Chapter VII: Part FOUR: Fundamental Principles in Discipline (2)

There are many ways of giving freedom to a pupil which will work to his advancement and advantage. It is true, as it is in all school work, that caution is necessary, that the true end sought by the device should not be defeated. Every teacher knows how kindly a pupil will feel toward him, if he is allowed to share in some of the duties to which great honor is attached. This privilege can be given for good lessons, good behavior, punctuality or any kind of effort in school work. Some pupils like to draw, others to do favors for the teacher, even some will feel that the teacher appreciates them, if they can work problems on the black-board, go to the manual training or domestic science room. It is indeed a splendid and effective indulgence to allow any pupil, whether he is the best or the most indifferent one, to run an errand for the teacher. To let a boy, who feels that everybody distrusts him, run down town, or if it is in the country, to town after dismissals and make a trivial purchase for the teacher, will make him gain, first, confidence in himself, and then in his teacher, because of the fact that his teacher has confidence in him. Should a pupil abuse the privileges extended to him as indulgences, then the teacher, without any explanation can withhold the privileges for a few days. He will soon find his pupil asking for, or that which is better, deserving the privilege. It can be granted, and it is safe to assume that the pupil will take care not to forfeit his privileges again.

In the primary grades, the little ones like the sand-pile, the colored blocks, the privilege of leading the procession, of drawing on the black-board with colored crayons, of putting the teacher’s desk in order, of watering the flowers in the school-room windows, of running errands, and a score of similar activities. They will work hard for hours, or act with great self-restraint, in order to enjoy one of the above accessories of the regular school work. They feel that they are co-operating with the teacher when they work for her. In the grammar grades pupils often beg the privilege of holding a spelling-match. It may often be well to indulge them. They will appreciate it and have a deeper respect for the teacher.

It is too important a matter of school-room discipline, and means far too much in the future of many a boy’s or girl’s life, to overlook the fact that if pupils are met with authority only they will challenge that authority. No teacher will deny that if he allows his pupils many pleasurable privileges, they will be obedient to his wishes because he is obedient to their wishes. One does not have to go far to find a teacher who has kept many a boy from smoking, chewing tobacco, gambling or resorting to evil practices, all because that teacher gave the boy his friendship, and filled his life with innocent pleasure. The boy’s own words—and they are often heard—bear testimony to the fact. Who has not heard a boy say, “That teacher wanted us to have a good time, I liked him because he liked the boys, I minded him because he knew what was good for us.” What teacher could not feel proud of such an encomium? It is a reward far more lasting than any stipend for the teacher’s work.

It is not the purpose of this Course to enter into the discussion of why pupils indulge in many evil practices, but the teacher should know that often privileges that lead to no harm are denied pupils; this causes them to seek to break away from restraint. As a rule pupils do not admire or like a teacher who denies them the privileges they seek. Because of this dislike they are prone to antagonize the teacher as much as possible, thus making discipline a more difficult problem for him. Besides, they will do many things unknown to the teacher that will lead to evil. Every one can recall a school where every pupil seemed bent on getting into mischief, where the girls were out late at night, the boys frequented pool-rooms and often saloons, smoked, attended questionable dances and were vicious generally. On the other hand, schools can be recalled where all the pupils seemed well-behaved. In the former instance the teacher was a cold, formal individual who did not indulge his pupils in those many pleasures that amuse and please and keep them out of mischief. In the latter instance the teacher was a big-hearted, sympathetic individual, who loved the boys and girls. He made room for their youthful sports and even entered into the games himself. Thus he could lead his pupils into nobler lives because he acted as one of their number.

A teacher who wishes to render efficient service in his work and make himself more successful in discipline, will use the principle of co-operation. It would be worth while to spend a week or two observing all the exercises and activities of the school and to keep a memorandum of every phase of the work which could be improved by working more intimately with the pupils. _The teacher who discretely employs the principle of co-operation in discipline will improve his ability to govern fifty per cent._ But the good to the pupils that will result will be gratifying and lasting. For discipline is a failure if the results do not appear in the child’s entire life.

