The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1886-12-09
DISCIPLINE as a FACTOR IN EDUcA-
TON

The work of the school may be divided
into two parts-instructio and discipline.
Instruction consists in imparting knowl-
edge which shall produce intellectual
strength and culture. Discipline in-
cludes things which secure order in the
school, and the forces which tend to de-
velop and awaken the moral nature Of
the young. An end Of school discipline
is'order, but this is the least important Of
lis ends. It compreheads the purposes
of forming character and shaping life.
Discipline has been looked upon rather
as a means than as an end. This is par
TALLY correct, but it stops at the very be-
ginning. The child does not attend
School for anything more than to receive
training. Discipline is not only help
er, but has an end of its own, independ-
ent of all others. Instruction seeks food
for the intellect; discipline looks toward
the forces which control the feelings and
the will. Discipline searches out mo-
tives, looks down into the human heart
to find most of its springs of action.
Discipline demands character fully
formed. Instruction makes scholars,
discipline develops men in this particn-
lar sense the subject is to be treated 1t
may be divided into the Discipline of
Force, the Discipline of Tact, the Dis
cipline of Sequence, and the Discipline
of Conscience.
IF in school, order alone be tho ond,
the best way to secure i: is by means Of
force. By this teacher can compel
pupils to remain silent, quiet will reign
supreme, and all disorderly conduct and
childish mi.th may be banished. This
influence may reach the playground, and
all the exuberance of youthful spirits
can be crushed out.
Often school committees want man
who can govern school whether be can
teach or not; their idea OF: schoolmas-
ter is that of one possessing strength and
courage; but of that moral power which
governs with look they have no idea,
but think that the government of force
is easily administered and the teacher
with rod and ferule should have no diff
Guilty. This is the time sanctioned meth
Cd Of governing schools. 1t was common
in Greece and Rome, and King Solomon
thought it wise precaution in bringing
up the children in Judea, and in this
country whippings have been in use as q
means of punishment. An investigation
made recently by school board revealed
the fact that teacher had been whip
ping for such offences as whispering,
looking of the book, misspslling words,
not standing in line, not folding arms,
making faces, shuifling feet, and throw
ing paper balls.
This whole system of bodily punish
ment and torture is unnecessary, arbitra-
ry, and demoralizing and the order Sc
cured by its means is too often at the
sacrifice of what is best and noblest in
the child. And yet the young must be
taught to be orderly; their success in
life and the well.beiDg of society de-
mand it. If to spare the rod is to spoil
the child, it should not be spared; but
the true teacher knows that such altera.
tive is unnecessary. His pupils obey
him through love and not fear. The
worst that is in boys will yield more
readily TO kindness than TO the hardening
influence Of punishment.
The Discipline Of Tact is that which
preserves order and promotes moral
growth among pupils, 1t substitutes
strategy for force. Order in the school.
room teaches lessons Of order. Plenty of
wor,:: is the panacea for the breaking Of
school room laws. Skill on the part Of
the teacher, willingness to do his duty,
and love for the children render whip
ping almost unnecessary.
What is to bo thought cf the moral
effect CT the school discipline ,::hich
whips child for breaking 81 pane Of
glass, upsetting az inkstapd, OF coming
late to school. Did you ever know an
instance in which by bodily torture 9
lazy by was made industrious, OF q
mean boy good bog?
The time has come FOR auch a form of
t;iac:, line as shall free it froI; its s.bitrary
character and make ii more il accord
ance with our ideas Ct justice. When q
boy has placed pane of glass in a
broken window, and repaired any dam
age lba. he has wrought, he has done
about eli! that should be required of him.
\. pupil who plays On the way to school
may be denied the privileges Of playing
at recess; one who is idle may be made
10 work while his mates are at play the
habit of bad language may be broken up
if the pupil be isolated from his fellows.
The advantage of the Discipline OF
Consequences is beyond comparison. Il
enables the teacher to remove his per
sonality. Instead Of 4 monarch, govern.
ing according to his own will, he becciaes
Judge, and governor according to law.
Tic discipline OF force lives behind q
| feeling of resentment. Il would not be
difficult to awaken spirit of revenge
against an arbitrary and tyrannical
master.
The Discipline of tho Conscience is
The most difficult part o the teacher 3