Saint Mary's beacon. [volume] (Leonard Town, Md.) 1867-1983, 1900-06-14
written for the Beacon.)
School Lisoipline.

Scnool discipline.
SO essentially do l hold good school discl-
pine to be that really do believe al meth
DDS and efforts to teach will fail without It.
The teacher who undertakes to teach without
regard to good discipline Isl blank. Myschool-
room experience is that II Is not imparting Of
the sciences which causes the greatest strain
upon the teachers energies, but his Efforts to
govern with view to right discipline. think
there is such thing as trying TO govern too
much, especially by incessant talking, or try
ing to govern bY the tongue. This habit is too
apt to be acquired By new beginners from be-
ing naturally prone to much talking. The
habit of over much is soon gotten into This
often proves disadvantage to the school.
have often heard an experienced teacher say
that he had much rather teach six months
than to govern one.
To this teacher, to keep a school well disc-
plined, was no easy task, so keenly did he feel
the weghty responsibility. Discipline is the
first requisite that will claim our attention on
entering upon the profession Of teaching and
Ia an all important one. IL lies ut the founda-
ton of our labors, and unless We have right
views and adopt right measures on this point,
as have said before, Il win be useless for us
to hope for success IN teaching; for without
true discipline there can be no successful
teaching. One may be able 10 govern aschool
and yet not competent to teach the same; but
he cannot In the truest sense teach school
without he has the power to govern il. True
teaching implies correct discipline,
We should enter our schools with cheerful
look, in order that our indications may point
TO the direction that shows our hearts are in
our work All our words should be but the
kindly expressions Of friendly feeling add
good intentions. No frowns should cloud our
brow. Even all may not ut the outset be just
as we might wish It, Perfect discipline can
not be established 10 day, yet we should aim
to secure II gradually and surely. II seems 10
me this will be asked "what do you mean by
perfect discplincfN do not consider Il 20
consist In rigid and upright position, ia exact
and undertaking movements nor IN cOnstruin-
cd tasks. ! consider that sahooi ia good state
Of discipline in which the pupils attend 30 an
their duties, perform ail their movements aud
regard all the requirements of the school with
! cheerful alacrIty aud with an evident and con-
slant dcsire 10 cooperate with the teacher,
studiously and pleasantly rcfralntnR from pv-
| cry act viii III may tend 20 disturb tho teacher
on the school. ] consider school judciously
| governed whore order prevails. whore the
strictcst sense of propnoty Is manifested hy
the pupils towards tho ioaeeer uud towards
each other; where they are an busily employ.
cd In the appropriate duties Of the echooi-rcUm
and whore they seem 20 bo under thoiulueuce
| OF the teacher as a leader ana n"' 49, @ dIifor.
| The best governed arc those who seem % DC
ungoycrnod save by the inward debirc 70 DO
| right. As ] have said before 80 wa .ish 10
| succeed, We must net attempt % govern too
| much, Tor tho best di-clpiiuhflans are thNse
| who govern without apparently s'ripluE i'
| govern at all
| Unless we can exercise q good degree "i self
! government we can hardly expect to govern
| others. IL viii not WWayr o' ah 'nsy matter
FOR ~ tocEhibit perfect control over ourselves,
bat we should, az least, aim 20 do sn, sud 80 we
| eau succeed IN o governing our own Ic'lnFNn ne
| never TO appear angry or annoyed VIC wa linH
| no difficulty .n governing our pupils
| J 40 not moan Tint We shgIlh p" tufiit'y re-
| g&TdlCHs ul tho conduct OF oar pupils, but
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