p. 23 | F. G by F. G.

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Oct 3, 1907

F. G

By F. G.

Discipline

The success of our teachers in their schools the coming year must be measured to a great extent by the discipline of these schools. It is impossible for pupils to learn properly in a room where disorder prevails. The first requisite for successful discipline of a school is that the teacher shall discipline himself. It is quite impossible for us to govern others when we ourselves are ungoverned. The teacher is placed in the schoolroom to teach the pupil how to learn and how to govern himself. Self-government is the only successful government. But it is impossible to teach pupils self-government when we leave them entirely to govern themselves. The purpose of a teacher’s governing a child (and of his punishing him, if necessary, as a part of that government) is that the child may recognize that a failure to govern himself is certain to meet with punishment both now and in after-life. Rules are necessary. Every teacher must have a rule which will govern every action of the pupil. By this we do not mean that these rules are to be written out or expressed orally, but that the teacher himself should have clear, definite ideas of what pertains to good order in the schoolroom, and clear, definite ideas of the proper means of dealing with infractions of just requirements. An effort should always be made to lead the pupil to see a reason for the regulations. Oftentimes, however, the pupil will contend that it is impossible for him to see the reasonableness of regulations; but the simple fact that he does so contend, does not excuse the teacher from requiring him to observe properly what is known by the teacher to be a reasonable requirement. On the other hand, a careful, thoughtful teacher may often discover, in talking with his pupils, that which will assist him in the application of the principles of true government to their cases. If a teacher carefully, wisely, and continuously endeavors to overcome the difficult features of school management, not in an arbitrary, dogmatic way, but in a thoughtful, careful, and prayerful manner, he may be reasonably certain that success will attend him in his efforts in discipline.