Chapter VI: Part FOUR: Fundamental Principles in Discipline (1)

Before entering into the discussion of the fundamental principles underlying discipline, it will be well to explode the erroneous notion that too many teachers hold: namely, that general principles of discipline are not broadly applicable. To illustrate, recently a certain magazine made the announcement that a notable educator was writing a course in child training. To this, one of those all-wise pessimists replied that the educator would have to write just as many courses as there were children, assuming that each child is a totally different entity and what can be used in the training of one child cannot possibly be employed in the education of another. Such an assumption is unsound, unfounded and absurd. In the following pages the writer proposes to prove the fallacy of such a notion.

Various Dispositions

Again and again it may be heard that should a school have twenty-five pupils, there would be twenty-five different dispositions to handle and that what might be used in disciplining one child could not be used in disciplining another. No one wishes to gainsay that there are as many different dispositions as there are individuals, but these different dispositions will all undoubtedly respond to the great fundamental laws underlying discipline. To attempt to deny the operation and general effectiveness of fundamental principles in discipline would be an attempt to overthrow a bulwark of accumulated evidence of the past. Principles that are fundamental, not alone in discipline, but in every activity, have operated in unmistakable surety since the dawn of history. To deny this would only tend to weaken one’s faith in principles that when properly applied have always overcome the most stubborn problems in discipline.

Small minds often find it impossible to collect useful knowledge into general statements. They prefer to settle each difficulty by reference to a similar former experience. On the other hand one who profits largely from his experience is able finally to draw broad conclusions which he can use in widely different situations.

This power of generalization makes easy the comparison of experiences of teachers and so skill in disciplinary matters multiplies itself at every opportunity for the exchange of ideas.

A number of careful observations made in the school-room will sustain the assertion that any fundamental principle will certainly become applicable to the mass of individuals. It is a universal law that a fundamental principle of psychological import works toward the same end in every normal individual. Several years ago a principal in a large high school made the following observations. One of his teachers was keenly sensitive to all the little faults of the pupils. Seven of the boys and five of the girls had been reported by her to the principal for various offenses. Each of the twelve pupils portrayed entirely different characteristics. Their offenses too were entirely different as well as their motives. Here was a plain case of twelve different dispositions, which no one would attempt to ignore, but quite naturally, the teacher did not use twelve different methods of procedure; she had a feeling of distrust toward all of these pupils. She did not openly show it, but before the school closed there was an open rupture between those pupils and the teacher—they hated her—why? They could hardly tell. It was due to her attitude of distrust. This evil was not openly at work (except to a keen observer) but silently, it operated upon twelve different dispositions in the same way—all to one end.

In the same school and at the same time, labored another teacher who reported the same boys and girls, but her reports were followed up by a deep love toward and helpful trust in those boys and girls. She did not tell them that she trusted and loved them. The principle accomplished its mission silently—as is always the case. These boys and girls, without knowing why, came to love, respect and obey this teacher. She did not use different methods on the different dispositions, but in silence a fundamental principle at work, won for her the admiration of all her pupils. She was a successful disciplinarian. She skillfully applied fundamental principles, and it is needless to add that no serious outbreaks against discipline ever occurred under her management. It is all too true that the failure to understand fundamental principles in discipline is the certain cause of perplexing problems that will suggest “so-called” different methods for different dispositions.

Broad underlying principles in discipline are safe and the teacher who would seek skill in school management will ground himself in these broad underlying principles—principles that have been effective through countless decades of successful school management. It is an axiom that the teacher who fails to use the fundamental principles of confidence will have many examples of distrust. The teacher who persists in fault finding will always have sufficient material upon which to exercise his fault finding impulse. The teacher who is constantly expecting trouble will soon be rewarded; while on the other hand, the teacher who has an abiding faith in his pupils and himself does not expect real antagonism—true to the universal law, never meets an insoluble problem in school-room discipline. The teacher who displays a deep interest in his work and an interest in the work and welfare of his pupils, will have an industrious school; he will not need to lecture to his pupils about the necessity of diligence; they will show their zeal by doing the work assigned. It is “catching” from the teacher who has an interest and works upon the principle that it is necessary for a teacher, _first_, to enjoy doing school work well before the pupils can be expected to do likewise. No one denies that trust will beget trust, confidence will beget confidence, good-will will beget good-will and affection will beget affection. The opposite is likewise true, hate will beget hate, distrust will beget distrust, suspicion will beget suspicion, and fault finding will beget dissatisfaction. From the foregoing, it may be assumed that the most skeptical must be convinced concerning the broad and effective application of general principles. In this connection, it is well to remember, that fundamental principles can not apply themselves, the teacher is the agent that must apply the principles and adjust the laws to every given case.