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Footnote 17:

Principles of Character Making, p. 1. Lippincott.

Footnote 18:

Angell, op. cit., p. 436.

Consistency

While good results can be obtained by the use of co-operation, yet it can be made effective only by practicing consistency. In the application of the principle of co-operation in discipline, the teacher needs to be consistent. The entire school should be treated as a unit. Particular pupils should not be singled out as recipients of the teacher’s companionship. Such a procedure would defeat the effectiveness of the principle. Many pupils are so amiable that they are more closely associated with the teacher than more diffident and bashful pupils. Such pupils will naturally secure for themselves a goodly share of the privileges given by the teacher—not because they are selfish, but because they are more forward. Thus it will happen that the diffident pupil will get few or no privileges from the teacher. This will work great evil in a school. Soon some one will accuse the teacher of being partial when in reality the teacher is not at fault, since the forward pupil really causes the teacher to seem partial. Teachers must guard against this condition, for often parents misunderstand the situation and likewise accuse the teacher of being partial. When this happens his influence is undermined. A careful teacher will explain to his pupils that the confident pupil gets more from the teacher than the diffident and bashful pupil. It is his duty to insist that the diffident pupil help himself to all privileges. The teacher needs often to aid bashful pupils to get privileges; he should in many instances seek to reassure such pupils. This will lead them to love and cherish him. No teacher has not had pupils who invited him into their homes, desired to walk with him, took him riding, or brought him various little favors. The sociable teacher will accept with good grace all these kindnesses that pupils extend to him. But here it happens that many pupils will not offer their teachers such favors. This would be well if other pupils did not infer that the teacher is partial. He should make it plain that he loves his pupils all alike, though some treat him with more consideration than others.

A common fault with teachers who indulge their pupils is that sometimes they meet with adversity in the form of an irate parent or some incompatible person and because of their ruffled spirits they spend a day in the school-room without showing even friendship to the pupils. The next day their feelings are placated and, somehow, in trying to make up lost time they make unwise use of indulgence. Such a lack of day by day consistency will surely destroy the effectiveness of companionship.

A principal of a well-known high school had accustomed himself to be very friendly and amiable outside of the school, but when he was in the school-room his manner was antagonistic. He seemed unfriendly and not at all courteous to his pupils. This contrast of mannerism or temperament had become so marked that many of the pupils wondered why he did not conduct himself in the school-room as he did on the street. Most of his pupils disliked him but admitted that they could admire him, were he to conduct himself as amiably in the school-room as he did outside. This principal failed to practice a consistency in his life which is so necessary to make and hold friends.

The Principle of Substitution

The law is, “Resist not evil,” for in resisting it it is only aggravated, “but overcome evil with good.” When in darkness, fight it not, but strike a light. When dealing with vice, excite it not, but awaken a positive virtue. If a child has a fault, ignore the fact as much as possible, and develop his better nature. Encourage a virtue and a vice may disappear.

This law is universal in its application. The teaching profession has yet to learn its significance. It can be termed the Principle of Substitution. It means that when one thing is taken out of a life, something else must be put in to fill up the void. When parents and teachers come fully to appreciate this principle and magnify virtue, honor and character in the child—ignoring his evil tendencies—then, and only then, will it be possible to develop every child into noble manhood or womanhood.

Positive virtues make vice impossible. Aggressive goodness leaves no room for evil. Pronounced righteousness once developed in a child, the problem of his government is settled. It is prudent to ignore his tendency not to study when inculcating the habit of study in the pupil. The habits of idleness, inattentiveness, irregularity and others detrimental to a pupil’s welfare can only be eliminated from his life by inciting opposite habits. Great as may the principles of suggestion, approval and co-operation, no greater principle can be discussed than that of substitution. It is a principle widely useful in many diverse activities. Just as it is practical in other fields, so it is feasible and useful in school-room discipline.

