,,practical ,,school ,,discipline ,,introductory ,,course ,,by ,,ray ,c4 ,,beery ,a4 ,b4 7,columbia71 ,m4 ,a4 7,harvard7 ,,president ,,of ,,international ,,academy ,,of ,,discipline ,,pleasant ,,hill1 ,,ohio1 ,u4 ,s4 ,a4 ,,copyrighted1 #aiaf1 ,,by ,,ray ,c4 ,,beery ,,copyrighted1 ,,great ,,britain1 #aiaf ,,all ,,rights ,,reserved ,,contents ,,page ,preface v-vii ,introductory ,course #i-be ,part ,i1 ,the ,teacher #bg-hh ,part ,,ii1 ,the ,school #hi-aja ,part ,,iii1 ,discipline3 ,its ,province and ,end #ajc-aaa ,part ,,iv1 ,fundamental ,principles in ,discipline #aac-aga ,index #agb1 #agc ,,preface ,from the first sting of a blackboard pointer received at the hand of a primary teacher for a slight overflow of energy1 to the last serious fracture of discipline which ,i recall in ,high ,school1 ,i pondered over the methods used by my teachers and talked with others1 frequently1 about this matter of discipline4 ,very often after observing an extremely annoying day for a teacher1 who seemed to think that all trouble was due to the pupils1 ,i would feel like rising in my seat1 half through sympathy and half through disgust1 and shouting1 8,teacher1 it's all wrong4 ,we pupils are human4 ,there are ways of appealing to us and getting the results you want1 if only you apply the right methods40 ,the solving of various problems of discipline for the purpose of helping teachers to accomplish their tremendous task1 has always appealed to me very much1 but it was not until my ,senior year in ,high ,school that ,i seriously considered making the study of discipline my life-work4 ,it was the result of observing closely every day for four years1 the different methods used by two ,high ,school instructors and1 most important of all1 the consistent results of those methods which convinced me that the subject of discipline could be analyzed4 ,the course1 which you are starting to read1 is the result of long observation1 careful study and constant thought in this important field4 ,the subject has resolved itself into a very few fundamental principles1 the proper application of which will invariably get results in the right direction4 ,there are no cut and dried rules with which all school-room problems can be met2 yet1 the wise experience of hundreds of teachers has taught that there are certain principles which can be safely followed and the application of which will unfailingly increase the teacher's success in dealing with troublesome problems4 ,not only are the fundamental principles fully explained and made simple1 but there are definite concrete school-room problems given1 together with the safest treatment to apply4 ,the problems are real4 ,they have presented themselves many times and will continue to present themselves as long as schools exist4 ,correct methods are given to meet the most perplexing situations as well as the petty though annoying troubles that troop through each school day4 ,each method presented has been tested and tried and found to get good results4 ,the application of the methods presented in this course will also have a lasting effect on the lives of those disciplined4 ,this is an aim which1 indeed1 must underlie all true discipline4 ,the language and phraseology used is that which can be understood by the most humble teacher4 ,in speaking of the teacher always in the masculine1 ,i have followed the custom of the specialists4 8,he0 will mean usually 8he or she40 ,in preparing this course1 ,i have constantly kept in mind the thousands of teachers in every quarter of the land--,north1 ,south1 ,east and ,west--who are laboring in one-room schools where they are moulding the characters of boys and girls who will be the men and women of tomorrow2 men1 who will guide the destiny of the state and women to be fit mothers of a greater race4 ,the teachers whose labors are in the rural hamlets and the larger villages have been remembered2 also those whose tasks are more manifold in the busy city where school-room problems are varied and complex4 ,this course is prepared to meet an almost universal demand4 ,teachers1 like all other practical human beings1 are eager for concrete information and ideas which they can apply4 ,any information at all which makes for better discipline is1 by the worthy teacher1 considered quite worth while4 ,r4 ,c4 ,b4 8,in schools and colleges1 in fleet and army1 discipline means success1 and anarchy means ruin40 7,froude47 8,one in charge of children can not know ,,too much about them40 ,,introductory ,,course ,teaching school means infinitely more than the mere giving of lessons in reading1 writing and arithmetic4 ,it means the moulding of human lives and characters4 ,the amount of good which a single enlightened teacher may do for humanity can hardly be over-estimated4 ,children of all grades look upon their teachers in a certain sense as heroes whom they admire and emulate4 ,great1 therefore1 is the teacher's responsibility4 ,conduct and ,discipline ,not only is the teacher a great moral force in the school and community but certain of his traits and habits are so very closely related to discipline that the first part of the book is devoted exclusively to 8,the ,teacher40 ,the teacher should have a very definite code of morals--a code of morals that is in no sense vague or indefinite or weak4 ,he should not be undecided even about small details relating to the moral code4 ,children admire strong characters4 ,they are quick to detect weakness4 ,this ,course presents a code of morals for the teacher which is very concrete4 ,the teacher will consider it most sensible because every idea is grounded on sound and logical reasons4 ,this part of the ,course1 in presenting reasons along with the detailed and definite code of morals should help every teacher who reads it4 ,even though you are now leading a strong1 influential life1 reading this part of the ,course will strengthen your convictions and in that way help you to be yet stronger4 ,school ,surroundings and ,discipline ,it can not be denied that every factor in the child's surroundings has some influence upon him4 ,it would be difficult to introduce principles of order and system into a child's school work1 if that child were surrounded by disorder in the school-room equipment4 ,we all know that the appetizing effect of a luncheon is heightened by cleanliness1 the taste with which the luncheon and the dishes are arranged1 even the mode of serving the food and the general appearance of the room4 ,comparatively few teachers realize the relation of the school surroundings to discipline4 ,the second part of the book is devoted to 8,the ,school40 ,this part of the ,course discusses various factors in the surroundings which the teacher may control1 and suggests many things about the room equipment which will greatly aid him in securing good work and order4 ,every teacher1 in dealing with pupils1 should have well fixed in his mind the true province and end in discipline4 ,the third division of this book is devoted to 8,the ,province and ,end in ,discipline10 which is an extremely important discussion4 ,no idea is less understood than is discipline4 ,in its restricted meaning and application1 it means far too little4 ,discipline permeates most thoroughly every activity of humankind4 ,every avenue of progress owes its measure of success to the measure of discipline found therein4 ,could discipline come into its own province and manifest its fullest force1 there evidently would be no need of penal institutions1 courts of justice and other reformatory measures4 ,far too many teachers believe their work in the school-room well done and designate themselves as good disciplinarians if they have managed to get through the school year without any more serious difficulty than having to administer a whipping or two1 or perhaps1 suspend a pupil for a week or ten days4 ,to call this discipline is indeed deplorable4 ,the ,true ,end in ,discipline ,some teachers on being asked1 8,what is the end to be sought in discipline80 have answered1 8,good order40 ,others have answered1 8,quietness such that lessons may be studied40 ,but these are mere conditions of successful school work and are not at all ends to be attained in discipline4 ,the teacher who thinks of these conditions as being the ends in discipline is not only liable to use improper means1 but will be satisfied with a mere semblance of success4 ,the true end of discipline is none other than the acquirement of self-control4 ,this includes six very definite things which are explained in ,part ,three4 ,it is the failure to understand the nature of children1 which causes so much friction and trouble with them4 ,by 8nature10 we do not mean merely the child's disposition1 as this view is far too narrow4 ,let us clearly explain1 in the next few paragraphs1 the distinction between individual disposition and fundamental nature4 ,an ,important ,distinction ,it is true1 popular lecturers often bore us by speeches in which they emphasize over and over the necessity of knowing the disposition of our individual child4 ,of course1 it is helpful to know the individual disposition2 but the mistaken emphasis placed upon this detail as compared with really knowing the general and fundamental nature of children is indeed astounding4 ,a case was reported to us not long ago of a child-lecturer who chanced to be confronted with a practical situation4 ,little 8,george10 his son1 was near a newspaper in the drawing-room4 ,the gentleman asked ,george to bring the newspaper to him4 ,george refused4 ,the command was repeated4 8,george1 bring me the newspaper40 ,george refused4 ,he again gave more commands1 in a louder tone of voice while ,george laughed at him4 ,the lecturer then started over to him and ,george ran behind a table4 ,the man soon managed to seize the boy's hand and escorted him over to the newspaper1 whereupon he again commanded him to pick up the paper4 ,george refused4 ,the gentleman took the boy's hands and tried to force them to grasp the newspaper but ,george's fingers were lax4 ,at this moment1 ,george received a keen slap on the side of the face4 ,he was then told to pick up the paper and he did so4 ,why8 ,merely through fear8 7,the fallacy of this method will be discussed later on47 ,the point of the above illustration is this3 ,that man would treat all of ten thousand other children in precisely the same way as he did ,george if they refused to obey him4 ,and yet this same lecturer is continually going before mothers' clubs and admonishing them thus3 8,mothers1 mothers--know your individual child40 ,if his doctrine is so important1 why does he not practice what he preaches8 ,a man or woman1 parent or teacher1 who can not get a child to obey1 without slapping him or threatening him1 has something fundamental to learn about child training4 ,this man not only failed to be influenced by the boy's individual disposition but he showed by his method that he did not understand the fundamental nature of children4 ,to explain further the distinction between individual disposition and fundamental nature1 you have in your room five pupils3 ,ralph1 ,charley1 ,miriam1 ,fay and ,helen4 ,let us assume that these pupils are as different in disposition as it is possible for them to be4 ,ralph is pessimistic1 secretive and has a bad temper4 ,charley is optimistic1 frank and very amiable4 ,miriam and ,fay have certain other opposite characteristics and ,helen is in a class by herself--overbearing1 spiteful1 high tempered and hard to approach4 ,now what shall we do8 ,must we use a fundamentally different method on each of these pupils in order to reach the same result8 ,by no means4 ,while these five pupils have characteristics which are distinctly their own and different from each other1 yet they have precisely the same instincts underlying their actions4 ,they have the same individual instincts1 the same adaptive instincts1 the same social instincts1 the same regulative instincts and the same parental instincts4 ,if we appeal to the same instinct in one child that we appeal to in another we will get a similar result4 ,the expression will not be exactly the same1 of course4 ,one child may react more quickly than another or with more enthusiasm but nevertheless the response will be similar4 ,for example1 if ,i do something which ,ralph sees is going to push forward his own interests3 if ,i praise ,ralph for something which he has done1 he will react in the same direction as will ,charley1 ,miriam1 ,fay and ,helen when ,i appeal to the same instinct in them1 such as their instinctive desire for approval4 ,instead of only