The Principle of Suggestion

The principle of suggestion will be given the first consideration, not because it is more important than any of the fundamental principle in discipline, but because it is so obviously and vitally correlated with all others. At the very outset it is a truth that cannot be overlooked that the teacher’s very life is a silent suggestive stimulus. In fact all the other principles would lose their effectiveness to a great extent were not the principle of suggestion interwoven in their operations. For example, the teacher has occasion to use the principle of approval. In it the principle of suggestion is involved. The teacher approves of a pupil’s behavior, immediately there is suggested to the pupil the idea of future good behavior for the sake of approval, and furthermore because it means better class-standing. The operation of the principle can even effect other than direct results. A pupil or a number of pupils, who were indifferent regarding this special point of good behavior, indeed, who may have been misbehaving at the time the other pupil was conducting himself so as to elicit approval from his teacher, will be affected by the approval. The principle of suggestion leads them to infer that they too can gain approbation for good behavior. Thus, the principle operates in channels where the teacher may not have directly applied the principle.

The principle of suggestion can be defined or explained as the process by which associated ideas follow one another into consciousness. Sometimes it is explained simply as the association of ideas. It can be termed an intrusion into the mind of an idea; met with more or less opposition by the person; accepted uncritically at last; and realized unreflectively, almost automatically. Suggestion is always a stimulus to action. The proposed action may be external or internal, a movement or an attitude. A suggestion can never refer to a mere idea. If a mere notion is aroused in the mind it is not suggestion; it becomes such if an impulse to act is aroused. This impulse may be suppressed or it may ripen into action. One idea in the mind or consciousness recalls another and so on, a chain of ideas may pass through consciousness, one suggesting the other. Quite often the last idea is very unlike the first in content, and yet if the suggestion is strong action results. “A supply of ideas of the various movements that are possible, left in the memory by experiences of their involuntary performance, is thus the first prerequisite of the voluntary life.”[13]

Henry R. Pattengill, the great Michigan educator and editor, recalls that when a small boy in his log-cabin forest home, his father brought an ax into the house one cold winter morning. As the father laid the ax on the floor beside the fireplace, he said to the children, “Don’t touch that ax or your fingers will stick fast.” Then he left the room. He had unconsciously applied the principle of suggestion. No sooner was the door closed than Henry revolved this question in his mind, “Why will my fingers stick to the ax?” This suggested that he try for himself and see. The trial was made and the results were as the father had intimated, but the boy did not learn the true reason until years afterward.

Another illustration is in point. One of the best rural schools in a Western State had employed a new teacher. He was one of that class of teachers who believe that rules were necessary to cover every known misdemeanor that might happen during the school-year. After opening his school on the first day, he read his list of rules. The pupils had always been well-behaved and well-governed, but not unlike other children were buoyant with abundant life. Among his many rules was one that forbade any pupil to climb upon the woodhouse roof. The punishment for disobeying the rule was a whipping. He skillfully, but in the wrong place, applied the principle of suggestion. Many of the pupils had attended the school for six years and had never thought of climbing upon the woodhouse roof. The new teacher had given the suggestion. Great was his surprise when he walked into the back yard at recess and found every boy and several of the bolder girls on the woodshed roof. They had acted in accordance with the principle of suggestion and it was “up to him” to make good. His predestined punishment was next in order to meet this result of a never-failing operation of a fundamental principle. The most lamentable part of the affair was that the whipping was an impossibility with so large a number of pupils. The teacher was compelled to break one of his rules, which true to a fundamental principle was a suggestion to his pupils that he would break the others as well. It is needless to say that his discipline was of the poorest kind. He failed.

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Footnote 13:

Tracy, Psychology of Childhood, p. 95. Heath.

Rules

How many young teachers feel that it is very necessary to have a code of rules! They make themselves believe that it will display authority to begin their first school by reading a list of rules. No worse mistake could be made. By reading a list of rules they are showing a distrust in the boys and girls and thereby laying a foundation for future trouble. It is better to say nothing about order on the first day of school than to parade authority by setting forth rules. Authority and firmness can be far better indicated by beginning earnest work at once on the first day without any reference to rules. “Authority may compel because of its might, and often it must compel because of its responsibility; but the type of order that is most effective is that in which the fact of coercion is least in evidence. In the city and state, as in the school, the condition that is sought is a “fashion” of obeying the law and respecting the rights of others; and while the forces that can coerce must be made plainly evident to those who can be appealed to in no other way, the wise executive keeps them from constantly and irritatingly impinging upon public attention.”[14]

Do not emphasize the idea of authority in the pupils’ minds and your authority will not be forever put to the test. It is a wrong use of the principle of suggestion to exercise authority in a way that is still far too common among teachers. The average boy with good red blood in his veins tends to take the attitude of authority on the part of a teacher as a kind of challenge. The teacher who is constantly flaunting his authority will most assuredly have occasion to use it. The less authority shown the less need for it, is a safe rule to follow. It is bad policy to make rules for the government of a school, and then attach punishments of various kinds and degrees for the infringement of the rules. In governing a school, it is time enough to deal with a misdemeanor after it is committed. Often a certain rule against a certain misdemeanor encourages that act, thus operating in accordance with the principle of suggestion. To apply unvarying rules to varying conditions is a prolific source of error and confusion. No rule can be made to fit a case before it arises.