The street gamins of New York and other large cities are addicted to many bad habits. They lie, steal, swear, gamble and practice many other vices. They learn these vices by observing them in others and since there are no other activities to engage their attention, they live from day to day in habitual vice until they become criminals. The settlement workers and such institutions as the George Junior Republic, work upon the principle of substitution when they take these boys into their reformatory institutions. In them, the boy is not asked to quit his vices; on the contrary, nothing is said or even suggested about his former evil habits. Instead, his day of twenty-four hours is filled with other employment, so that he has no time left to indulge himself in any of his former evil habits. This practice is kept up until the boy has acquired as habits the activities of the settlement. When he has reached this stage, he can enter the world. It is true that some of the most worthy men of this day are products of boy settlements.

A typical day at a boy’s settlement will include a morning bath and toilet which will send the boy freshened and cleanly to his breakfast which is preceded by a short prayer and Bible reading or some other form of devotional exercise. After breakfast the boys take up their school work, or occupation and continue until noon, when they get their noon-day meal and an hour or two of rest. Care is taken that the rest is rather a change of occupation than idleness. The boys play games or read. In the afternoon some school work and occupational duties are done. Part of the afternoon is spent in some recreation which the boys enjoy. Similarly their time is occupied until supper. Following supper, games, reading and any other forms of recreation that will interest the boys are provided. At a reasonable hour the boys retire. After such an active day, they are usually tired and sleep well until morning when the same routine is followed for another day. When it is feared the boys may tire of their work, enough of a change is made to keep them satisfied. The work is all conducted in such a way that interest is paramount. From the above it can readily be seen that boys in such circumstances have little time for evil deeds.

There is no question but that the same principle can be used in the school-room to great advantage. The following are truthful maxims: “Idleness breeds vice” and “The devil finds some mischief for idle hands to do.” The school-room in which everybody is busy is a quiet school-room. There will not be the proverbial “pin-drop” quietness, but the little noise that can be heard will be a noise of busy pupils. Very often, teachers in planning their daily programs, fail to have the work so arranged as to utilize every minute; then in the interval when the pupils have a lull from their work, they find time to perpetrate mischief.

Another prolific source of mischief is the recess period. The greater majority of teachers believe the pupils will take care of themselves during the recess periods and the noon intermission. It is true that some of the pupils do use the time profitably, but too often, it is a lounging period and the real aim of the intermissions is not carried out, but rather that which is least desirable results. It will be a great step in the direction of advancement when there will be no longer a free-for-all recess or noon intermission, but instead supervised play periods in which every pupil _must_ take part. It is just as reasonable to compel a pupil to take regular recreation as it is to demand that he learn his arithmetic or history lesson. It is more important. He must have a strong healthy body and it can only be made and kept so by regular recreation. The arrangement for getting pupils to the play ground and from it to the school building again, should be carefully planned. Opportunities for mischief should be eliminated. As soon as pupils are seated, work and study should begin. Habits of ease and quietness are easily cultivated in pupils. Whatever of useful employment and recreation takes up the time of the pupils, leaves no time for idleness and mischief.

It is worth mentioning that many children are opposed to supervised play. There are parents too who oppose it. There are several reasons for this opposition. First, the opposition is due to the lack of knowledge of child life on the part of the teacher or those who supervise the play of children. Children very naturally follow a leader and if the teacher is a lover of children and their sports, he will be their leader. It is not uncommon on the play grounds to see the boys and girls flock to an adult who is a real lover of sports. This shows that they really like older folks in their games. So whenever such an objection arises it is very necessary that the teacher or supervisor examine himself for the cause of the opposition and then speedily remedy the defect. Another reason is this, however much we regret it—nevertheless, it is true—there are many children especially in grammar grades and high school who like to use slang or suggestive language and often indulge in practices that are little less than immodest. Such children could not be friendly to a supervisor. But it is essential that _such_ children should have a supervisor for their own good. Boys and girls who conduct themselves in this fashion will not unaided make virtuous men and women. It is hard to conceive of parents who would object to supervised play, but in face of the fact that many parents are strong agents in the weakening of their children’s characters, it becomes the more necessary for the teacher to be fearless and supervise the play. A good teacher must many times do that which parents will not approve, but it is his duty to act always according to his best judgment.