five pupils1 we might take a hundred or a thousand pupils1 each one having a disposition slightly different from all the others4 ,their natures are all based upon certain fundamental instincts common to the race4 ,therefore1 it is this fundamental nature of the pupil which we must know4 ,the disposition of the particular pupils is a matter of detail as compared with the deep-seated and essential nature and will not trouble us much after we have learned the fundamental principles of child supervision1 because all children have the same natural instincts and1 in applying principles1 we appeal to these instincts4 ,part ,four of this book is devoted exclusively to the naming and explaining of these great fundamental principles4 ,a teacher who thoroughly understands each of these principles is in possession of information that is really invaluable in discipline4 ,it would be well for each teacher to read over these important principles several times during the school year4 ,the reading can not fail to aid in getting better discipline4 ,the best possible way to acquire skill in discipline is to study a great variety of typical examples4 ,in fact1 the author has planned other volumes devoted exclusively to concrete cases of discipline4 ,by a concrete case is meant an interruption or annoyance caused by one or more pupils at a given time1 which must be dealt with by the teacher in one way or another4 ,very often a teacher1 after observing the results of a certain method1 will look back and say1 8,if ,i had that to do over again1 ,i would treat the case differently40 ,perhaps he has asked a child a question which1 on account of the embarrassing circumstances1 caused him to tell a falsehood2 perhaps he has tried to force obedience instead of attaining the end in a better way4 ,these and dozens of other cases might be suggested which often confront a teacher and unless he has correct ideas about disposing of them when they arise1 he will have no small amount of trouble before the year is over4 ,that teacher is almost sure to fail who waits for the occasion to select a method instead of preparing beforehand for different emergencies4 ,treatment of ,cases ,according to ,age ,the proper decision in cases of discipline is so extremely important that the cases which may arise in each grade should be treated separately4 ,for example1 all the problems which may present themselves to the first grade teacher may be recorded under the head 8,first ,grade0 and the remedy given for each case4 ,the same is true of the second grade and so on through the ,high ,school4 ,special and very definite instructions should be framed for the proper discipline of pupils of various ages in the same room of the country school4 ,the methods must be safe methods4 ,some times an unenlightened teacher will use a method which not only fails to get good results but which actually aggravates the trouble4 ,the very nature of the methods given in this ,course is such that a teacher may be sure the best possible plan is being employed1 viewed from the standpoint of positive good results that will surely follow4 ,the teacher will find it a great source of pleasure to have the subject of discipline so well in mind and so thoroughly analyzed and thought out that when a case arises1 he can not only apply a method which he thinks is right but one which he knows is right4 ,oftentimes1 a teacher is confronted with such a difficult situation that no matter what method is applied1 good results will not be seen immediately4 ,in such cases it is extremely assuring for a teacher to know that the particular method which he has applied is the best possible method that could be used in that situation4 ,in the treatment of all cases1 not only are the correct methods outlined in detail1 but fundamental reasons should be given showing why the method suggested is the best in each case4 ,in the treatment of all cases1 applications are to be made of the fundamental principles4 ,there are not a few teachers1 as well as parents1 who continue to use physical force in attempting to govern4 ,it is indeed appalling how blind some people are on matters of discipline4 ,they will get poor results repeatedly from applying a given method and yet they fail to see that their child's bad behavior is due to their own faulty method4 ,why do not parents think about changing their own method which causes the child to misbehave instead of forever blaming the child8 ,this is a question that is not easy to answer4 ,business men1 after finding that a certain form of advertising does not pay1 discontinue that form of advertising and yet they are not half so reasonable in their own homes4 ,for instance1 it is a common occurrence for a parent to flog a child for telling a falsehood4 ,the child continues to tell falsehoods one day after another and the parent continues to use the punishing method4 ,seldom1 if ever1 does the parent think of changing his method4 ,often1 when interviewing parents about a child1 they will offer some reason for punishing which to them seems perfectly sound but they ignore the fact that fear of punishment is one of the chief causes of falsifying and that to punish for a known falsehood today makes the child more secretive tomorrow4 ,many persons likewise1 base obedience upon fear of punishment4 ,their children know that when they hear a command1 they must obey at once or receive a whipping4 ,here is a logical proposition3 ,if obedience is based upon fear instead of confidence2 that is1 if the child obeys only through fear1 then when fear is gradually removed 7at fourteen or fifteen when the child begins to feel the assurance of manhood7 obedience naturally becomes weaker4 ,many parents wonder what is wrong when they lose control of their adolescent boys and girls2 yet the reason is perfectly obvious4 ,if obedience is based upon confidence1 as it should be1 the changes which accompany adolescence will not remove the only basis of obedience1 as in the case of fear1 but will make the parents' grasp even more secure4 ,many parents are thoughtful enough to have at least their own reason for using a certain method1 while others1 unfortunately1 hardly think at all4 ,they have one method which they attempt to use as a cure for all bad traits as well as for particular misdemeanors4 ,a situation presents itself and because of some pre-conceived notion1 the same old remedy is suggested and administered4 ,what is true of a great many parents in this regard is also true of a great many teachers4 ,if parents and teachers were to try some practical tests in discipline1 keep a record on paper of the treatment of certain offenses followed immediately by the obvious results of those methods1 and then draw reasonable conclusions at the end of a week or a month1 they would have something valuable to work upon4 ,most educators advise the use of corporal punishment as a last resort1 yet far too many teachers in carrying out this advice really use it not only as a last resort but as a first1 last and only resort4 ,here is the situation--in fact1 a very common situation for a teacher who does not have the confidence of his pupils4 ,a boy is told to do or not to do a certain thing4 ,he openly disobeys4 ,the teacher feels that he must make an example of him and humiliate him at once before the school4 8,let us conclude1 then1 that the day of corporal punishment as an important agency in school discipline has passed never to return4 ,and let us also conclude that its passing is not yet complete and can not be complete until social customs and prejudices have been thoroughly adjusted to the new order and until effective methods of dealing with acute disciplinary difficulties have been discovered1 standardized and made effective by general recognition40#a ,in this brief ,introductory ,course1 one can not go much into detail on any one point4 ,in regard to punishment1 however1 this hint is in place4 ,if anyone is interested enough to really find out for himself and settle in his own mind once for all1 questions concerning correct discipline1 let him personally interview a large number of boys4 ,let him get some of their views4 ,let him talk over the matter frankly with some other teacher's pupils4 ,he will thereby not only enlighten himself as to the best policy about punishing boys but the experience of talking in a confidential way with big-hearted boys 7and they will all seem big-hearted if only he assumes that they are7 will give him a new inspiration and a more optimistic view about his future discipline in the school-room4 ,he will feel more capable of appealing to the child's mind and heart and will see less necessity than ever before for having to force even the most stubborn child to do his bidding4 ,the author's own view on punishment is this3 the more a teacher knows about child nature and correct fundamental principles1 the less he will need to use corporal punishment4 ,the aim of this ,course is to present the teacher with such concrete information1 based upon a correct knowledge of child nature1 that its application by the teacher will enable him to succeed in discipline without any corporal punishment whatsoever4 ,of course1 there will always be exceptions4 ,a certain pupil may be apparently abnormal and extremely hard to govern4 ,but even with the proverbial exception1 really surprising things can be accomplished by the application of wise methods4 ,the aim1 stated above1 is not unreasonable4 ,the author has clear evidence of this4 ,in his own town1 the superintendent of schools went so far as to allow even the pupils to know that he would not punish them with physical pain4 ,he explained why he would not and the result was wonderful1 as he expected4 ,instead of the pupils taking advantage of such a policy1 it appealed to them4 ,they respected this superintendent4 ,they realized that he was there to help them and they allowed him to do so4 ----- ,footnote #a3 ,w4 ,c4 ,bagley1 ,school ,discipline1 p4 #aid4 ,macmillan4 ,a ,real ,accomplishment ,out of seventy pupils who attended the school at the opening of the term1 sixty-seven were in regular attendance throughout the year and two of the three pupils who did drop out had very good outside reasons4 ,this record is astonishing but the discipline in that ,high ,school is also remarkable4 ,this superintendent has carried out with wonderful results the principles explained in this ,course4 ,the ,common ,sense ,factor ,some people tell us that teachers are born and not made1 that tact is an innate quality4 ,of course1 there is a certain amount of truth in this4 ,it is needless to say that not all teachers can attain the same high degree of efficiency in controlling a school4 ,but to say that a certain teacher can never succeed1 because he does not have tact1 is to express ignorance of the true nature of tact4 ,tact can not be entirely separated from knowledge4 ,tact and common sense increase in direct proportion to the advance of one's knowledge4 ,one employs tact when he says and does the right thing at the right time and place4 ,tact implies skill in dealing with immediate circumstances4 ,therefore1 the more experience one has in dealing with a given circumstance the more proficient he should become4 ,the mind profits by experience4 ,a wise teacher also profits by ideas4 ,if someone relates a case of discipline to you in which tact was used1 you can use the same idea in a similar circumstance and you will also be using tact4 ,for example1 a certain teacher on entering a new school in the fall1 learns that five or six of the larger boys have been talking on the street about whipping him out1 in case he gets 8cute40 ,if this teacher allows his pupils to find out in any way whatever that his mind is bothered about it2 if he gets up before the school and attempts to make a speech calling attention to the gossip1 he will thereby show very little tact and the offending pupils will most surely cause him more trouble4 ,on the other hand1 suppose that1 sometime when he is with the boys1 without any evidence of anxiety1 he incidentally remarks1 8,i see no need of trying to correct pupils by whipping them4 ,people have nearly always treated me justly because ,i have dealt fairly with them40 ,this is using tact4 ,the boys will not annoy this man2 they will respect him4 ,so with hundreds of cases4 ,having each instance worked out in detail1 the teacher may determine the minute application of good methods4 ,in this way he can avoid harmful schemes and employ only tactful plans4 ,it is the ignorant teacher who is untactful2 it is the wise and well-educated