Suggestion is certainly nothing abnormal and exceptional. It does not lead us away from our ordinary life. Child life is a rich field into which suggestion may enter in a hundred different forms. The life of the family, education, law, business, politics, art, public life and religion are all dependent upon suggestion. Everywhere, at all times individuals are stimulated to actions by outside suggestion, that they would not perform, if they were to act upon their own impulses or reasons. Experience shows that different individuals have different degrees of suggestive power. Attendant circumstances have a great influence upon the power of suggestion. Individual characteristics differ widely as to the effect of suggestion.

In no field of activity is the principle of suggestion so powerful and useful as in the teachers profession. It will be well to deviate from the subject of suggestion to note that imitation plays a vital part in suggestion in the school-room. It must be remembered that imitation follows suggestion; it is a resultant of suggestion. The teacher who embodies every qualification that makes a true teacher will suggest the traits of his character to his pupils. They will as a natural sequence imitate them. Every trait of a noble character is important and deserves to be emulated by the child; the characteristics that make successful men and women in every activity of life are worthy of imitation. The greatest trait of character is morality, and it is the most vital of the teacher’s requisites. To the average pupil this trait in the teacher’s character will appeal. If the pupil’s moral life is near perfection, the teacher’s life will only aid in helping the pupil to maintain his standard. This may be termed an unconscious co-operation of the teacher with his pupil. Building a strong character is not an easy matter for the average pupil. He sees in his teacher those requisites which he wishes to incorporate in his own life; he must overcome his own weakness; when he does so, he is allowing the teacher’s worthy characteristics to suggest to his the possibility of incarnating them into his own life. This is neither co-operation or imitation merely, but suggestion. It is also true of the law of suggestion that if the teacher exhibits unworthy traits of character, these too will act as suggestions to the pupils. It need not be argued further that the teacher’s life is a powerful incentive to imitation through suggestion.

Suggestion as an agency for effective volition does not stop with those elements that build character. It reaches into the child’s life at every opening. His habits of work, of study, of play, and every physical, mental and spiritual process are largely influenced by the principle of suggestion. In fact, his first notions always come from some suggestion. His first ideas of play, of work, and of study come as ideas from some one else or from some outside source. The notion in itself, at first, is abstract, but becomes concrete and a part of the child when he allows the suggestion of the notion to cause him to act so as to make the notion a reality and a part of his life.

One of the most powerful agencies for suggestion is the school community itself. The principal of a school had the pleasure of transferring his pupils to a new building, erected at a cost of more than sixty thousand dollars. He resolutely set his mind to the task of preserving the property from defacement.

In the old building a succession of teachers and pupils had allowed to grow up the custom of grossly injuring both the structure proper and the equipment as well. Both in public and in private he judiciously drew the picture of the contrast between the appearances of the two buildings. At the proper moment on each occasion he asked the individual or the school as a whole, as the case might be, if the preservation of the new building in its perfect condition was desirable: “Do you want to keep the new school house fresh and in perfect order as long as possible?”

The pupils in a large majority, of course, declared that that was their desire. The public sentiment soon became so strong that it entirely suppressed the few who otherwise would have continued the policy of defacing school property. There arose a community will among the pupils that made itself felt and held in easy control the unruly members of the school.

The teacher who fails to make use of this agency for suggesting courses of action to his pupils is neglecting a powerful force in the management of his school. Suggestions are rapidly transferred from pupil to pupil; a proper choice of the occasion is necessary; a careful balancing of diverse elements in the school group must be achieved; a variety of appeals to meet differences in dispositions is required; a knowledge of these guiding facts can not but make the plan of community suggestion a feasible and in fact a necessary instrument in school management.

“The best disciplined school that the writer has ever seen was under the charge of a principal who had worked for six years to make the collective will of the pupil-body give its sanctions to good order, courteous behavior, and aggressive effort. Interest in school work and co-operation with the teachers had become distinct fashions. So powerful was the force thus generated and directed that the superintendent not infrequently transferred to this school pupils who had got beyond control in other schools of the city.”[15]

Since suggestion is by nature a stimulus to action it may be well to urge that all attempts to use suggestion as a disciplinary measure should be moulded by some specific plan of action for the pupil.

If the teacher attempts to direct merely the attitudes or feelings of the pupil he will often fail in the use of suggestion. Every person whether child or adult has far more interest in activity than in inaction. Even rest is always considered a preparation for further activity.