The following story was told by an old man. He said that when he was young he was quite wicked; among the evils in which he indulged was evil thinking and vulgar and blasphemous language. He had become so offensive that many people shunned him. He was aware of his condition but was unable to change himself. One day a friend advised him to memorize a number of good poems and sacred songs. Whenever his mind should revert to evil thoughts or he had a desire to use vile language, he was to repeat the poems, or if he was where he could sing, he was to sing some of the sacred songs. He did as he was advised. Persistently he followed his friend’s counsel, and in less than six month’s time, he had cured himself of his evil-mindedness and the use of vile and blasphemous language.

The same principle of substitution that the old man used when he was a youth is very applicable to many problems that arise in the school-room. Of course, it must be borne in mind that the teacher does not have the child for the entire day, and that the home may offset much that the teacher does. If such is the case, the teacher’s only chance of success is to solicit the aid of the home. While he may not be able to do this in every instance, it is fair to assume he will get the home aid necessary in almost every case. All voluntary acts of the child are founded upon some motive. The teacher’s attack against any bad habit of a pupil must not be a direct attack against the habit itself. Another type of action should be substituted for it. It is a very homely illustration but nevertheless true, that a cesspool can not be removed by removing the refuse. It will fill up again. But if the pool is filled with good solid earth, the pool will not return again. So it is with an evil in any child’s or adult’s life. If the evil is removed, put a positive good habit or activity in its place or the evil habit will return. It is often the case that the evil habit crowds out the good habit after it has been admitted into the child’s life. This cannot happen under the watchful care of a good teacher.

The principle of substitution may be likened to the planting of a lily garden where once flourished a bed of thistles. The teacher must ever be on the look out for a place where he can plant a positive virtue. When planted it must be nurtured and cared for until it reaches perfection. It will then crowd out at least one vice. Discouragement should not thwart the teacher in his attempts to eliminate evil from a child’s life. His duty is clear and he should summon every aid to his assistance in order to accomplish his purpose.

The Principle of Expectancy

“Seek and ye shall find,” “Knock and it shall be opened,” are Biblical injunctions that embody more truth than appears on the surface. Just as true is it to say, “Expect and ye shall receive what ye expect.” The following true incident is very much to the point and worth repeating.

During the first few years of the nineteenth century a French lad was learning to be a drummer for the French Army. Among the various selections of army music which he was required to learn was a retreat. When it came time to learning the army retreat, he refused, telling his teacher that he never expected to beat a retreat. “But,” said the teacher, “no army can be so victorious but that sometime in its career it must retreat.” Again the boy replied, “I never expect to beat a retreat.” It was but a year later when he became a drummer boy in Napoleon’s army. In one of the hardest fought battles of Napoleon’s military career, it became apparent to Napoleon that his army would be defeated and practically all captured. To save this situation the great general ordered a retreat. The drummer boy did not beat a retreat. Napoleon angered, rode up to the boy and in harsh tones ordered the lad to beat a retreat. The lad looked up and replied, “I can not beat a retreat.” The now enraged general shouted, “Beat a retreat!” Again came the firm, resolute reply, “I can not beat a retreat.” There was in the lad’s expression a look of firm expectation that he would not need to beat a retreat. The general was furious, he whirled his horse about and derisively shouted back, “Then beat a charge.” At once that firm determination which made the boy self-confident and expectant, fired his spirit and he began to beat a charge. All the years of resolution and expectancy that were pent up in his soul now echoed and re-echoed in those drum beats. The soldiers caught the spirit of firmness and, thrilled with an ardor that they had never felt before, they followed the drummer boy to victory.

The above story illustrates the Principle of Expectancy—a principle that is fundamental in discipline. It goes much further than merely to expect a thing to be done when it is commanded. It becomes a part of the individual, if that individual has a firm grip upon the principle of expectancy. It is a principle that will inspire the teacher with self-confidence. Everyone can recall some teachers who had so firm a belief in their ability to do things and secure results as to have no fear that assigned tasks would not be well done. When the teacher has the principle of expectancy so well fused into himself as to have confidence that he will get whatever he justly seeks, then, and only then, will he be an accomplished disciplinarian.