teacher who is tactful4 ,by well-educated1 here1 is meant educated in proper discipline4 ,a teacher may be a good scholar and yet be poorly trained in controlling a school4 ,the teacher who is well trained in matters of discipline does not look upon the many so-called puzzling circumstances as problems at all1 because they so readily fit into his system of knowledge that he knows at once how to prevent prospective difficulties4 ,there will never be a day in which you will not use the ideas in this ,course1 consciously or unconsciously1 in one way or another4 ,the ideas presented are fundamental4 ,there is only one more thought the author wishes to leave with you in this ,introductory ,course before taking up the instructions in the regular ,course4 ,that is this3 a child is influenced more by those teachers whom he likes and admires than by those whom he dislikes and who antagonize him4 ,therefore1 it is hoped that each teacher will begin the reading of this ,course with a strong conviction and a firm determination to gain from it a means of getting the child's confidence1 which will enable him to be a power for good in guiding young lives aright4 ,no teacher has attained the greatest joy in his profession until he has received from boys and girls letters of overflowing thanks for past helpfulness4 ,and every teacher will realize this joy who conducts his school in a rational way and who learns methods by means of which he can place discipline upon the natural basis of confidence4 ,when you have learned the relation of your own conduct to discipline and the relation of your school to discipline2 when you have come to realize the real province and true end of discipline2 when you have completely learned the great fundamental and universal principles of discipline which work toward this ideal end and finally when you have learned to apply these principles to the dozens of concrete1 typical cases with which you will always be confronted in the school-room1 then you will be in possession of knowledge that will not only cause you to be sought for by school authorities1 to teach in better schools at far better remuneration1 but it will enable you to do infinitely more for boys and girls1 thus making life itself better for yourself and others4 8,what we need more than better brain inheritance is a better and more scientific set of rules for developing the brains that we have1 and such rules of procedure should be made the common property of all who are in any way related to rearing and educating children40#b ----- ,footnote #b3 ,mc,keever1 ,psychologic ,method in ,teaching1 p4 #cbi4 ,,confidence ,confidence1 that basis of control which is necessary in dealing with a youth who is physically too big to whip1 is the best basis for dealing with a child or adult of any age4--,r4 ,c4 ,b4 ,,part ,,one ,,the ,,teacher ,someone has truthfully said1 8,without a teacher there can be no school40 ,it is a university when a great teacher1 like ,mark ,hopkins1 sits on a log with the lad1 ,james ,a4 ,garfield1 and pours forth his store of knowledge for the eager mind of the backwoods boy4 ,all other elements of a school may be absent1 except the teacher1 who as a living fountain of knowledge interests the mind of the lad because he possesses those qualifications that are found in the true teacher4 ,the vital factor of the school--be it the humblest one room school2 the best one room school2 a village school or the many roomed high school in the metropolis of the land--the vital and all-important factor is the teacher4 ,the teacher is the inspiring force in the school-room1 bringing light and hope and accomplishing more by influence over the children than by any other means4 ,the ,teacher as a ,leader ,the teacher must be a leader--a true leader--a leader in social ethics1 in private morals1 in character-building1 in religion1 in fact in all that goes to make life worth while4 ,this seems almost too much to demand of the teacher but it should be expected nevertheless1 for it is not exaggeration to say that the teacher's work is the greatest of all tasks4 ,his clay is ,god's chosen material4 ,every great work needs a controlling brain and a true heart and it is to be expected that ,god's greatest work needs them in a superlative degree4 ,if they are absent1 the school is like a dead body without the vital spark4 ,if the school is without the true and faithful teacher--even though all else be present1 the best and most lasting results are impossible4 ,the cry of the hearts of the children is that they be instructed and nourished and1 finally1 sent into the world fired with a zeal and purpose that will prompt them to the most heroic efforts in the world's work4 ,it is the dream of every child to worship some hero1 to be held spell-bound by some great life--a life that possesses some traits that appeal to him4 ,the teacher must be the hero2 the teacher must embody these traits4 ,the child upon finding such a teacher will do his bidding gladly1 will start on any mission at his request1 and will be proud to serve the dictates of a master-will--a will influenced by the ,divine will4 ,how many men and women will admit that all the good that is in them and the usefulness they manifest1 they owe to the example and teaching1 or to the memory of some sainted teacher--a teacher who consecrated himself to ,god1 thereby finding his place and wielding his influence over child life for good4 ,though the teacher's task seems to be the most difficult1 after all its importance makes it the greatest and best1 and what better or higher work is there than to help children and young men and women to a clearer vision of truth1 to a nobler sense of duty1 to encourage and inspire to higher ideals and motives of life1 that are bounded only by eternity8 ,it is the teacher1 who at his best1 stands between the child and the various experiences that await him4 ,the teacher1 from his larger store of knowledge1 directs the child towards1 and introduces him to1 those forms of experience which are especially adapted to bring out and develop the element of perfect control4 ,two teachers may use the same mechanism of methods--the one may fail and the other succeed4 ,they may be using the same system of marking and grading1 rewarding1 and reporting to parents1 still the one fails while the other succeeds4 ,their environments1 too1 may be the same4 ,the failure of the one is to be sought in the teacher1 so too1 is the success of the other4 ,the vital need is the proper qualification of the teacher4 8,the responsibility of the schoolmaster does not end when the boy leaves school any more than the responsibility of the ship-builder ends on the day of the launch4 ,each is commissioned to construct a seaworthy vessel1 competent to sail either in calm or in stormy seas1 and each neglects his duty if he is content merely to build up a fairly handsome structure which will glide gracefully off the ways and keep afloat until the crowd has dispersed40#c ----- ,footnote #c3 ,welton and ,blandford1 ,principles and ,methods of ,moral ,training1 p4 #agc4 ,warwick and ,york4 ,purpose of ,teaching ,perhaps1 no more important question should the teacher ask himself than this1 8,why am ,i teaching80 ,is it because a brother or sister or parent or friend has taught or is teaching1 or because he must earn a livelihood to support himself or family1 or because he thinks he loves children1 or enjoys instructing1 or glories in power1 or believes he has ability as a disciplinarian1 or considers the work of teaching easy1 dignified and above reproach1 or the day short1 giving time for other pursuits2 or is it because he considers teaching a stepping stone to some other life profession1 or1 as is the case with too many women1 employment to tide over the period between graduation from the high school and matrimony2 or that he feels he is capable of no other work and is teaching because he believes himself small and fitted for doing a small work2 or1 does he believe that there is in teaching an opportunity to accomplish great good and to be of valuable service to mankind8 ,there may be some other motive or motives that induce the teacher to undertake his work1 but his should be the most worthy purpose4 ,no teacher can expect to do his fullest measure of service and gain that contentment and happiness1 that come to the good teacher1 if his motive or motives for teaching are not the noblest and best4 ,if any teacher takes up the profession of teaching--the art of arts--his must be a true aim to be of service to mankind4 ,no teacher can successfully control those under his care and teaching1 unless he believes that his work is the most vital4 ,his heart and interest must be in his work2 otherwise1 it is his duty to leave the teaching profession4 ,preparation ,a requisite of the teacher that can not be overlooked is the ability to teach4 ,it is an unmistakable preface to teaching to have the proper desire to teach4 ,it is to be hoped that the day is not far distant1 when all teachers must have a normal training of not less than one year1 and that every ,normal ,school be required to cultivate the natural qualities most essential to teachers4 ,every student entering a ,normal ,school should satisfy his instructors that he possesses superior ability in his chosen profession4 ,the ,normal ,school should be required to recommend1 without exception1 to other fields of activity1 all those who after a sufficient time in the school do not promise to qualify as teachers of ability4 ,one does himself great injustice to enter a profession for which he is not by nature and by training qualified2 and a far greater injury is done those who come under his instruction if he is not a natural and trained teacher4 ,scholarship ,without a doubt1 a most important requisite of the teacher is good scholarship--a thorough knowledge of the subjects to be taught4 ,his knowledge must be not only thorough1 but fresh4 ,he1 too1 must be a broader student of the subjects he teaches than one who merely knows the text he is using4 ,it is evident that a teacher can not teach more than he knows1 and often the keen mind of a pupil leaves the realm of the text-book and legitimately inquires into the depths of knowledge4 ,he may embarrass the unprepared teacher1 or the teacher whose knowledge of the subject is no broader than the text4 ,the teacher's preparation must not be superficial1 it must be like a fountain--ever fresh and flowing1 connecting that which has been passed over and that which is to come4 ,this is an essential element of successful instruction1 but many can not see why it should influence discipline4 ,the teacher who is a deep and inexhaustible fountain of knowledge wins the confidence of his pupils1 and whatever increases confidence decreases the necessity of imposed discipline and control1 and it is true that whatever decreases the confidence of the pupils in the teacher increases the necessity for outer control4 ,confidence in the ability and preparation of the teacher is the basis of ready obedience4 ,it is the element that begets a prompt and cheerful yielding of the pupil's will to the will of the teacher4 ,the teacher should never cease to be a student4 ,though he thinks himself thoroughly educated1 he should always go over the material which he intends to teach2 to this1 he should add a wide range of reading outside of the lesson proper1 but bearing upon the lesson4 ,in this way he will be able to give to his pupils more than is found in the lesson4 ,the teacher who unceasingly pursues such tactics in the preparation of his work will arouse interest in his classes and interest will secure attention which in turn will produce diligence in study4 ,it is a self-evident principle1 that interest on the part of the teacher will produce interest on the part of the pupil and interest will promote application and progress4 ,many a teacher who has been otherwise weak in the ability to discipline properly1 has easily controlled large classes by the interest he has manifested in his work1 because he was accurate and full in his instruction4 ,as a ,student of ,nature ,aside from the teacher's thorough preparation and knowledge of the subjects he teaches1 he must be well versed in other matters4 ,no teacher can fulfill the measure of his calling1 unless he is a lover and student of ,nature4 ,this may be difficult for the teacher within the confines of a large city4 ,however1 no city is so large1 that all phenomena of ,nature are shut out and whatever means are at hand1 should be used and thoroughly understood4 ,some tiny park1 or