Activity may be of two kinds: work and play. Suggestion may be used in both. Madame Montessori says: “The first dawning of real discipline comes through work.”[16] The fascination of a piece of work even in the kindergarten will fix attention, inspire persistence and in countless ways actually direct the impulses of the child. Discipline through work is the most ready and appropriate agency for the moral training of all, both young and old.

The teacher who understands the disciplinary resources of the school tasks is a competent teacher and disciplinarian. The more completely the discipline of the school is fused with the established school program of activity the better will be the results reached.

Play is a part of the recognized outline of school functions. It is second only to work as an educative instrument. All that may be said of the wise use of suggestion in work may be repeated with slight modifications in respect to play. The teacher must give as much wise thought to the suggestive features of play as to any other element in school life.

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Footnote 14:

Bagley, op. cit., p. 132.

Footnote 15:

Bagley, op. cit. p. 5.

Footnote 16:

The Montessori Method, p. 350. Stokes.

The Principle of Leading Suggestion

Some years ago a young country teacher called upon one of his city friends late one winter afternoon. Just as the teacher was leaving his friend’s home, the conversation turned to a topic that was very interesting to both, but the teacher had three miles to walk into the country and knew that he could not tarry to finish the conversation. However, he asked his friend to walk with him from the house to the first telephone post so that they might carry on their conversation. The friend knew that supper would be ready in a few minutes but the suggestion to walk so small a distance from his home in order to carry on an interesting conversation was appealing and he yielded to the teacher’s wish. Upon reaching the telephone post the conversation had grown more interesting instead of reaching an end, so the teacher suggested that his friend walk two blocks further with him to a certain school building. The friend acted upon the suggestion, but upon reaching the school building the conversation had reached a greater point of interest and was in no way near completion. Both were deeply interested. The teacher made the suggestion that his friend walk to a certain bridge with him. Again the friend acted upon the suggestion. So, on they journeyed until the friend discovered that he had walked half of the way from his home to the teacher’s home, besides forgetting all about his supper. No one will doubt that had the teacher asked his friend to walk half way to his home with him just as they left the house, he would not have succeeded in inducing him to do so, even by the use of most persistent persuasion. But he succeeded in taking his friend with him by suggesting a little part of the journey at a time. He had used a principle that for the want of a better name will be called the Principle of Leading Suggestion.

However, it is not a matter of the name of the principle, but the principle itself and its application that interests the teacher. How many teachers have failed to lead pupils to do what they have asked them to do, all because the imposed task appeared to be too hard. This same task could have been readily accomplished had the teacher divided it into inviting portions and requested the pupil to do just one part at a time. In this case the whole task should not be discussed at first. At no time in the journey described above did the friend think but that the small distance suggested would be the last part of the journey and at the end of it he would turn homeward.

The teacher discovers among his pupils a boy who dislikes to read. The teacher knows the boy’s likes and dislikes and is sure that certain books would interest him, but to ask the boy to read an entire book would only mean to further discourage him as to the reading habit. Hence, the teacher asks the boy to read the first chapter on a certain day for a specific purpose which he frankly makes known to the boy. A few days may elapse before the teacher asks the boy to read the second chapter with some other aim in view, perhaps. Thus the teacher labors until the boy has read the book. In most cases the boy will announce that he read on ahead of the teacher’s assignment and will ask for another book “just like this one.” He has broken the ice and by a wise choice of books on the part of the teacher, he may become an enthusiastic reader.

The teacher with a keen insight will see no limit to the number of results that may be obtained by the use of leading suggestion. In the primary grades it can be made a very effective tool for advancing the child’s interests. The stubborn and willful child will respond readily to this principle and may thus be cured of his habit of obstinacy. This principle can be applied to advance the interests of children as well as to cure traits of disposition that are not desirable. The teacher who wishes to accomplish results along these lines will carefully study the dispositions of pupils; and further, watch for every advantage whereby he may tactfully apply the principle of leading suggestion for the furtherance of effective work.

Imitation

Reference has been made to imitation as being closely connected with suggestion. Its further discussion is in place here. Aristotle said, “Man is the most imitative of animals, and makes his first steps in learning by the aid of imitation.” The thought has a broader application. The first steps in all of the child’s activities are made because of imitation. The first phase in the gaining of power and facility in action is imitation of the action of another. It is highly important for the teacher to remember, in attempting to direct boys and girls, that all are imitators of those whom they admire. Men have been described as the composite of all those who have directly or indirectly made some impress upon their lives. Too great care cannot be exercised as to the kind of associations and friendships pupils make, as each contact will leave its effect upon them for good or for evil. The teacher is the most important associate and friend of many, many pupils; consequently, it is of the utmost importance that his life conform to the best standards of character. Imitation is an inborn disposition which is not learned but precedes learning. In fact, it is a means employed in learning. By using both imitation and suggestion properly, the teacher will have a device that will go a great way toward his success in discipline.

