Discipline

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Jan 9, 1908

Whether right or wrong, a teacher's work is generally measured by the order which he preserves in his school, and in the conduct of his pupils going to and from school. Not every one is fitted to command. There is perhaps no form of examination to be given to a teacher to test his ability in this direction before he undertakes his work. But while in his work, every teacher is, in this respect, as in others, under constant examination. He himself should be his most critical examiner. Only by so being, can he become a good disciplinarian.

He alone is fitted to command who can obey. The greatest failures in discipline are due to the fact that the teacher does not hold himself to the same standard of obedience as that to which he wishes to hold his pupils. To illustrate, he gives a certain direction, and certainly, at the time he gives it, he expects to have it obeyed. The pupils, when it is given, have none other than the spirit of obedience, but they straightway forget the instruction which he has given. They, however, forget it no sooner perhaps than does the teacher. After a time, he arouses to the fact that his wishes are being disregarded, and punishment follows. Care on his part might have prevented this disobedience; but he forgot, and so did his pupils; and the pupils suffer.

The good disciplinarian is the one who is moved by principle in the making of all his requirements. His requests are based not upon whim, but upon a proper understanding of the relation existing between pupils in their associations one with another. Were there only one pupil in a school, the question of discipline would be limited, owing to the fact that this one pupil has all the rights and privileges of the place, and of the teacher's effort; but as soon as a second pupil comes, his rights and privileges are divided; and the larger the number of pupils, the smaller is his share of the teacher's efforts, and the greater his need of sharing with others. All requirements must be based upon consideration for the common good of each and every student. When this is the case, and when proper explanation is given, and the judgment and good-will of the pupil is appealed to, discipline is made easier.