then a little more and
so on until all the duty has been done.” Very often, to suggest a long
series of acts to the child does not appeal to him effectively.

13. Imitation is closely related to suggestion. Pupils especially
imitate and make use of suggestions from those whom they like.

14. The principle of approval in discipline is valuable in that it
appeals to the child by showing one’s satisfaction and pleasure in the
good work he has done.

15. The opposite of approval is fault finding. It is not too radical to
say that a teacher should never be guilty of fault finding.

16. Many faults in children can be eradicated by a judicious use of the
principle of approval.

17. It is an easy matter to discourage and ruin the best pupils by
constant fault finding.

18. By approving what little of good there is in a bad child, the child
may be improved, and helped to become a good child.

19. The teacher who does not embody in his life worthy traits of
character, can not effectively approve them in other lives. The source
of approval is important.

20. Encouragement is a form of approval.

21. Sometimes the best pupils have met grievous obstacles and need
positive encouragement.

22. The fundamental principle of Initiative in Co-operation may be
applied to advantage in discipline in several ways. A word, a look, a
deed, a material object, a privilege—all may be instruments of
initiative in co-operation.

23. Doing a favor must not be confused with the practice of buying good
behavior or work, because the effect is entirely different.

24. Pupils cannot be taught to govern themselves if they are always
governed by some stronger will. Children must be allowed to form
judgments of their own so that later they can make their own good
decisions.

25. Often even prudent concessions are denied to pupils; the result is
that they gratify themselves and as a rule fall into hurtful excesses.

26. Consistency on the part of the teacher is necessary if initiative in
co-operation is to be prudently applied.

27. A teacher cannot be consistent when he is liberal in kindnesses one
day and on another day makes no concessions at all.

28. Care must be exercised in using the principle of initiative in
co-operation, so that all pupils are benefited as nearly alike as their
merits will allow. Unless teachers are careful, they will be accused of
being partial.

29. The principle of substitution assumes that a positive virtue must be
cultivated in a child, when we desire to remove a vice.

30. The institutions for reforming bad boys from the large cities are
conducted on the principle of substitution. The boy’s life is filled
with useful work and recreation which replaces his idle habits.

31. In the school-room it is highly essential that the day be filled
with useful work and play; if there is idle time, pupils will use it in
mischief-making.

32. Free-for-all recesses and noon intermissions are breeding spots in
the school day for mischief and evil.

33. Supervised play is the only solution for the wise use of the play
period and the crowding out of occasion for evil at school.

34. The teacher should pay no attention to the objections to supervised
play. The objections come from those who misunderstand or those who have
low motives.

35. The principle of expectancy is closely correlated with the other
great principles underlying discipline.

36. Just to the extent that the teacher is able to use the fundamental
principle of expectancy, and only so far will he be successful in the
use of the other fundamental principles of discipline.

37. It is necessary to use firmness and determination with the principle
of expectancy.

38. The fundamental principles of discipline are the teacher’s
devices, or means, which he must use to obtain the end of
discipline—self-control.


                                THE END




                                 INDEX


 Aesthetic Appreciation, 63-65

 Approval, 133-139

 Associations, 46-48


 Cheerfulness, 71

 Color Schemes, 98

 Confidence, 25

 Consistency, 153

 Corporal Punishment, 18

 Courage, 72


 Discipline, 105-113

 Dispositions of Pupils, 115-119

 Dress, 73-74


 Education of Teacher, 32

 Encouragement, 139

 Expectancy, 162


 Fault Finding, 133

 Firmness, 168

 Fundamental Principles in Discipline, 115-173
   Summary, 170-173


 General Principles, Value of, 115

 Gossiping, 45


 Health, 77-78

 Honesty, 49


 Imitation, 131-133

 Initiative in Co-operation, 142-153

 Impartiality, 83

 Intemperance, 54


 Janitor, 101


 Leading Suggestion, 129


 Morality, Meaning of, 42

 Morals of Teacher, 41-42

 Mottoes, 96


 Nature, 33-35

 Neatness, 59


 Patience, 82

 Pictures, 95


 Reading, 36-37

 Religion, 61

 Rules, 122


 School-grounds, 93

 School, The, 92-104
   Summary, 103-104

 School-room, The, 92

 Self Confidence, 67

 Social Life, 82

 Substitution, 155

 Suggestion, 119

 Sympathy with Pupils, 68

 System, 78


 Tact, 14, 66

 Teacher, The, 27-91
   Summary, 85-91

 Temper, 57


 Ventilation, 99




Transcriber’s Note


_Italic_ words in the original text have been marked in this version
with underscores.

A few minor typographical errors have been silently corrected.





End of Project Gutenberg's Practical School Discipline, by Ray Coppock Beery