In another volume entitled “Applied Methods,” a book which gives the practical applications of our fundamental principles—the principle of suggestion will be applied to various school-room difficulties. The application will be made in such a manner that the teacher can easily understand its use to best advantage in his own problems of discipline. All other fundamental principles discussed will be shown in their practical applications. This will leave no doubt in the teacher’s mind as to the use of fundamental principles in school-room problems.

The Principle of Approval

The next principle under consideration is the principle of approval. The desire for approval appears early in childhood, and continues through life. It acts both as a restraint and as an impulse, and is often an active principle in human conduct. No true child is insensible to the good opinions of his classmates or to the commendation of his teacher. It has been wisely said, “A young man is not far from ruin when he can say with honesty, ‘I don’t care what others think about me.’” He has lost a needed check against evil and a beneficent impulse toward right action.

Just how far the application of the principle of approval may justly extend in school-room discipline, does not occur to the average teacher. It is very safe to assume that the principle of approval rightly used would be an effective preventative of three-fourths of the perplexities that harass the teacher in the school-room. The usual process of dealing with a fault, is to aggravate it by constant reference to it. This is wrong. But the teacher replies, “How can a fault be removed except the child be constantly reminded of its existence, and also reminded of the corrective?” The teacher, too, may add that reminding the pupil of his fault is not disapproval, unless it be done in a fault finding manner. That may all be very true. But the principle of approval can affect the cure. The following incident well illustrates the point.

Some years ago there lived in one of the coast towns of Maine, a big-hearted seaman, who was considerably worried about his only son’s stoop shoulders. In the kindliest manner possible, he had reminded his son almost daily, that he should throw back his shoulders. The son understood his father’s kindness and interest in the matter and at no time felt that his father was finding fault with him. However, the boy continued to be stoop shouldered. An uncle happened into the house one day for a visit of several weeks. The uncle was soon annoyed by the constancy and utter uselessness of the father’s corrective for his son’s stoop shoulders. The uncle called the father aside and asked him if he would not allow him to make an attempt at correcting the boy’s stoop shoulders. The father gladly agreed and also consented to have nothing whatever to do with the affair. He felt that he had done all he could and was unable to guess what method the uncle would pursue. The uncle very shrewdly saw a condition of the lad that he might approve and thereby he would be able to correct the stoop shoulders. The lad knew nothing of his uncle’s plan and for that reason responded the more readily, all unconscious of the process at work. On the following morning the father was amused to see the uncle give his son a jovial slap on the chest, and hear him remark, “Say, Tom, that is some chest.” No more was observed by the father for that day. But the day following, the uncle again slapped the boy on the chest, remarking, “I believe you will have a broader and fuller chest than I have;” at the same time displaying his chest well filled out. Casual remarks of this kind were dropped at opportune times. Tom’s chest expanded until the stoop shoulders disappeared. The cure was effective. The boy did not realize that a double effect would follow his breathing properly. Approval won where disapproval failed.

Many a teacher has ruined the best of his pupils by constantly finding fault with, or disapproving of their small faults and inabilities; while on the other hand many a prudent teacher has made a good pupil out of one who promised to be but a dullard by commending those small things which he could do, and entirely overlooking the things that he was unable to do. If attention was called to what he could not do well, it was only to offer some friendly assistance. It is a fact that must not be forgotten that any activity is made easier by its constant repetition. Thus, if the small things that the pupil can do are approved he naturally will work the harder and thereby gain strength, until he has become a master of himself accomplishing the most difficult tasks.

This principle is broadly applicable to all school-work. There is no child that cannot do something in every phase of school-work. This “something” the teacher should approve. It will without fail stimulate the child to the fullest use of his ability. The teacher should not ignore that which the child fails to accomplish; the task is often too difficult. Only such work should be assigned as can be done, and the necessary assistance should be given; by no means should disapproval be meted out. This plan followed conscientiously will improve the most backward child. The question may be asked, “What about the pupil who is indifferent or neglects to complete his work?” It is well to approve that which he _does_. If the teacher is sure the pupil is indifferent or negligent, the child should be told the truth about his work and have his attention called to his ability to do better work. To approve wisely and effectively does not mean to deceive.

In the matter of school-room discipline, the principle of approval is even more valuable than in school-room instruction. Everyone believes that no boy or girl is so depraved that some good traits can not be found. At some time they will manifest their kindlier natures and do those things which should elicit approval. Whenever such pupils do anything worth while it gives the teacher opportunity to use the word or look of approval. This will encourage them to repeat whatever elicits approval. It will increase the frequency of such acts and create a desire to do other things that are worth while. It is a time-honored saying that if all one’s time is taken up in doing good deeds, there will be no time left for evil deeds. This is no vague notion as to the child’s life. Whatever increases the time spent in doing things worth while will decrease the time left for worthlessness and idleness.

