The Democratic advocate. [volume] (Westminster, Md.) 1865-1972, 1885-04-25
MrILlen Il lhe pemeeratIe Advocale.
SCHOOL DISCIPLINE.
ny Q. T. WRIGHT.

SCHOOL DISCIPLINE.
ny @. T. WRIGHT.
In former article [ alluded to the i'm
portance Of impressing upon the minds of
pupils the advantages Of law and systematic
government. Pupils and teachers cannot,
Of course, view the province and operations
of discipline from the same standpoint.
The teacher views them as the instruments
to secure the highest standard Of order and
attention, preparatory to successful instruc-
tion-as the necessary means to accomplish
most desirable end; the pupil often looks
upon them as mere devices for his restraint,
punishment and persecutions and not I'M
derstanding why his privileges should be
in any way abridged, he places himself in
an attitude of resistance, and can be made
to Weld only when the laws which he dis
obeys are robbed ofs their seeming vindic-
tiveness by a clear Interpretation and
kind, iudicious execution A pupil who
win stubbornly oppose an oppressive regu-
Iation, or even a just one misinterpreted,
viii yield respect and obedience to the most
stringent discipline when convinced of its
necessity and advantages. There are some
times found both pupils and parents who
take peculiar pleasure in criticising the
methods of teachers, but my experience has
taught me that those who know least about
rule and system, as applied to good teaching,
are always the most cavilous The teacher,
/ repeat, must educate such captious spirits
in the meaning, purpose and benefits of
order and rule, or they will pursue their
obstructive policy to the utter overthrow
Of his authority.
The great mistake made by discipline
rians, and many others whose duty it is to
execute law, is the false conception enter
tanned concerning its purpose and province.
Constant menace and frequent threats
make the governed FESTIVE, resentful and
daring: therefore law should not be forever
paraded before the eyes of students, as if
it prided in its ability to punish, nor should
it be explained to them as power to be
constantly held over their heads like the
sword Of Damocles, ready to fall with ven
geanee and overwhelm the offender; but
should, on the contrary, be presented as
rule of conduct, a plan of operation, safe
guard to quietude; in word, as the great
protector Of the best and highest interests
of all, and a terror only to the vicious, the
idle and the voluntarily disobedient.
Some teachers use rules as the teamster
uses the ox-goad- an instrument Of tor
ture to spur and drive pupils to their tasks,
forgetting that some animals are not brutes,
and can be led more easily than driUen.
Such teachers justly fall under Shakes
peares delineation Of ssMan, proud man
dressed in a little brief authority; most
ignorant of what he's most assured, and
certainly need instruction in the great I'M
DERIVING principles of the true executive
function | have known many who would
have been passable teachers if they could
have governed; but | have known many
more who would have been good disciple
narians if they had known how to teach.
Or, to explain, I mean simply this "a
school that is well Instructed is well disci-
Dlined, or, as Hiram circuit says, "A good
disciplinarian must be a good teacher; for
correct teaching is one mode of discipline.
The teacher should deal very carefully
and judiciously with spirit of criticism as
to his methods on the part of pupils; they,
as before remarked, cannot and must not
be expected to look at laws and methods
through the teachers eyes. This spirit
sometimes manifests itself in look, a tone,
a gesture, and sometimes even in open re-
sistauce or rebellion A critical, captious
boy or girl in the schoolroom is a riot in
embryo, and should be restrained, directed
and educated. If corporal punishment
becomes necessary, guard carefully the
spirit with which it is administered. The
object of punishment must not be to satisfy
the vengeance Of the master, but to vindi-
cate violated law and establish its suprem-
acy. Blows or reproofs given with vindic-
tiveness serve but to enrage and arouse the
slumbering elements of resistance in boys
nature
The punishment may be a temporary
physical victory, but it is far from being a
moral or intellectual one, which are the
only victories worth gaining. The teacher
must possess no small amount of moral
courage There are ether places than
battIe-felds that require bravery, and the
schoolroom is one of them. 1t is true the
conflicts Of the educator are bloodless, but
they demand for their waging and winning
the utmost self-command, the most crucial
tests of patience, the sacrifice of the best
nerve power, and the employment Of tactics
so intricate that Sherman OF a Lee would
be lost in their mazes.
| should be panied to pen thought that
would discourage any man or woman who
desires to become expert in the art of dis
cipline, but after an experience of twelve
years am ready to testify to the magni-
tude of the task any one essays when he
starts out to win place among skillful and
successful disciplinarians. My aim has
been to discover, if possible, the mystery of
the art, but find myself yet very igno-
rant searcher for the coveted secret that
viii enable me at all times to say and do
just the right thing, and to apply always
Just such discipline as is suitable to the
ease; yet ii faithful. perseycriug study of
tn demands III the teachers lie and work,
will reveal many traits III Che natures Of the
young OF which he as their instructor, can
take advantage, and thus make the gov
erned the instruments in his hands of their
own government and direction. Let every
teacher use wisely the mighty forces he
has at command in himself and in his pupils,
and by skillful combination of these in
strumentalities he will become master of
one of the most intricate and difficult
problems of the age.
iStecdrtsto,ca Acadeny, Pa.