well kept front yard1 even a stray bird1 a sparrow1 the rain1 the clouds1 and the snow flakes are ,nature's property1 and where is the teacher who should be unlearned in any of these subjects8 ,for the teacher whose happy lot it is to teach in the rural districts or villages1 it would be a shame indeed1 if he did not know the every pulse beat of ,nature4 ,could there really be a teacher who could not control a large band of boys and girls1 if he were always ready to expound the secrets of the forest1 of the seasons1 of the air1 and put life and breath into all the vast out-of-doors and her varied phenomena8 ,it is almost a necessity that every teacher should have studied psychology in his preparation for teaching2 still the author has been in states where there are no laws concerning this requirement for teachers2 there are scores of teachers who have not even read one text in psychology4 ,many have been the definitions given of psychology1 but in the end they do not differ seriously4 ,since psychology is the interpretation of human nature1 the admission must be made that every teacher should have a clear knowledge of the subject4 ,psychology will not produce a teacher1 it is true1 but teachers are compelled to study and to know human nature and the laws governing it1 so that common sense methods may be developed4 ,the study of psychology is usually involved in all discussion of methods4 ,the teaching process involves the mind of the child and it is reasonable to demand that the teacher should know the main outlines of modern psychology4 ,without further argument1 it is apparent that a clear and comprehensive knowledge of psychology is necessary for the teacher4 ,not alone should the teacher have an understanding knowledge of psychology1 but he should read some good texts on psychology and its allied branches every year4 ,child ,study ,no teacher1 then1 should consider himself educated or prepared to teach who has not given himself some preparation through child study1 this greatest of all school subjects1 which is simply genetic psychology practically applied4 ,this subject is new1 and at best1 the teacher who has carefully studied it will know too little4 ,still there is no excuse for the teacher who does not know something about the following phases of the psychology of children3 the child's soul or mind1 acting as memory1 imagination and reason2 the chief facts concerning the child's affections1 ambitions1 motives and ideals2 adolescence--physical1 mental and moral phases2 relations to other children and elders2 his sense of humor and responsibility2 his moral obligations2 his views concerning himself1 society1 and the local community2 his views of ,nature2 the principles of child growth2 the normal height and weight of children2 the common defects of children as weak eyes1 defective hearing1 adenoids1 spinal curvature and other ailments that attack childhood2 the child's likes and dislikes and all the activities that most interest him4 ,no sensible teacher will undertake to teach the child a new subject until he understands just what the child can do4 ,then it is an evident conclusion that the process of teaching can be elevated above the plane of a haphazard undertaking to that of a systematic science by the teacher who has studied the child in his manifold complexities4 ,it follows then that a teacher's preparation at its best is not complete until he has a workable knowledge of child psychology4 ,reading ,the teacher's preparation is not complete without the reading of good books4 ,every true teacher is a student1 and to make it possible to remain a student he can not neglect reading good books4 ,reading the best books in every field of the teacher's work1 and even in many other fields for the purpose of gaining new knowledge is a requirement of the teacher that should not be overlooked4 ,in reading for pleasure and recreation1 care must be exercised in choosing reading material4 ,only the best should be selected by the teacher and that which will give the most aid to his work4 ,the teacher must be a careful reader2 he should not hasten through a book1 just to be reading4 ,important passages should be marked4 ,whatever is of use to the teacher should be correlated to his work to add more to the subject taught4 ,the author in all his reading1 even in fiction1 has made use of this method--marking all important passages and quotations as he read2 then1 in the back of the book1 he constructed a list of pages where each passage or quotation was to be found4 ,following the number of the page in his index1 he put a brief note1 or sometimes only a word to explain the nature of the passage4 ,to illustrate3 quotations or passages of general interest were marked 7general72 a passage bearing upon history1 marked 7history71 etc4 ,when he sought some thought or passage upon a certain subject1 it was easy to look to the 8homemade0 index of the books read and hastily locate such information4 ,reading for a ,purpose ,to the teacher books are companions4 ,he should go to them in time of need4 ,they will give assistance4 ,for recreation they will afford rest1 and for information they will prove a never-ending source4 ,every book the teacher reads1 should be read for a purpose4 ,it is a good plan to discuss a book read with a friend or one who has read it and is interested in the line of thought treated4 ,fiction usually portrays some strong character types1 as well as weak character types2 these make excellent themes for talks on moods and kindred issues4 ,the wise teacher is always ready to cite some good character study or tell some interesting tale or anecdote bearing upon the subject being studied and taught4 ,when interest lags on a dreary day1 or when the entire school seems to have the 8blues0--and every teacher knows that there are such times--he can save the situation and avoid embarrassment by narrating some interesting story4 ,fiction abounds in character portrayals1 anecdotes and stories4 ,these can be marked and indexed as to kind as explained above4 ,the question as to what kind of books a teacher should read may arise4 ,there can be no harm in reading every type of book--books that bear upon every phase of life4 ,however meager a teacher's income may be or uncertain the place of his abode1 he should have a library4 ,the word library does not mean that he must have a hundred or more books4 ,how many great men have had only a ,bible1 ,pilgrim's ,progress1 and perhaps a book or two of poems1 and yet owned a library far more valuable than is often possessed by the indiscriminate booklover6 ,a few books well read are better than many unread4 ,it may be well to add this precaution4 ,there are scores of good books bearing upon method1 pedagogy and various phases of the teacher's work4 ,books written for the teacher are intended to inform1 and not to give exact directions for every activity of the teacher4 ,there can be no such book as the latter4 ,it is true1 every school bears the same aspects1 and fundamental principles underlie the teaching process1 but 8cut and dried0 rules and formul can work only for artificial ends4 ,a good book seeks to suggest1 and the wise teacher improves every suggestion4 ,papers and ,magazines ,in addition to the reading of good books the teacher should read several good papers and magazines4 ,here the greatest caution is necessary4 ,this is an age of every kind of journalism1 much of it really dangerous1 and frequently the most appealing paper or magazine may prove to be the most harmful4 ,it is a safe rule to read those papers and magazines that have been proven worthy by time and use4 ,one good daily is sufficient2 in its pages the teacher can scan the activities of the world4 ,this need not take much time4 ,a few minutes each day will be ample4 ,a teacher should avoid sensational murder 8writeups10 robberies and articles designed to create curiosity rather than to give facts and information4 ,however1 the tried and conservative daily avoids glaring headlines1 announcing atrocities of every kind4 ,what the teacher should know1 is what the world is doing in commerce1 industry1 science1 invention1 legislation1 discovery1 religion1 arts1 manufacturing and those great events which shape history4 ,the teacher who reads papers and magazines for the above purpose will be abreast of the times4 ,he should read one good teacher's paper4 ,there should be no trouble experienced in finding one as there are numerous excellent magazines published4 ,yet1 care must be exercised1 for many teacher's papers and magazines are nothing less than trash4 ,the editors1 like so many business men1 hope to reap a harvest of money instead of following the motive of service to their fellow men4 ,a good magazine can not be omitted from the teacher's reading4 ,while it is true1 that much which appears is written only for the remuneration2 that is1 each issue must be filled and almost anything will do1 and many of the stories appeal only to a class of people who will read only the very poorest of literature2 still1 the teacher need not despair in his choice4 ,he must read that journal the reputation of which has been established and the pages of which are edited by live men and women who are discussing live issues4 ,in concluding the discussion on the teacher's preparation1 it is obvious from what has been said1 that the teacher must always remain a student4 ,he must read to learn2 he must investigate to know2 he must delve into ,nature to learn1 and it is not at all absurd for him to study again those books which he faithfully studied during his ,normal ,school training4 ,the ,teacher's ,morals ,it seems almost unnecessary to say that a teacher should be moral4 ,it is an important requisite4 ,although the teacher's choice of his profession1 his ability to teach and his preparation have been discussed first1 the reader may consider the teacher's morality the first requisite4 ,the author can not conceive of a successful teacher1 who would possess every essential quality except the quality of being moral4 ,it is a foregone conclusion that a teacher is supposed to be a moral person4 ,while this is true1 sad to say there yet remain many teachers whose notions of a moral code are crude4 ,they violate some of the smallest details of the moral code and thereby undermine their success1 to say nothing about lessening the service they are attempting to render to mankind4 ,it is not too radical to say that a teacher1 above all other professional people must be moral4 ,his idea of a moral code must not be vague2 it must not contain conflicting ideas4 ,he1 above all1 must have definite notions concerning morals4 ,it is true that the term is too generally misused4 ,many teachers attempt to teach morals in such a way that the pupils have altogether a wrong idea of ethics and consequently1 in their daily lives are doing many things that are immoral1 still believing that they are shunning that which is not right4 ,it is the purpose of the following discussion to set the teacher right on what the term 8moral0 in its strictest sense includes2 and what constitutes a breach of morality will be clearly set forth4 ,for many years educators have been examining the moral requisites in a teacher1 and there can be no doubt as to the correctness of these ideas4 ,no attempt will be made to generalize1 but specific and concrete ideas will be presented4 ,in other words1 what is immoral will be discussed in such plain terms that the teacher can easily frame for himself a workable moral code4 ,meaning of ,moral ,at the outset1 it will be well to explain the term1 moral4 ,specifically1 to be moral is to act in accordance with the laws of right4 ,at once1 the conflicting question arises3 ,may not what one considers right another consider wrong8 ,but1 this is not a difficult question4 ,it is not what one person or another may think about it2 it is what the results will be4 ,the past points unmistakably to the results of all that has been done4 ,in the dictionary of the past can be found the record of the results of every action4 ,have the results been beneficial and serviceable to mankind1 then the action was moral2 if the opposite1 then the action was immoral4 ,without further explanation1 those actions that injure the individual or society will be regarded as immoral4 ,it is granted that a teacher should not become intoxicated1 or fight1 gamble1 visit places of doubtful character1 associate with persons whose characters are questionable1 violate the law in any way1 break the ,sabbath1 swear1 or blaspheme1 cheat1 lie or be guilty of lewd conduct4 ,these are immoral acts4 ,there is no question as to their nature4 ,they are wrong4 ,still the author has met teachers who committed some of the above wrongs4 ,at a certain board meeting a young man was asked to present his resignation1 because he was proven guilty of a grossly immoral act4 ,it is hard to understand why any teacher should even be guilty of minor wrongs1 much less1 any of the larger offenses against the moral code4 ,it is to be hoped that this book will seldom fall into the hands of any teacher who is so base as to be guilty of a wilful wrong4 ,it is true that many questionable actions in which men and women indulge themselves1 are by them1 not always considered wrong4 ,while this may be the case1 it becomes necessary to inquire what influence such actions may have or what the results may be4 ,if evil alone can be traced back to such actions1 or results that are damaging1 then such actions must be conceded to be wrong1 and therefore immoral by anyone1 however ardent an advocate of the questioned actions he may be4 ,now1 the application of the above principle to some concrete actions1 that are much disputed as to whether they are wrong or not1 must tend to satisfy the most doubting mind4 ,if injury can be shown as the result of any action1 that action must then be wrong4 ,all must agree to this4 ,then1 the discussion must lead to the results of these disputed actions4 ,the first of these under consideration will be smoking4 ,every teacher can recall an instance where some boy worshipped a certain man because he found in him all those attributes that make a true man1 except that the man smoked4 ,but the boy held him as a hero1 and because the man smoked1 he believed there could be no harm in it4 ,the influence of the man induced the boy to smoke4 ,the moulding of a human life is the most important work in the world1 and if this book can say something that will cause a teacher to feel a keener responsibility in his work and life than ever before1 in the fulfilling of his most important position1 then it will not have been written in vain4 ,consider ,weakness of ,others ,the teacher may argue that no harm came to him from smoking because he smoked moderately1 and no harm can come to the boy if he will be moderate4 ,but1 the teacher cannot insure this influence of his action4 ,every sensible teacher must admit that there are not a few instances where positive harm has come to smokers4 ,at this point it is well to say that the pipe1 the cigar1 chewing tobacco1 and the exceptional snuffing of tobacco1 are all related closely to the cigarette1 which gets most of the blame for the harm done by tobacco4 ,they are all evil and their use is immoral4 ,that no teacher may be in doubt as to whether smoking a cigarette1 a cigar or a pipe1 or chewing and snuffing tobacco have evil results1 it may be advisable to call attention to actual records of many concrete cases2 and cases in which much harm has been suffered are not isolated1 but are generally distributed4 ,the records of any city superintendent of schools will reveal scores of cases of boys whose minds have been weakened1 whose muscular organisms are shattered1 whose nervous systems are irresponsive and beyond the boy's control1 in fact1 whose entire lives are wrecks1 because they indulged in the use of tobacco4 ,every user of tobacco1 at first1 is a moderate user1 but the evil habit leads to demoralization and excessiveness4 ,any juvenile judge can cite many instances of boys who were brought into the juvenile court1 because their minds were depraved and their passions all out of restraint1 because the use of tobacco had had its evil effect upon the boys' minds4 ,if the reader will concede that some evil comes from the use of tobacco1 then the argument is complete2 for any action that necessarily has evil results is wrong1 therefore1 immoral and the teacher has no right to perform that act4 ,gossiping ,no one questions the fact that gossiping and its attendant indulgences1 loafing1 are evils4 ,nevertheless1 teachers are too prone to indulge themselves1 thereby profoundly influencing their school associates in no good way4 ,it should be above every teacher to gossip about anyone4 ,when the time comes to report an insubordinate or bad pupil to the superintendent or to the board of education1 the facts should be told and no more4 ,the teacher--man or woman--has no right to report the evil of one pupil to another pupil or to patrons or parents1 even to members of his or her immediate family4 ,a safe rule to follow1 is this3 8,if one can say nothing good about anyone1 say nothing at all40 ,this brings up the question1 can a teacher1 with propriety1 gossip about other teachers1 neighbors1 patrons and parents8 ,no4 ,it is degrading4 ,avoid it4 ,the city club1 the social gathering1 the proverbial 8husking bee10 the quilting1 or 8gathering0 of any kind is too often the hotbed where gossip thrives4 ,a teacher cannot afford to share in it4 ,better than take part1 keep silent4 ,it is bad enough to listen4 ,association with ,loafers ,many a man teacher has thought in order to be a good mixer1 he must be friendly1 or social and linger with the drug store crowd1 or stop at the street corner--where usually the loafers congregate--to take part in the conversation4 ,not always1 but generally the topic of conversation is idle gossip1 or worse than that1 8smutty0 stories are being told4 ,to listen is immoral2 to indulge is worse4 ,but1 should the teacher pass by without even so much as noticing the crowd8 ,by no means4 ,he should cultivate the good will of all1 even of the street corner gangs4 ,then what must he do8 ,he can give a friendly greeting and make a pleasant remark1 turning the tide of conversation toward right channels4 ,the story is told of ,ulysses ,s4 ,grant1 that when he was a boy1 he came one evening into one of the grocery stores of his home town1 ,galesburg1 ,ill41 and soon after entering1 heard one of the loafers say1 he would tell a certain story if there were no women in the store4 ,the idler craned his neck and asked if there were any women near4 ,at this point1 the youthful ,grant said1 8,no1 but there is a gentleman present40 ,the story was not told4 ,the writer recalls a superintendent of schools1 who attended a ,men's ,church ,banquet and told such offensive stories that even men1 who before thought little about telling an objectionable story1 were disgusted4 ,the influence of this superintendent was so extensive that he led many others to tell evil stories4 ,the boys of the entire school1 as a consequence1 were addicted to this vicious habit4 ,many of them admitted to the writer the evil habit1 and pointed to the superintendent as the one who had influenced them to do what they considered evil and immoral4 ,further admission from the boys revealed that many of the girls told shockingly offensive stories and that some of the boys followed the evil stories by the evil actions suggested4 ,all because one man did not have the moral stamina required of a decent teacher and superintendent4 ,to conclude1 no teacher--man or woman--can afford to gossip1 to talk about anything1 except that which the most refined and exacting mind may hear without criticism4 ,there can be no question as to the impropriety of idle gossip and bad stories1 but there may be included the so-called 8yarn10 and attempts at humor designed to create laughter at the expense of a friend on account of unavoidable defects1 affected speech1 8smart0 expressions1 and the like4 ,to the average child the above deviations from the correct usage of language are repulsive4 ,there are teachers who have the happy characteristics of being humorous and can employ that trait to good advantage but it should not be attempted1 if it causes an auditor pain4 ,the teacher should use only good ,english2 that is1 pure ,english which will serve the teacher who is inclined to indulge in trivialities of speech4 ,slang ,expressions ,it is needless to say that a teacher should not swear or use blasphemy4 ,but how disgusting it is to enter a school-room where the mistakes of the pupils are corrected by 8gracious10 8my land10 8gee10 and scores of other useless words that are classed as slang4 ,it is not unreasonable to say that such words are nearly as bad in the school-room as the vilest blasphemy is outside of the school-room4 ,pure ,english1 with not an unnecessary word1 is beautiful4 ,it excludes slang and blasphemy4 ,again1 the teacher should use only pure ,english in the school-room1 and more than that1 outside of the school-room1 in his every-day conversation4 ,deception ,it is a well established fact that everyone should be truthful1 but to the teacher this is all-important4 ,this does not imply merely that the teacher must tell no falsehood but he must1 also1 act no falsehood4 ,there are teachers who never tell a lie1 but their actions often convey untruth2 such a teacher cannot expect his pupils to be truthful in word or deed4 ,closely allied to this is the common fault of deception4 ,no teacher can afford to deceive his pupils4 ,if he has promised his pupils something1 he should see that they get it4 ,if some unavoidable occurrence prevents this1 it becomes necessary that the teacher should explain the situation4 ,truthfulness and frankness on the part of the teacher will beget the same on the part of the pupil4 ,associations ,may a young man or woman who is teaching1 associate frequently with the opposite sex8 ,no one will attempt to deny that he or she may to a limited extent4 ,evil results will follow when the association becomes too frequent or too conspicuous1 even though it is what the average young ,american calls 8just for a good time40 ,if these young teachers are teaching in a high school1 they will sow the seeds of free-for-all courtship in their classes4 ,wise high school teachers1 and very often the upper grammar grade teachers1 know that this will surely harm the better interests of work and progress1 that it will also breed the abominable habit among the pupils of keeping late hours and being on the streets too much4 ,association with the opposite sexes among high school pupils is often romantic and beautiful and cannot be condemned4 ,it is not our purpose to object unqualifiedly to this practice but safety and common sense must be practiced1 and at no time can a teacher afford to act with more discretion than in his associations4 ,the married teacher is relieved of this caution1 but even his associations and relations with his lady teachers1 mothers and often older pupils must be carefully guarded and made only business-like4 ,this introduces the question of the kind of associates of the same sex a teacher should allow in his company4 ,the maxim1 8,the kind of companions one has will reveal one's character0 answers the question4 ,a teacher must ignore no one1 but only those people whose characters are above reproach should become his companions4 ,it is true1 a teacher will1 very often have questionable pupils in his classes4 ,here the attitude should be plainly missionary4 ,every effort should be made to improve the pupils' conduct and thereby reform their lives4 ,sometimes1 it is wise to have very objectional pupils removed permanently from the school4 ,their influence on the other pupils may overbalance the good done in saving them4 ,example ,the effect of example upon the pupils is remarkable1 for no one can doubt but that example strongly influences standards of morality4 ,in like manner the effect of the teacher's life in establishing higher or lower standards of morality is influenced by the associates which he selects from the masses4 ,a teacher should select such associations and companions that his pupils will be influenced for the highest possible good4 ,a teacher should make it a positive rule never to associate with any one whose companionship would cause an unwholesome influence upon any of his pupils4 ,the opportunities of the teacher are large in the selection of his society4 ,he is in line to choose the best2 it is open to him4 ,he should choose to be a part of the highest and best society and then should make it his province1 his duty and privilege to help mould and shape the social standards1 and do all he can to uplift and better the lives of those with whom he comes in contact4 ,speaking of the child1 ,arthur ,holmes says3 8,imitation is his most universal instinct4 ,what he sees others do he will do naturally and unthinkingly4 ,it is as futile to teach honesty and to act dishonestly before a child as it is to heap water in a sieve4 ,the nervous mechanism of the child