But what shall be done with those actions of the pupils that are annoying? They cannot be approved. Should they be disapproved? Yes. But with caution. Should the teacher find fault with the pupil on account of his misdemeanors? No, decidedly no. It is the province of the teacher to assist the children under his tuition. Their faults and misdemeanors should not be tools in the teacher’s hands to be used against them. Such a procedure would be a crime. Then how shall their faults and misdemeanors be treated?

The teacher who will succeed, will call the pupil who has annoyed him aside and in a business-like manner discuss the misdemeanor with the pupil. The teacher must not accuse the pupil but ask him for information; if the teacher has met his pupil in a kindly way, he will get the desired information; the teacher should admit anything in which he may have been at fault and then ask the pupil to admit his own fault. At this point the teacher should never express his opinion about the misdemeanor, before he has asked the pupil to give his own opinion about the action in controversy. With few exceptions the pupil will express himself correctly about the misdemeanor. The shrewd teacher will then agree with his pupil, and in an offhand way add any variance of opinion or give suggestions. If this method is followed by a teacher in a kindly but firm mood, the difficulty will have been dealt with in the correct manner. The fault will doubtless not be repeated by the pupil. And without fail the teacher will have another firm and true friend in this child.

While much importance is attached to the teacher’s correct use of the principle of approval, still more is demanded of him. The value of approval clearly depends upon its source—on the character of him who approves. The approval of the wicked or unscrupulous teacher is a snare. The approval of the wise and good teacher can never be valued too highly. A teacher must watch lest his pupils put approval before honor and duty. The motive which the teacher must seek to cultivate, is not a craving for unmerited praise and flattery, but a desire to merit approval; and, this involves no surrender of conscience or honor. This is a worthy motive, but it must be remembered that it can easily be submerged under pride and vanity.

The degree of satisfaction to the child resulting from approval depends upon his esteem for those who bestow it. The satisfaction that comes from approval of one’s equals, as classmates, is less than that which comes from one’s superiors, as parents or teachers. What has been said is sufficient to show that the teacher needs to be very careful in the use of approval as a disciplinary device. The one thing to be avoided is false praise or flattery. No weakness in the pupil is more easily aroused, or with more difficulty suppressed than vanity. The desire for praise, and especially public praise, grows on its own gratification; the more the child gets the more he wants. It is a good rule to speak ten words of commendation to one of censure; but the commendation should be sincere and honest and the censure kind and just. Finally, it may be concluded that whatever of good may come from the use of the principle of approval in discipline, depends in a large measure upon the teacher.

Encouragement

Broadly speaking, encouragement is involved in the principle of approval. Some years ago a young man (Mr. X) of marked ability but of such a temperament that he was easily discouraged, was prevented from teaching school by some crafty scheme of the county superintendent and others who were opposed to the young man. Mr. X was thoroughly prepared to teach and far worthier in character than the county superintendent and his accomplices. A friend of the applicant, chancing to be with him one evening in August just at sunset, took occasion in view of the beautiful sunset to tell the young man how much beauty there is in life. He explained that adversities, such as he had just experienced are only stepping stones to nobler efforts. He told him not to heed the discouragement, but go right on in his chosen work and success would crown his efforts; and that after all, life was so full of beauty that it would overshadow all difficulties. The young man and his friend parted. The friend had forgotten Mr. X and did not know of his whereabouts until one day a letter came to him from the young fellow. The following extract from the letter will explain how encouraging was the talk of a few years before. “I now have a good position in this city (the city was Akron, Ohio) and can also teach if I care to. I have often been discouraged, but remembered your talk and resolved upon this sentiment for myself: ‘There are two ways in life and if young men and women would consider these ways soberly and earnestly before moving onward they would choose the one which truth and reason tell them will lead to honor, success and happiness.’ You and I know the other way too well to need description. Life is not mean; it is grand. If it is mean to anyone he makes it so himself. God made it glorious. How much life means to every individual, words cannot explain. I have often been discouraged but I looked upon the bright side and went on.” There could be no more eloquent appeal for encouragement as a device in the hands of the serious teacher. Many are the times and opportunities when a teacher can speak an encouraging word and thereby send a life into a fuller realization of its worth.

Sometimes the best pupil in the school meets with adversities (and they will come to every individual ofttimes in life); they would overwhelm him were it not for an encouraging word from a thoughtful teacher. Every teacher should keenly realize that it is a part of his work, his actual _duty_ to lend encouragement to his pupils. If the lessons are hard, the teacher must encourage; if the pupil has fallen into one or more of the petty temptations that beset children on every side, the teacher must forgive and forget, and point out corrective measures, thereby reassuring him and if the pupil has failed the teacher must comfort him. It was Lowell who said, “Not failure, but low aim, is crime.” Every teacher can be a source of great good if he will wisely help and encourage where encouragement is needed. Such a teacher’s work will live long after he is gone, and he will be kindly remembered by many who are treading life’s pathways.