The writer once visited the gymnasium of a public school just when the high school pupils were taking their regular daily exercises. The exercises were being directed by the principal. At the close of the gymnastic period, the principal in a whining tone of voice with these words commanded the pupils to leave the gymnasium: “I want you to leave the gymnasium now—right away now.” This teacher did not expect the pupils to leave the gymnasium promptly. He implied that much in his command. He got what he expected. Many of the pupils continued to loiter about the gymnasium striking at each other and making other useless movements. It took several more whining commands before he succeeded in getting the gymnasium cleared of pupils. In fact, some left it so reluctantly as to show that they had been antagonized by the principal. This all came about by an improper attitude of the principal in his lack of expecting his command to be obeyed. Had he said to the pupils in a firm tone of voice at the close of the gymnastic period, “This is all,” and then stepped to the door and opening it, standing aside and expecting nothing else, except that every pupil would promptly leave the building, the result would have been different. Every pupil would have left the gymnasium promptly and the spirit of antagonism would not have appeared.

In actual school work, no principle can do more good in its application than the principle of expectancy. One teacher can assign a lesson to a class without any admonishing or even the slightest suggestion that they should study the lesson. The class will return on the following day and recite a good lesson. Another teacher may assign to this same class a lesson, also without a suggestion as to the class preparing the lesson. However, in the next recitation the class will not have the lesson. Upon careful investigation it will be found that the one teacher has in his make-up that something which makes pupils feel and know that he expects nothing else than that his pupils will learn the lessons he assigns them. He does not inform his pupils in so many words that he expects them to study the lesson he assigns. He assumes as much; then, with a confidence in his pupils that is compelling he expects them to do his every bidding. The other teacher, not in words either, but in his very manner, is vacillating. He lacks confidence in himself and in his pupils. He is suspicious. He is not sure his pupils will study if he tells them to. He can not assign a lesson with a safe feeling that the pupils can do nothing else but learn it. He waits until the class comes before him, and then begins the recitation in a half-hearted way as though he knew they did not know the lesson. It is a safe assumption. He is not disappointed. The class has not prepared the lesson. There are many teachers who think themselves “smart” and wise, when they can say to a class before they have even begun the recitation, “You look as though you did not have your lesson. I can tell it by your eyes.” Such a teacher is a liar. No teacher can tell beforehand whether a class has a lesson or not. It is little wonder that so many teachers fail. They are the rocks of destruction to their own pupils.

On the other hand, in the actual discipline of the pupils, the principle of expectancy is of vital importance. Who can not recall a teacher going to the back of the school-room to correct a pupil and then walking away casting side-wise glances, and sometimes making quick turns about, as much as to tell the pupil, “I am suspicious of you.” But the information is far broader than that. That teacher by his suspicious attitude tells his pupil that he is expecting the pupil to perpetrate more mischief. If he did not think the pupil would repeat his pranks, he would not need to watch him. Thoughtful teachers can afford to reflect upon this. Nothing is more liable to breed mischief and contempt among pupils than to treat them as though they can never be trusted. A teacher practicing such an attitude of suspicion can never succeed in school-room discipline. To reprimand a pupil and then have enough confidence to expect the pupil not to repeat the offense will without fail reach the better self of the pupil. He will not repeat the offense. Teachers should always expect the best result to follow their efforts. They should make expectancy the keynote of their lives. Not to be expectant is to be suspicious. The question can very appropriately be asked: “What pupil likes to be suspected always by his teacher?” And with emphasis: “What teacher would like to be suspected?” Then it is high time that teachers expect more from their pupils. They will get more. Expect them to know their lessons, and they will prepare them. Expect them to be obedient, and they will be obedient. Expect them to be kind and courteous, and they will be kind and courteous. To live in expectancy is to live in hope. To the teacher who expects the good and hopes for the better, there can never be a dull and dreary school. The principle of expectancy is the teacher’s beacon light; he should never take his eye from it.

