The Forrest City times., 1894-03-30
Contributed to the Times by B. P. Sisk.
 SCHOOL DISCIPLINE.

T
 SCHOOL DISCIPLINE.
 Read Before the Teachers Institute.
 March, 1894.
 The word discipline is comprehensive and contains volumes of thought. In the general acceptaton of the word it signifies due subordination to authority, but which is very contracted and unfinished defi- hilton. The subject under discussion, however, may aptly be defined as follows :: education, thorough instruction, cultiva- ton and improvement, comprehendmg in- struction in arts, sciences, correct senti- ments, morals and manners and due sub- ordination to authority. By education we mean development, a mental growth. a training of the mind to think for itself. together with power to control every inn pulse or emotion of the being and dispo- sition so to do, thereby meeting profession al requirements. Being thus endowed. and with sufficient store of facts. the teacher is fitted to grace his profession and is equipped for giving thorough in- struction. In all Iife's avocations the ele- ment of thoroughness is requisite to achievement and success. Every teacher should realize the truth in this; that not only his knowledge but his work may be as thorough as he can possibly make it.
 In the busting activity around us we very frequently hear the cry, nothing but the practical" How erroneous the same. Superficial knowledge is not prac- tical, but is burden to the mind. fail ure, and is not adopted to the needs of our age. Mental development. '.broad and deep" is truly practical. Therefore. to be practical. We must be thorough. Some teachers seem too anxious to take the put pills through their books as soon as pOssi- ble" By so doing they will have accom- pushed but little in the end. How fruit less such labor.
 The teacher should be student. He should have clearly before his mind the subject he is to teach. Hence, broad in- vestigation is very necessary that his store of facts may be plenteous and his ''men- tai vision" robust.
 By cultivation, the young mind is made capable of compreh-nding instruction in arts and sciences. and is adorned with pure and lofty sentiments, good morals and manners, thereby forming symetric good character, the grandest accomplish meut in life.
 Too much care and discretion can not be used in the exercise of authority by whomsoever held. In the school room
 
 that government in schools is the greatest condition of success. Therefore since government is the greatest condition. it is of very great importance. Then, this be- ing true, If we err in our ideas vf discip- line" we injure all efforts at educating. thoroughly. We should. therefore. study the character of our ideas, and see that they are based on good logic and compre- bend good discipline. This argument be- ing true, the teacher should be master of himself i 6 of good morals, of discretion, cultured, and possessing superior judge ment. He should realize in the fullest sense tlie relations surrounding him; know ing we'll and approaching the responsibil- ities resting upon him.
 PRACTICAL WORK.
 The teacher should first secure the love and respect of his pupils, together with the cooperation of the parents and com munity at large. This being accomplished lis task is half finished. He should gov ern his pupils, if possible, by Kindness and appeals to their senses of right. avoid ing corporal punishment when possible, yet being positive and holding strict rule. By keeping the pupil interested you may claim his attention, and by so doing, pre- serve discipline.
 While government is the greatest con- ditiOn of success in schools, interest is the greatest condition Of success in govern ment; this being true, no effort, on the part of the teacher. to secure interest and perfect attention should be wth-held. It is notfoften possible to secure the atten- ton of your pupils by demanding it as a right, or by entreating it as favor; nei ther by urging upon them the importance of the subject. The real attention must always be founded on the facts that you have something 10 say that is worth the childs hearing and that you can say it in such manner that he shall feel it to be worth hearing. In this is expressed, briefly, our ideas of the science of school discipline and the prime methods of pre- serving order. B. F. SIsK.
 New Castle, Ark.