A few years ago a young man sought to enter Columbia University for his last year of college work, and discovered that he was quite deficient in language requirements. Just as he was about to leave the college and give up the fond hope of completing his education, he was accosted by a fraternity man, who was a stranger, but who soon made himself a friend and so encouraged and inspired the young student that he took double work and succeeded in finishing his college education. That young student is now a man occupying a useful and worthy place of trust in a large institution. The teacher who can encourage a pupil as the fraternity man reassured the young student, will have no trouble in discipline with that pupil. The pupil who has been saved from despair always has a warmth of feeling for the one who thus inspired him.

The Principle of Initiative in Co-operation

Speaking of the child, Arthur Holmes[17] says, “He is organic, living, developing. He cannot be kneaded like dough, nor hammered like iron, nor carved like marble, but he can be guided like a vine upon a trelis.”

This work of directing the life of a child is specially represented by some act which brings satisfaction to the pupil and so begins an interplay of personal forces that leads the pupil to have confidence in the teacher.

To mark off this kind of action we choose to name the principle involved in it, the Principle of Initiative in Co-operation.

Experience shows that no person can have the desired educative influence over a child unless it be by doing deeds that draw forth the child’s appreciation. The turn of affairs in the school depends on the teacher. He must choose and choose wisely if his control over the pupils is adequate. He must take the initiative in establishing good relations and in maintaining them.

In the discussion following, the term co-operation is used, but it is to be understood that the teacher thoughtfully takes the first step in all acts of co-operation, anticipating, of course, the pupils’ reactions to all of his acts of service.

There is no greater principle in discipline than that of co-operation. No other one is more potent among the teacher’s devices. But it is a fact, much to be regretted, that no principle is used less in the school-room. The fact is that a majority of teachers do not realize what disciplinary co-operation means. Its skillfull use as an instrument of government is unknown to them.

The inquiring teacher asks for an explanation of the principle of co-operation. It means a gratifying or yielding to a child’s wishes or desires. Or, it is a forbearance from restraint or control. It may be gratitude for a favor granted; no doubt some teachers need to “Learn the luxury of doing good.”

Leniency and tolerance are forms of co-operation. The term certainly denotes companionship in performing every school duty.

Co-operation requires mutual understanding and sympathy. Clearly demonstrated by Pestalozzi, this fundamental method of child management has found recent advocates in the founders of the Gary and Fairhope systems of instruction.

The question comes up at once, “Will not deviation from a uniform firmness which is implied in co-operation weaken discipline?” Upon close examination the opposite will be found to be true. It has been explained that the real end of discipline is self-control on the part of the child and further that self-control is the basal element in character.

Co-operation demands that we understand the nature of the child and enjoy giving him freedom, at the same time working with him, not over him.

The home or the school which manages children by the use of authority chiefly is not working toward the true object of discipline, but away from it. The child who is constantly governed, who has all his decisions formed by some one else, has all his motives influenced by a parent or teacher, in fact, his every activity controlled by another mind, will be weak in self-mastery. How can he learn to control himself if he is always under the will of another? Similar questions that will help the reader to understand might be asked. For example: how can a boy learn to swim if he is not allowed in the water? How can a girl learn to sew if she is not given sewing materials? Then is it not just as logical to ask: how can a child learn to control himself if he is not given the opportunity to learn? It is to be feared that too many teachers have had the wrong idea of discipline; namely, that it means to have a child constantly under restraint. That is erroneous. Neither discipline nor authority requires that. True discipline is that which directs the child to become a self-governing individual, so that when he leaves the school, he can go into the world and lead an efficient life. Happy is such a child, but unfortunate is the child who has been so much subjected to another that when he must face the realities of life he still needs a guiding hand.

The following incident is very much to the point. It is the story of two mothers. Each had a son who had reached his majority and was ready to step onto the threshold of the world. Said the one mother to the other, “I am so fearful for my boy when he gets into the world. I have controlled him so carefully, that when he can not have my oversight, I am sure he will go into wrong paths.” The other mother replied, “I am not at all concerned about my boy. I have kept close to the life of my son, helping him yet training him for independent action. I am confident that with his ability to control himself he need have no fears that the conflicts of life will overwhelm him. I am assured that he will succeed.” The latter mother had a true conception of discipline. The notion of discipline that the former mother had, is too prevalent among teachers. It is well worth repeating, that true discipline is the kind which trains the child to be self-governing.

Remember that any deviation from the routine of school discipline, any pleasure that may be granted, any offense that may be forgiven, any aid in performing a task that may be difficult, in short any service that shows your devotion to the child’s welfare may be considered co-operation.