Again, the principle of expectancy is correlated with the other fundamental principles of discipline. A teacher who by word, a look, a story or a deed, suggests something, would indeed be foolish if he did not expect his suggestion to ripen into action. A teacher should approve the well learned lessons of a pupil, his punctuality, his efforts, not only that the child may have a reward in the form of the teacher’s approval, but also that he may learn that any activity worth while will meet with due appreciation. Such recognition by the teacher stimulates the pupil to continue in his good efforts long after being lauded. Teachers confer benefits upon pupils, thus rewarding them for their activities, expecting the pupils to continue in well-doing after having withdrawn from them these special privileges. The same can be said of the principle of substitution. It is very closely correlated with the principle of expectancy. It is apparent that a teacher would not attempt to substitute in a child’s life some good habit, if he did not expect it to crowd out an evil habit. A broad statement, but not too broad or general can be made about the principle of expectancy. It is this: just to the degree that the teacher practices and is permeated with the principle of expectancy, just so successful will he be in the use of other fundamental principles of discipline.

Firmness

Something has been said about firmness. It is implied in the principle of expectancy. The teacher who failed to get his class out of the gymnasium promptly, lacked firmness. He was weak and vacillating. A weak and vacillating character is in no sense a moral force in any community, and much less in the school-room. Pupils are quick to detect the lack of firmness in a teacher and are ever ready to make a play-thing of him. A safe rule in the school-room, and all its activities, is to decide a right course of action and then firmly follow it. Firmness with a proper determination and force on the part of the teacher adds charm to his manner and personality, that easily elicits from pupils and parents both respect and obedience.

In the preceding discussion emphasis has been placed upon five great fundamental principles in discipline. The principles discussed are: (1) The principle of Suggestion, (2) The principle of Approval, (3) The principle of Initiative in Co-operation, (4) The principle of Substitution, and (5) The principle of Expectancy. It has been clearly explained how they are applied to the school-room work. Very concrete and real illustrations have been given to show just exactly the province of each principle.

Reference has been made to these fundamental principles as devices. They are devices, or they may be designated as means to an end. It has been pointed out that the end of discipline, that is, the goal sought, is self-control. The fundamental principles when properly applied are roads, devices or means—that lead to results, which results reach the one goal, self-control. It is entirely unnecessary to indulge in a lengthy discussion of results but, suffice it to say, the teacher by this time is aware of many good results that will accrue from the discreet use of the fundamental principles in discipline. There will result the six basal elements in character—namely, the establishment of sound sentiments, a quickening of the conscience, an enlightening or moral judgment, a training of the will to act habitually from high and worthy motives, a thoughtfulness of the rights of others, and last but not least a practical religious training. “Character is the total customary reaction of an individual to his environment.”[19] The child who leaves the school well trained in these six basal elements of character, has received at the hands of the school as much, and even more, as some may suppose, than that institution owes to childhood.

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Footnote 19:

Arthur Holmes, op. cit., p. 28.

Summary

1. The idea, that fundamental principles in discipline are not broadly applicable in the school-room, is false and unpedagogical.

2. Fundamental principles operate toward definite ends.

3. The failure to use fundamental principles in discipline gives rise to difficulties in school-management.

4. Like begets like. The same spirit that the teacher manifests in the school-room is the spirit that will take root and grow in the lives of his pupils.

5. The principle of suggestion drops a stimulus into the child’s mind which starts an action.

6. Suggestion for character building comes from the character of the teacher—his every-day life.

7. All of the activities of the teacher are suggestive of good or bad to the pupil.

8. Negative suggestions often incite the very actions they are supposed to prevent.

9. Codes of rules against numerous offenses, usually suggest those offenses to pupils. They are reminded to do that which they would never have thought of, had it not been suggested.

10. Many of the activities of life depend upon the law of suggestion.

11. Suggestion is a potent agency in volition.

12. Leading suggestion is a name applied to a principle which says, “Suggest only a small part of a duty at a time, then a little more and so on until all the duty has been done.” Very often, to suggest a long series of acts to the child does not appeal to him effectively.

13. Imitation is closely related to suggestion. Pupils especially imitate and make use of suggestions from those whom they like.

14. The principle of approval in discipline is valuable in that it appeals to the child by showing one’s satisfaction and pleasure in the good work he has done.