is as hopeless and as helpless as a wireless receiver to the influence of ,hertzian waves40#d ,the teacher should not neglect those who are worthy1 but poor4 ,among them he may find his best associates and friends4 ,he should not seek to escape the responsibilities that will accompany his dealings with the less desirable elements of society2 he should look down upon and ignore none2 he should touch elbows with those who are his intellectual superiors and surpass him in strength of character2 he should not lower himself by stooping to that which is below the moral standard1 but in association with the masses he must elevate them1 and lead them forward1 ever remembering1 that as he points to a standard moral code as a sign board1 he himself must lead the way4 ----- ,footnote #d3 ,principles of ,character ,making1 p4 #big4 ,lippincott4 ,idleness 8,idleness leads to vice10 is a truth that the teacher should ponder who spends his ,saturdays and ,sundays1 and his summer vacations in idleness1 spending what he has earned during the winter4 ,work is honorable4 ,it is commendable for a teacher to labor during the summer vacation4 ,he may go to the ,summer ,school1 but if he does not do so1 he should find other work4 ,the so-called rest at summer resorts and the seaside may mean only idleness and evil4 ,the teacher whose life is worth while will have no time to waste on ,saturdays4 ,three of the most disputed social activities are dancing1 card playing and pool1 including billiards4 ,much has been said as to the rightness and wrongness of these actions and still doubt exists4 ,the very fact that doubt exists should satisfy the teacher that he cannot indulge in them1 and still do the greatest amount of good in his community4 ,it may not be that dancing in itself is wrong1 but the past unmistakably gives evidence of the fact that evil attends the dance4 ,the modern dance is disgusting to say nothing about its evil influence4 ,the author is a promoter of sthetic dancing4 ,such recreation properly supervised possesses great value4 ,dancing as a part of physical education1 under a competent director1 is quite another thing from the social or public dance to which hundreds of young people go1 not for physical education1 to be sure1 but for worse than idle pastime4 ,the teacher must carefully discriminate here4 ,he should shun the social and public dance4 ,perhaps less dispute attends card playing as an evil4 ,it is conceded as such by all right thinking persons4 ,every one knows how easily gambling results from card playing4 ,there are numbers of cases on record of lives wasted and crimes committed over the card table as well as in pool and billiard rooms4 ,cards1 pool and billiards are tools of indolence2 they are evil and spread ruin in their wake4 ,no teacher who cares for the boys and girls under his instruction and guidance will dance1 play cards1 pool or billiards4 ,he1 too1 will not play to excess checkers1 chess1 dice1 or kindred games4 ,there are too many good books to read from which the teacher can gain inspiration and knowledge to waste time playing either of the above or any similar games4 ,a word must be added relative to gambling or betting4 ,both are evils and have a bad influence upon the lives of the young4 ,the wise teacher will refrain from them4 ,intemperance ,reference has been made to intoxication which is intemperance1 but intemperance is a much broader term and implies much more than getting drunk4 ,it is well not to think of intemperance as belonging only to the use of intoxicating beverages4 ,every pleasurable activity is liable to be carried to excess4 ,teachers often need relaxation from the wearisome routine of school-room duty4 ,when seeking rest and relief in legitimate recreation care must be taken to avoid excess4 ,even in matters of food and drink1 dress and social pleasures this caution is needed4 ,the teacher with common sense knows where to draw the line4 ,one can be intemperate in many things1 always to his own harm4 ,in passing1 the definition of intemperance will indicate just where the thoughtful teacher must stop not to become intemperate4 ,intemperance is a want of moderation or self-restraint2 indulging of any appetite or passion to excess4 ,honesty ,honesty is commonly thought of as trustworthiness in the conduct of business dealings1 as opposed to fraud and cheating4 ,it is all that and much more4 ,it implies sincerity1 uprightness1 truth1 honor1 integrity1 justice1 chastity1 decency1 propriety1 virtue and frankness4 ,the word honesty implies much1 and there is too great danger that the teacher practice it in its common meaning only1 forgetting that its application is broad4 ,it is very essential that he should not overlook any of its implications4 ,a teacher cannot be said to be honest when he merely returns a dollar's worth of service for a dollar4 ,that does not exactly constitute honesty1 though it may seem to do so4 ,the teacher who shirks a duty1 which he should do1 because he finds it is not in his province is like the man who did not pay his street car fare because the conductor forgot to call upon him for his ticket4 ,he argued that it was the conductor's duty to call for it but honesty demands that he should have paid it4 ,a teacher should be sincere2 he should do nothing for effect4 ,all his actions should be genuine1 arising from true motives4 ,the term upright is indeed vague4 ,in its usual meaning it signifies an adherence to moral principles4 ,it can be easily understood and applied1 if the teacher will remember to admonish his pupils not to do anything which he would not do himself4 ,if the teacher undertakes to teach a moral principle1 he must first live it himself and then he will have weight in his arguments for righteousness4 ,honor is that trait of character which holds one to the practice of all the laws of the strictest moral code4 ,the teacher whose integrity cannot be questioned is the teacher who has fulfilled1 in his life1 all those demands that are set forth in the laws of the ,master ,teacher4 ,he has lived up to the ,golden ,rule4 ,justice demands that all shall be given their rights4 ,the teacher can do no better than to be just to all4 ,when one has decided notions of right and wrong upon the basis of results in the lives of his fellows1 he has reached the exact idea of propriety4 ,virtue is a broad term1 but a word that is significant4 ,that life is virtuous whose every deed promotes the common good4 ,a teacher should not practice ,sunday honesty--that kind of honesty which works under certain conditions and lapses at intervals4 ,everyone1 no doubt1 is inclined to reach high water marks of absolute truthfulness1 and must beware of lapses into error1 even falling below the ordinary standards of every day life4 ,the honesty that is commendable is clean1 out-in-the-open honesty that is always active1 not simply when great issues are at stake4 ,no other profession demands honesty more than that of the teacher4 ,his attitude here must be real1 not affected4 ,if there is pretence or sham1 the first to become aware of it will be the pupil2 and the effect upon him is that he loses confidence in the teacher who should be his model4 ,temper ,the question of temper should not be omitted from a full discussion of a teacher's moral code4 ,how often has a teacher boasted to a friend or fellow-teacher that he indulged himself in a frenzy of temper before his school1 thereby 8scaring the wits out of the pupils0 and remarked further that the pupils feared him thereafter for a week4 ,such an action on the part of a teacher is almost criminal4 ,a teacher cannot afford to lower his dignity by such methods4 ,while no attempt is being made to discuss methods at this point1 for they will be discussed in following chapters1 yet it is the aim to point out those immoral actions from which a teacher should be free4 ,it is foolish for anyone to allow his temper to get away from his control4 ,a teacher should cultivate an amiable disposition4 ,it is never necessary to permit one's temper to override his common sense4 8,when ,i taught school1 there were many times when the indifference1 stupidity1 flippancy1 or silliness of the class brought me to such a pitch of rage1 that ,i dared not trust myself to speak4 ,i would clutch the arms of my chair1 and swallow foam until ,i felt complete self-command2 then ,i would speak with quiet gravity4 ,the boys all saw what was the matter with me1 and learned something not in the book40 7,phelps47#e ----- ,footnote #e3 ,bagley1 op4 cit4 p4 #db4 ,curiosity ,in passing1 it might be well to mention the not uncommon fault of meddling4 ,the teacher's province is the school and all its attendant activities4 ,it will not make him more efficient to know the common affairs of every family of his school4 ,he will be no better off if he knows all the happenings of the neighborhood1 the village or city-block4 ,many times it is necessary for the teacher to repress a pupil who is prone to be a news monger4 ,frequently1 teachers plunge themselves into serious difficulties by meddling in affairs that do not concern their school4 ,such difficulties are unfortunate and always weaken the teacher's ability to govern his school4 ,questionable ,acts ,it has been assumed that all those actions from which evil only may result1 are contrary to the standards of the moral code4 ,consequently1 some deeds which the teacher commonly does not consider as questionable activities will be discussed4 ,no lengthy treatment will be given them since common sense--the safe standard for the teacher--will help decide the correctness of the ideas set forth4 ,no teacher can afford1 in school or out1 to make unkind remarks about the poor1 the aged1 the weak-minded1 the crippled1 the peculiar1 the poorly dressed1 the tramp1 the gypsy1 the prisoner1 or that unfortunate whose appetite is beyond his control and causes him to become drunken4 ,the teacher is an agent who is expected to help1 to lift to higher planes of life4 ,frequently1 thoughtless teachers have joined pupils in jeering at a beggar and thereby created a habit in some child of making sport of the unfortunate4 ,the author calls to mind the elevating influence of a little woman who1 when the boys pelted a hungry tramp with snow-balls1 took him into the warm room and shared with him her luncheon and sent him on his way happier in heart because he had met a kind-hearted woman4 ,who knows but that this act of kindness may have helped to turn the tramp from his vagrant life to a life of usefulness8 ,a teacher cannot lower his standards of life by helping the aged1 the poor1 the weak1 the fallen4 ,a good deed is never lost4 ,neatness and ,cleanliness ,what is the influence of the teacher--man or woman--whose clothing is untidy1 hair and scalp unclean1 finger nails untrimmed and filled with dirt8 ,there need be no discussion2 the prudent teacher knows the answer4 ,the teacher who is attempting to follow a standard of morals will not allow his body to be unclean and unkempt4 ,his attire1 though it may not be in the latest style1 will be neat and clean2 his teeth will be clean1 his finger nails well kept1 and his shoes clean and polished and every detail will evidence his careful attention4 ,such a teacher will take active daily exercise1 will not forget a daily walk1 that will lead out to some haunt of ,nature where a new lesson is in store for the observing teacher4 ,nature has a lesson for him every day of the year4 ,it is safe to assume that the teacher who guards carefully his actions in the school1 out of school1 in his every day life1 and above all when hundreds of miles away from home1 is a safe teacher4 ,he need not give stated lectures on morals4 ,his life and deeds will be monitors to the youth under his tutelage4 ,moral education is not knowledge1 it is life4 ,therefore1 a teacher cannot educate pupils by stated and set lessons in morals1 if he has none himself1 but on the other hand1 his life can be a standard of morals in itself and thus furnish a living model for action to those about him4 ,a teacher has no right to teach good conduct and morals1 or any attributes of a moral nature1 if he is guilty of repeated immoral acts1 open or hidden4 ,it must be remembered that morality is not inherent1 but developed4 ,from this it can be clearly deduced that this moral development receives direction from the moral life of the teacher4 ,the young teacher1 who on his first day enters the school-room and is face to face1 for the first time with the responsibility of his profession1 casts about for a model teacher4 ,he will find