The principle of co-operation when properly applied will very materially strengthen discipline. The boy or girl whose every activity is controlled is being robbed of the greatest gift that the school can give—self-control. “All seeming _suppression_ of impulses will be found to be based upon _expression_ of _other_ impulses, not upon sheer brute repression.”[18] Boys and girls must be compelled to make decisions for themselves. But some one will say, “In making their own decisions they may blunder and decide in the wrong way.” No permanent harm need result. Experience is the wisest of teachers. Children can not be taught in the school of every-day life until they enter into its experiences; and fortunate are they, when they enter, if they have been taught carefully the lessons of self-control by some prudent parent or teacher. It will make them stronger if they must help themselves over their own difficulties. This does not mean that the teacher must not have taught the principles of self-control. The real test of good teaching will come when the boys and girls are compelled to hold their own in the world.

Those who have read Myrtle Reed’s “The Master’s Violin,” will recall how Mrs. Irving never allowed her son, Lynn, to solve any of his own difficulties. Instead of co-operating with him she dominated him. She was his mind and bore his trials as well as all his joys and sorrows. He was often eager to dive into the world with all its temptations and perplexities, but she could not permit him to get away from her authority. She was not an unkind mother, but she was not a wise mother. When he desired to mingle with the street lads she would not indulge him lest he become contaminated. She restrained him from everything which to her seemed to forecast any danger. She could not tolerate that he should have boyhood fancies and passions. Instead of guiding him wisely through his boyhood problems, she laid the hand of restraint upon him. Her authority was firm though not unkind. The day finally came when she could no longer solve or mitigate her son’s problems. Life brought to him what it may bring to all, dark troubles, hidden within the soul. He was untutored and unprepared to meet his trials; his mother could not meet them for him; she had only greatly weakened her boy, she had not prepared him by sensible discipline to meet his troubles. Had she allowed him to experience some of the problems that must confront every child, he would have been prepared to meet his later trials. He could not escape, so in the bitterest agony he was compelled to fight his own battles at a grievous loss.

A certain fifth grade teacher—in the fifth grade are often found some of the most troublesome boys—discovered that by gaining their friendship she could control and discipline her room perfectly. Frequently, all the pupils were allowed to spend an hour or two in some nearby forest, if in the country, or a park if in the city, because they had behaved well. Sometimes school was suspended for a short time and every pupil was allowed to tell a story. This same teacher often checked an unruly boy who seemed on the verge of some impending mischief, by asking him a question about that which was of the most interest to him. This might be about his pets, his gun, the striking novelties in some recent lesson, or even about some imaginary trip.

It is not unusual that healthy pupils even though well reared should be mischievous; this is due to surplus energy. The teacher, who could make himself believe that such children are his enemies, is in the wrong profession. It is, indeed, a pleasure to work with pupils exuberant with energy. This energy directed into the proper channels will insure growth of character in boys and girls. A certain superintendent in a small school in Western Ohio found himself in a high school were the pupils never tired of playing tricks. They cut down the bell rope, turned mice loose in school, imitated a cat in another room and did all kinds of tricks for fun. The superintendent was new in the school, but it did not take him long to learn that it was all due to a surplus of energy in healthful boys and girls. His solution was to use this energy. To this end he set about at once securing funds to build a gymnasium. The Board of Education could not finance the undertaking, so he enlisted the corps of teachers and together they secured funds by private subscription to build the gymnasium. After the gymnasium was finished, the superintendent taught the classes in calisthenics and physical culture. More than once, without discussing it with the boys and girls, he directed the entire high school twice a day, for fifteen to thirty minutes longer than the usual recess period; the time was used for physical education: work in folk dances, games and gymnastics. When the pupils returned to the school-room, their surplus energy was worked off, their blood was filled with oxygen and they were very studious. He even arranged that those who were excellent in deportment might attend a night class, where interesting games were played. He had boys’ basketball teams, girls’ basketball teams, volley ball clubs, roller skating clubs, track work, Saturday afternoon clubs, and other activities which delighted the pupils. Because of this mischievous pranks disappeared entirely and the efficiency of the pupils was increased nearly fifty per cent. The high school enrolled seventy pupils on the first day. During the year only three dropped out, making the per cent of attendance ninety-five, which is a very good record.

Initiative in co-operation, as it is here discussed, must not be confused with the common practice of parents who buy their children’s good behavior. It is all too common and one of the worst faults of parents, to tell their children that they will give them a penny, or some candy or other articles pleasing to the children if they will behave while company is in the home. This may be called a form of compact, but it is simply a wrong use of co-operation. Many teachers resort to just such a system of purchasing good behavior or good lessons. This is wrong. The proper use of reciprocity has a worthier motive in it. The teacher who rules by prudent companionship is kindhearted and sympathetic, has a broad outlook on child life, and a spirit that can forgive and forget, and take back into his love and sympathy the erring pupil.