The Democratic advocate. [volume] (Westminster, Md.) 1865-1972, 1885-02-07
SCHOOL DISCIPLINE.
Written for the Democratic Advocate.
BY c. T. WRIGHT.

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attention, or IS fraught with more vital
importance to communities, states, and even
the nation at large, than the mental culture
and development Of the young.
The vocation of teaching is no longer a
mental and INDECENT condition Of toll I'M
recompensed, or of devotion to duty un-
noticed and unappreciated, but an honorable
and honored profession, requiring and
commanding the highest talent. The de-
mand for an intelligent and higher culture
has dignifed and elevated the labor that
gives the desired instruction, and the
schoolroom, instead of being, as in years
past, the scene of daily struggles between
teacher (?) and pupil for mere physical
mastery, has risen to the higher and
grander position of giving place for the
mutual efforts of student and helper; of
clear-headed, kind-hearted leader, and
willing (if not eager) follower.
It is not, however, the purpose of this
article TO assume that the teaching profess
sion has reached its highest ground.
There has, it is true, been great stride
forward. and higher conception gained
of the art; but there is yet much to learn,
much to correct, much TO accomplish in
the all-important field of discipline, and its
associate department Of giving instruction.
Few teachers, comparatively, have dis
covered the true secret Of successful dis
cipline, for it is indeed secret, and one
well worth learning. do not pretend to
have fully fathomed it, yet experience, and
close observation of students, teachers and
methods, have taught me some of its les
sons and led me into some of its mysteries.
Many Of those whom | address are
teachers of long experience; others are just
entering the ranks, and the first day will
be initiation day, and well remember it
as day Of awkwardness, of trial, of anx-
iety.
To begin with the GOODNESS and self-pos
session and tact of an old teacher is impos-
sible: the training Of no school can render
it possible. As well try to become an ex-
pert pianist by mastering only the theory
of music, without touching the keys, as to
attempt to become, without actual teaching,
the successful manager of a Wide-awake
class of boys and girls, who have outwitted,
possibly, half score of teachers before
you.
The lessons Of the teacher are often
severe, but he must learn them, or suffer
the penalty of failure to grasp them as
they are presented to him.
First in the long catalogue Of disciple
narians virtues must be mentioned the
pswer of seLEgovernment; this involves
GOODNESS, frmness and patience. A teacher
mast not lose his self possession if he does
not wish to lose his power to command, and
his power to inspire respect and obedience.
The days of purely physical government
are numbered; it viii no longer be tolerated
by authorities, parents or pupils; conse-
auently another kind of discipline must
take its place; a mental and moral force
must be substituted, a force that OPP
crates not by the wrath of the master,
poured out through the end of rod upon
the flinching back and cringing form OF the
angered and Inundated offender, but a
force that appeals to the honor, the intelli-
pence. the heart of the pupil. I do not
discourage sternness, for there arise occa-
sions which render it necessary to good
diseipline for the teacher to meet idleness,
disorder or insolence with scathing rebuke;
to take position from which no power, no
consideration can move him. The pupils
that cannot be disciplined by judicious
and delicate union of kindness and frmness
are rare indeed, but there are fen OF
those iron wills and turbulent, seditious
natures that at times must feel the hard,
unyielding pressure Of authority before
they viii learn obedience A parent that
viii use the rod with vigor at home, often
cries ssoutrage p if the teacher uses it with
no greater severity at school This out
cry should, however, be no criterion for the
teacher. l do not advocate the use OF the
rod. vet [ think there are cases in which 1t
is beneficial. IF used at all it should be
used very judiciously. Expulsion, after
temporary suspension, is, | think, the best
remedy, whenever pupils are old enough to
comprehend its meaning and the disgrace
it entails.
Let a teacher, however, convince his
Dupils that the rules Of his school will, if
necessary, be rigidly, though kindly, en-
forced, and few occasions will ARISE for Sc
we're or extreme penaltles'
The teacher should enter his school-room
with his mind prepared to teach, not to act
the policeman or detective; for if the school
once discover that he is prepared to give
half his time to watching and ferreting and
Furnishing, they will see that his time is
well occupied.
Let the pupils feel that they are to keep
the order while the teacher does the teach
ing: that they are at school to receive in
str1ction. and that no time must be lost to
them or the teacher in police work.
To insure this, the teacher must watch
himself very carefully and study infinitely
the effects of his own bearing upon his
pupils. He must know, sooner or later,
that he makes no movement, shows no ele-
ment of power, or betrays no weakness in
the schoolroom that escapes the lynx eyes
constantly watching him for the detection
of any and all symptoms he may display.
Especially is any acedkness of the teacher
detected; therefore, he must be strong
strong in character, in demeanor, in look,
with kindness always visible through what
ever mask he is obliged, for the time, to
throw over himself. The teacher must be
quiet-not too quiet to impart instruction
but free from all excitement, Impotence
aud buster, for all these viii be initiated
invoIuntarily often purposely by the
students. The schoolroom should be a
scene of activity and life, but not of con,
fusion and boisterousness. Every good
and thorough teacher suppresses all this by
the calmness and dignity of his own move,
ments.
Every teacher should keep well in mind
the fact that he is not the only good one
and upon taking charge of new school,
should be careful not to condemn or crit
else the methods of his predecessor, or he
will at the very start raise a barrier be
tween himself and his pupils, that will be
difficult to break down, and the more
readily will this barrier be raised if that
predecessor was popular. 1t is easy to fol
low poor and unpopular teacher, but diff.
fcult indeed to succeed acceptably skillful
and popular one. He who in teaching
pretends to know everything will have need
to beware Of traps set for his capture. Nc
teacher should be SO silly, but should rather
have it understood that the work in hand