many successful teachers whose lives are above reproach1 even some of his own colleagues may be those who will influence him for great good4 ,he may be compelled to look back to a teacher who has been a vital factor in his development4 ,however1 he is young1 and is surrounded by a world of temptation1 and his searching mind need not go far until it can single out a teacher whose life is very questionable1 but who is popular1 receives a good salary1 and possibly secures the best school positions4 ,these are poor standards by which to measure real life and success1 but the young teacher wants popularity1 money1 and a good position4 ,real success is stable and lasting4 ,the teacher with a questionable reputation1 will doubtless before the end of his career find his proper level4 ,to measure a man by his apparent success is not always safe4 ,it is his character that counts in the end4 ,time may be necessary in which to estimate moral worth correctly1 but the effort to truly weigh a person's character is well spent4 ,the ,teacher's ,religion ,the inquiring teacher by this time may have asked1 8,what about a teacher's religion80 ,a teacher should know his ,bible1 be a regular communicant of some church1 and a ,sunday ,school worker4 ,fanaticism must be avoided4 ,but the sane and mellowing influence of religion has a great effect upon character4 ,no teacher should make it a practice to inject his religious ideas into his school work4 ,his every day life should indicate his obedience to the ,master ,teacher4 ,he must not attack any religious denomination as that is not his province4 ,some child may be offended or over influenced by his views4 ,the tenets of every child's church are sacred to him and the teacher should not attack them4 ,often it is argued that a teacher should not teach a ,sunday ,school class4 ,if the teacher does not find it too great an addition to his already heavy work1 there can be no good reason why he may not teach in the ,sunday ,school4 ,it is well to discriminate carefully between a moral person and an apparently religious person4 ,too often it is assumed that a pious person is of necessity a safe moral guide4 ,sometimes unfortunately the teacher who appears religious is not morally sound4 ,true religion includes an approved morality4 ,but1 it must be understood that teaching religion does not necessarily indicate that good morals are being taught4 ,the author does not mean to criticise the ,sunday ,school1 or even the ,church--they are great and effective institutions--but they are failing to teach morals as they should4 ,the school teacher has a great work to do at this point4 ,the final admonition to the teacher is1 have a standard moral code1 live it1 and in pointing others to it as a signboard of life1 be sure to heed it always yourself4 ,aesthetic ,appreciation ,a requisite of the teacher that cannot be overlooked is that he must have a love for all that is good and beautiful3 an sthetic appreciation4 ,the teacher must appreciate and actually participate in the noblest1 best and most beautiful which the world possesses in song and story1 in conversation and poem1 in landscape and sky1 in art and music4 ,the sky with floating clouds1 or when clear or starbedecked1 a silver moon hanging low over a dark-rimmed horizon1 a towering cathedral against a sunset sky1 a brook stealing its way across a meadow1 a mountain torrent1 a rainbow1 the shadow and sheen in the depths of the forest1 a placid river on its way to the sea1 a bird song1 a meadow1 a field of ripening grain1 a flower-hedged roadway1 a path through the valley and into the depths of a wood where it winds at will among the mossy trunks of trees1 over tufts of moss1 beside quiet pools1 through rustling leaves--all these and many more objects in nature hold in store inspiring and uplifting lessons of life4 ,no teacher can contemplate these beauties and not possess a nobler soul4 ,contact with ,nature's most beautiful and best will strengthen his love for the beautiful and will help him to keep the hearts of his pupils attuned to the helpful sights and sounds that go to make up their surroundings4 ,the teacher who delights in the beautiful will find himself easily winning the interests and attention of his pupils4 ,children are born admirers of the beautiful4 8,constitutionally1 he functions sthetically just as really as he does socially1 although not to the same extent4 ,very early in his history he manifests delight in beauty4 ,the nature of these reactions will be explained as we proceed with the chapter4 ,because of them1 education calls for the development of this aspect of the child's nature1 and ethical culture demands its moralization4 ,morality is especially concerned with sthetic development1 since there is an intimate relation existing between the beautiful and the good40#f ,no teacher can have an appreciative love for all that is beautiful and good and not love children4 ,the most beautiful thing in all the world is the unfolding life of a child4 ,who has not stopped by the side of the cradle and pushed aside a curl to look upon the face of a sleeping baby1 whose long eyelashes are sweeping over cheeks aglow with beauty1 the whole face portraying childhood's charm4 ,the first tottering steps of a child are deeply interesting4 ,his gleeful prattle1 his silver laughter are cheering to the most benighted4 ,could ever a human being think of becoming a teacher who does not love children above all else8 ,every teacher should love and appreciate good literature and good music1 and all that is beautiful in the arts4 ,whatever is cultural is sthetic4 ,the beautiful1 the true1 the good are all sthetic and therefore profitable4 ,each day the teacher should renew and reinspire his soul and life by contact with all that surrounds him that is sthetic4 ,he must abhor wrong and love right4 ,his character will then be strong and his life filled with success1 joy and peace4 ----- ,footnote #f3 ,sneath and ,hodges1 ,moral ,training in the ,school and ,home1 p4 #afg4 ,macmillan4 ,willingness to ,learn ,a requisite absolutely essential to the teacher is open-mindedness4 ,he should1 of course1 be stable2 he should not be influenced by every theory and idea that comes to his attention in his associations and reading1 but he must be ready and willing to learn4 ,the teacher will grow by experience who can say1 8,i want to learn more10 but he will just as surely fossilize1 if he thinks1 8,i know it all40 ,no mind can grow if it draws its conclusions only to be in harmony with those already framed4 ,sometimes1 a pupil will suggest a thought1 or even a truth1 that has never come to the teacher's attention4 ,how much better it is to welcome the idea or truth1 and so inform the pupil1 than to ignore it even though it is of value just because it came from one who is inferior4 ,the barefoot urchin may know secrets the teacher has never learned4 ,worry ,the happy quality of mind that shuns worry is well worth a teacher's cultivation4 ,worry makes inroads into a teacher's health4 ,sometimes1 the unthoughtful teacher concludes that work is impairing health when in truth it is worry4 ,it is true1 many situations need careful consideration1 but never worry4 ,worry never yet solved a difficulty4 ,cultivate a happy mood1 resolve that where there is a will there is a way1 and all the school problems will seem less difficult after that resolution4 ,attitude ,toward ,criticism ,closely akin to worry is over-sensitiveness to criticism4 ,the following anonymous article appeared in a college paper some time ago4 ,it is apt and contains much truth4 8#8,say nothing1 do nothing1 be nothing1 then you will escape criticism'1 goes an old saying4 ,could anything ring truer8 ,the most maligned men and women are those who are doing the most and doing it in a conscientious manner4 ,analyze the person who boasts of never being criticised and you will find nothing4 ,some persons1 to escape criticism take a middle course2 first catering toward this side1 then leaning toward the other4 ,they call it tact2 it is really moral cowardice4 ,others allow the shafts of criticism to break down their self-respect1 their confidence in their own ability4 ,this1 too1 is the wrong attitude4 ,criticism is a recognition that you are of sufficient importance to stimulate remarks from someone and besides1 the right kind of criticism is always constructive4 ,the other kind1 oh1 it comes mostly from the class who escape criticism40 ,while the above is true it needs careful thought4 ,it should not be forgotten that criticism is often justly given1 and means that the ability of some one is not up to the standard or that they are failing to do their best4 ,the teacher1 however1 who does his duty as he knows it best1 need never allow criticism to give him any trouble or worry4 ,it may mean only that he is doing something worth talking about4 ,self-confidence ,some teachers possess all those elements that contribute to successful teaching1 except self-confidence4 ,yet too much of that quality is more dangerous than helpful4 ,self-confidence in one's work when the elements of preparation are lacking is foolhardy4 ,when a teacher has given himself that preparation that he knows is necessary and has done his best to possess the qualities that should dominate a teacher1 he has a right to have self-confidence4 ,not alone is it necessary that he should be self-confident1 but it is highly essential that he should show it4 ,he knows what he can do and he should expect good results2 if he does this he can not miss success4 ,success crowns his work who has self-confidence in possessed ability4 ,common ,sense ,too often the teacher is admonished to practice common sense4 ,this is an indefinite term and to many young and inexperienced teachers it means nothing4 ,should they wish to practice common sense they would not be able to do so1 because they can not place a correct construction upon the term4 ,the teacher who observed that one of the boys sat still in his seat and looked into space more than at his book1 and then reprimanded the boy because he failed to learn his lesson1 did not use common sense4 ,another teacher in the same high school observed the same boy1 went to him privately and inquired in a friendly way1 if there could be any wrong from which the boy was suffering4 ,he was told by the boy that he was worrying because he believed he had tuberculosis and furthermore that his father mistreated him4 ,this teacher used common sense1 and also the much recommended 8tact10 another indefinite thing4 ,this teacher sympathized with the boy and sought to remove the obstacles4 ,success crowned the teacher's efforts4 ,another illustration may serve to explain the term1 8common sense40 ,the teacher who scolded the boys for smoking cigarettes1 and thereby won their ill will and intensified the habit1 did not use common sense4 ,another teacher who won the confidence and good will of the boys and then confidentially explained to them the evil results of smoking1 used common sense and tact4 ,did he succeed in getting all the boys to stop smoking8 ,no4 ,nor is there any tactful teacher who will succeed with all1 but he persuaded a great many of the boys to stop smoking4 ,at this point so many teachers fail just because the first effort1 or even continued effort does not save every boy4 ,they condemn their methods and become discouraged4 ,an evil as great as smoking can not be abolished in one year4 ,probably1 it can not ever be entirely eradicated1 but patience and faithful service will finally reach results almost incredible4 ,these illustrations should serve to explain one concrete use of common sense and tact4 ,the observant and thoughtful teacher finds instances every day where common sense and tact are used to advantage4 ,it is the object of this ,course1 in the presentation of many tactful methods1 to increase the teacher's store of 8,common ,sense0 plans of discipline4 ,entering the ,child's ,activities ,it is1 indeed1 the discreet teacher who can place himself upon the level of the child4 ,there is no teacher who can expect to render to the child the service due him1 if he does not enter into his life4 ,with propriety can the teacher be one among the children4 ,a boy with the boys or a girl with the girls4 ,it is imperative to enter into their interests4 ,the suggestion to enter into the lives of the pupils1 has furnished many a teacher with the means whereby he saved the wayward boy or girl4 ,the teacher who places himself above the children1 either in the grades or in the high school1 by word and action1 loses