Right and Wrong Modes of Discipline by W. C. Mathewson

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Mar 12, 1908

Right and Wrong Modes of Discipline

By W. C. Mathewson

There are two kinds of discipline, right and wrong. They must be distinguished by teachers, trustees, and parents, if the best results follow. They are radically different in origin, character, and results. There is not much danger, then, of a failure in recognition.

One kind of discipline is maintained by means of immediate compulsion, the pupil’s obedience being not from personal choice, but wholly owing to outward force. The other kind employs the arts of persuasion, vividly setting before the pupil the advantages arising from right doing, and the disadvantages which must surely follow the opposite course of action.

Inspiration has not left teachers in ignorance as to which to adopt. “Minds are constituted differently; while force may secure outward submission, the result with many children is a more determined rebellion of the heart. Even should the parent or teacher succeed in gaining the control he seeks, the outcome may be no less harmful to the child. The discipline of a human being who has reached the years of intelligence should differ from the training of a dumb animal. The beast is taught only submission to its master. For the beast, the master is mind, judgment, and will. . . . Mind, will, conscience, are under the control of another. It is not God’s purpose that any mind should be thus dominated. Those who weaken or destroy individuality assume a responsibility

that can result only in evil. While under authority, the children may appear like well-drilled soldiers; but when the control ceases, the character will be found to lack strength and steadfastness. Having never learned to govern himself, the youth recognizes no restraint except the requirement of parents or teacher. This removed, he knows not how to use his liberty, and often gives himself up to indulgence that proves his ruin.”

The preceding quotation expresses God’s opinion of the force method. Read now what he says of the persuasive method: “The parent or teacher who by such instruction trains the child to self-control will be the most useful and permanently successful. To the superficial observer his work may not appear to the best advantage; it may not be valued so highly as that of the one who holds the mind and will of the child under absolute authority; but after-years will show the result of the better method of training.” — “Education,” pages 288, 289.

Any teacher or parent faithfully practising the right method, whose work is receiving undue criticism, will find some consolation in reading Gal. 6:9. It is possible, of course, for teachers to fail in school government when using the right method; but, is the method to be condemned because of failure on the part of teacher or parent? Perhaps the failure is wholly imaginary on the part of the critic. Perhaps he is a “superficial observer,” as mentioned above. If so, all that he needs to do is to wait patiently for further developments.

If a teacher has poor order while attempting to use a right method, back-biting and criticism are not only unneeded, but are detrimental to the school. In such a case, appropriate suggestions made at the proper time and place, personally to the teacher, may result in great improvement in the discipline. This is missionary work, and as such, it will require prayer, tact, and careful forethought on the part of the one making these suggestions. If they are sternly or authoritatively given, the teacher, who is only human, may be tempted to ignore them. Imagine yourself in that teacher’s place, and practise the golden rule.

W. C. MATHEWSON.