15. The opposite of approval is fault finding. It is not too radical to say that a teacher should never be guilty of fault finding.

16. Many faults in children can be eradicated by a judicious use of the principle of approval.

17. It is an easy matter to discourage and ruin the best pupils by constant fault finding.

18. By approving what little of good there is in a bad child, the child may be improved, and helped to become a good child.

19. The teacher who does not embody in his life worthy traits of character, can not effectively approve them in other lives. The source of approval is important.

20. Encouragement is a form of approval.

21. Sometimes the best pupils have met grievous obstacles and need positive encouragement.

22. The fundamental principle of Initiative in Co-operation may be applied to advantage in discipline in several ways. A word, a look, a deed, a material object, a privilege—all may be instruments of initiative in co-operation.

23. Doing a favor must not be confused with the practice of buying good behavior or work, because the effect is entirely different.

24. Pupils cannot be taught to govern themselves if they are always governed by some stronger will. Children must be allowed to form judgments of their own so that later they can make their own good decisions.

25. Often even prudent concessions are denied to pupils; the result is that they gratify themselves and as a rule fall into hurtful excesses.

26. Consistency on the part of the teacher is necessary if initiative in co-operation is to be prudently applied.

27. A teacher cannot be consistent when he is liberal in kindnesses one day and on another day makes no concessions at all.

28. Care must be exercised in using the principle of initiative in co-operation, so that all pupils are benefited as nearly alike as their merits will allow. Unless teachers are careful, they will be accused of being partial.

29. The principle of substitution assumes that a positive virtue must be cultivated in a child, when we desire to remove a vice.

30. The institutions for reforming bad boys from the large cities are conducted on the principle of substitution. The boy’s life is filled with useful work and recreation which replaces his idle habits.

31. In the school-room it is highly essential that the day be filled with useful work and play; if there is idle time, pupils will use it in mischief-making.

32. Free-for-all recesses and noon intermissions are breeding spots in the school day for mischief and evil.

33. Supervised play is the only solution for the wise use of the play period and the crowding out of occasion for evil at school.

34. The teacher should pay no attention to the objections to supervised play. The objections come from those who misunderstand or those who have low motives.

35. The principle of expectancy is closely correlated with the other great principles underlying discipline.

36. Just to the extent that the teacher is able to use the fundamental principle of expectancy, and only so far will he be successful in the use of the other fundamental principles of discipline.

37. It is necessary to use firmness and determination with the principle of expectancy.

38. The fundamental principles of discipline are the teacher’s devices, or means, which he must use to obtain the end of discipline—self-control.

THE END

INDEX

Aesthetic Appreciation, 63-65

Approval, 133-139

Associations, 46-48

Cheerfulness, 71

Color Schemes, 98

Confidence, 25

Consistency, 153

Corporal Punishment, 18

Courage, 72

Discipline, 105-113

Dispositions of Pupils, 115-119

Dress, 73-74

Education of Teacher, 32

Encouragement, 139

Expectancy, 162

Fault Finding, 133

Firmness, 168

Fundamental Principles in Discipline, 115-173
Summary, 170-173

General Principles, Value of, 115

Gossiping, 45

Health, 77-78

Honesty, 49

Imitation, 131-133

Initiative in Co-operation, 142-153

Impartiality, 83

Intemperance, 54

Janitor, 101

Leading Suggestion, 129

Morality, Meaning of, 42

Morals of Teacher, 41-42

Mottoes, 96

Nature, 33-35

Neatness, 59

Patience, 82

Pictures, 95

Reading, 36-37

Religion, 61

Rules, 122

School-grounds, 93

School, The, 92-104
Summary, 103-104

School-room, The, 92

Self Confidence, 67

Social Life, 82

Substitution, 155

Suggestion, 119

Sympathy with Pupils, 68

System, 78

Tact, 14, 66

Teacher, The, 27-91
Summary, 85-91

Temper, 57

Ventilation, 99

Transcriber’s Note

_Italic_ words in the original text have been marked in this version with underscores.

A few minor typographical errors have been silently corrected.

End of Project Gutenberg's Practical School Discipline, by Ray Coppock Beery