his influence for good and useful service4 ,such a teacher cannot be a true teacher4 ,many of the uplifting truths of his own life1 if he may possess such1 fail to impress his pupils4 ,children of every school age love the teacher who tactfully enters their activities and games--enters them in such a way as to forget that he is a teacher1 and his pupils subordinates1 but as if all are children having a good time4 ,the ,chinese sage1 ,mencius1 said1 8,the great man is he who does not lose his child's heart40 ,big boys and girls always love and admire the teacher who can enter into their sports1 games and athletic activities4 ,it pays men teachers to have some knowledge of athletic sports4 ,even a woman can do much in promoting athletic sports4 ,the benefit is two-fold2 first1 the health of the teacher demands the exercise which athletics affords2 secondly1 the pupils can be much more easily controlled by the teacher who enters their sports and activities4 ,there is a world of knowledge to be gained by entering into the child's life4 ,needless should be the caution that the teacher should not allow himself to grow old in spirit4 ,the teacher whose years may have reached the half century mark can still have 8that youthful spirit0 and that sprightly manner that will fire youth to its fullest activity4 ,such a teacher will never grow really old4 ,of him it may well be said1 that he grows younger with the years until he reaches eternal youth4 ,cheerfulness ,it is often said that childhood is life's happiest period4 ,where then is the teacher who comes in contact with child life daily1 who cannot be happy1 youthful and ever ready to bestow the cheerfulness1 of a helpful life8 ,the happy-minded teacher will never pass his pupils anywhere without leaving with them a sense of his kindly interest4 ,he knows when to enter the child's world to share his joys--and his are real joys--when to sympathize with him in sorrow4 ,the teacher whose life has become bitter1 and who no longer can be happy-minded and cheerful1 should leave the profession4 ,everywhere is needed cheer2 no place can be made better by gloom1 but especially should a companion of children be optimistic4 ,responsibility ,responsibility is an essential requirement of the teacher4 ,he must be absolutely trustworthy4 ,the teacher who shoulders his responsibility1 will not neglect the least part of his work because he believes he is underpaid4 ,should he know that the welfare of a child demands his attention1 outside of school hours1 he should not fail to aid the child1 though it be really no part of his school duties4 ,the rights of the pupils will be guarded as sacred by the responsible teacher4 ,he1 too1 will care for the property of the school as though it were his1 and even more so1 for he is entrusted with its care4 ,the greatest safety for any school is a conscientious teacher under whom parents can place their children for moral1 physical and spiritual instructions4 ,courage ,to be fearless in the performance of one's duty is no easy matter4 ,least of all for the teacher4 ,often in a community1 the school is the only active institution1 during the school year4 ,its influence reaches every home in the community through the children4 ,its every activity is discussed by the well-meaning1 as well as by the unthoughtful and unscrupulous1 the latter often criticising without the slightest assurance that they are correct in their views4 ,the teacher must stand by with a fearless attitude4 ,it is assumed that he has done what he believes to be right--his own life being simple and his moral standards at least no lower than those of his patrons4 ,the teacher must possess all the requisites of the true teacher to be able to stand against every view that may become current4 ,he must even decide to his hurt in order to maintain the right when criticism and censure become slander and falsehood4 ,a teacher must be himself1 not an imitator4 ,his decisions must be firm1 yet kind4 ,he must constantly hold in view the final end in every action1 which end is best for the welfare of the child4 ,a teacher who is fickle1 doubts his ability1 hesitates between opinions1 is swayed by every criticism that comes his way1 seeks advice from those who are not capable of giving it and finally deviates from the right1 will not succeed4 ,he cannot be fearless4 ,sensible ,dressing ,it seems almost useless to say that a strong element in the teacher's qualifications is his ability to discriminate carefully about his attire4 ,a certain grade teacher1 who1 as far as her principal could judge1 possessed every attribute that would constitute a successful teacher1 was wholly uncultivated in her tastes regarding dress4 ,so peculiar and often ridiculous was her attire that she became the laughing stock of the community and finally her pupils1 though they respected her1 made remarks about her appearance4 ,she found her ability to control her pupils weakened4 ,aside from a sensible choice of dress1 it is not to be overlooked that a teacher sets an example for neatness and cleanliness when he attends to the careful selection of his attire and then sees that his person and clothing are always neat1 clean and well kept4 ,a teacher cannot afford to dress so as to draw special attention to his clothes4 ,he should follow the dictates of fashion as long as that is in keeping with good common sense4 ,to women teachers1 this is an important point4 ,it is to be feared should a woman teacher follow every whim of fashion1 she would have little time left for her actual duties4 ,plain1 sensible clothing that allows freedom and ease becomes a teacher--man or woman4 ,the ,teacher's ,home ,it is well to say something about the teacher's home1 or if the teacher is boarding1 something about his room4 ,his immediate surroundings often reflect his personal tastes as clearly as does his attire4 ,all eyes are on the teacher and his domestic policy cannot escape criticism4 ,not long ago in one of the foremost school communities of ,ohio lived a principal of a high school whose home was little better than a hovel4 ,a stranger called there one day and found the front yard very untidy1 several calves were running loose there1 while rubbish1 such as barrels1 broken dishes1 tin cans and a profusion of coal ashes were in evidence4 ,he was greeted by several children who1 even to this lover of children1 proved almost repulsive4 ,each child was dressed in filthy clothing1 with face and hands unwashed and the hair matted with dirt4 ,the father came next--a principal of a small high school--whose appearance was no better than that of the children4 ,instead of neat and cleanly attire1 his clothing was ragged and soiled1 not even put on properly4 ,as the stranger spoke to the worthy principal he could look into a kind of shed room near the house1 in which a woman1 no doubt the mother of the children1 was washing4 ,she too1 was unkempt and unclean4 ,her surroundings were so disorderly and unclean that health was in danger4 ,the stranger's curiosity was aroused and by a clever investigation he learned that this particular high school was notorious1 far and near1 for its rude boys and girls4 ,he learned that just about six weeks before his visit1 thirteen of the high school boys had been before the ,juvenile ,court for various offenses1 and that many more should have been summoned4 ,this was an enormous percentage out of a possible enrollment of one hundred and twenty pupils4 ,could this principal's untidy home and surroundings have played any part in this condition8 ,most certainly4 ,any teacher who will allow himself to live in such a home cannot without great injustice be retained as a teacher4 ,just as he allowed his surroundings to become so wretched he would allow those with whom he daily came in contact to become morally wrong4 ,this man who cared nothing for the beauty of his home and its environment lacked those finer senses that make for useful lives4 ,his influence was demoralizing4 ,a teacher's home surroundings and tastes are sure indices to his state of culture and refinement4 ,work ,no teacher whose labors are to be crowned with success and happiness1 the results that count1 must be afraid of work4 ,work is the secret of success4 ,its example tells4 ,the teacher who can work willingly and cheerfully and who shows that he is happy when he has something to do needs never to complain that the pupils do not work4 ,it is good for a teacher to give the impression that he does home work1 studies gladly1 is interested in every lesson that he hears1 and knows his subject thoroughly4 ,such a teacher will have pupils who study with zest1 who utilize their spare moments and above all1 pupils who really are interested in their work4 ,a teacher must not approach any task in a half-hearted way1 but with all the strength and energy he is able to command4 ,happiness and success and a helpful optimism come from active participation in life's battles4 ,the individual who likes work1 likes play1 likes to read1 loves ,nature1 and thereby finds diversity and recreation in the activities of life will not find the work of the teacher too taxing4 ,after a hard lesson in mathematics1 a real1 live novel--written by a modern novelist--will often rest the mind4 ,a walk after a hard day in school is restful4 ,the writer recalls a splendid1 little1 effective teacher who after a hard and successful day in the school-room would go with her pupils to hunt flowers1 to row or ride1 would often work in the garden1 sometimes play baseball1 and could indulge in a snowballing that sent everyone home with a feeling of good fellowship4 ,she had some silver threads in her hair and her years numbered more than a half century1 still her cheeks were ruddy and her eyes keen4 ,she was young in spirit and the children loved her4 ,her efficiency as a teacher was never questioned4 ,many are the men and women who are making the world better because she trained them when they were boys and girls4 ,work interspersed with the proper exercise and recreation will not injure any teacher's health4 ,worry as a rule is the undermining force at work4 ,the teacher who attempts to get along without exercise will sometime in his career1 though not always at first1 become a miserable failure4 ,exercise is necessary4 ,it should be taken daily in the open air4 ,exercise and open air are two elixirs of youth4 ,the teacher needs them4 ,the ,teacher's ,health ,there can be no question about a teacher's health being of the greatest importance to effective and cheerful work4 ,no fear as to health need be experienced by the teacher who takes plenty of exercise and gets out into ,god's great out-of-doors for fresh air4 ,there is no excuse for the teacher who is cross and mistreats the pupils and scowls at their every mistake or mischievous prank1 and then justifies her attitude by saying1 8,i do not feel well40 ,it should be an infallible rule with every teacher to make no attempt to teach while ill4 ,it is far better for a child to miss a day or two of school than to be subjected to the rule of a cross1 peevish1 fretful teacher4 ,only the teacher buoyant with good health should be allowed in the school-room4 ,little needs to be said about the many chronic diseases which are contagious1 such as tuberculosis1 and are easily transmitted to the pupils by infected teachers4 ,it is a teacher's plain duty to keep himself in good health4 ,system ,the ability to have order and system in school work will go a great way toward making the work easier and more effective4 ,method and order are great time savers4 ,a teacher is an architect4 ,for every task there must be a plan4 ,each lesson must have its place4 ,each step its reason4 ,a teacher who formulates and plans his work will accomplish much more than the teacher who relies upon circumstances to point out to him his method of procedure4 ,to be careless1 haphazard and aimless means to fail4 ,a teacher can learn a valuable lesson from studying any great factory where labor and time saving devices are employed4 ,in addition to these1 every means of system and order are used to secure the greatest effectiveness of energy put forth4 ,many an individual has acquired an education in spare moments1 by putting system into his work1 and thus saved time and energy which could be expended in securing an education4 ,unsystematic school work is a waste of energy4 ,the teacher should have a time for everything1 as well as a place for everything4 ,begin school on time1 close on time4 ,regularity will bring good results4 ,the slogan of many advertisers is1 8,do it now40 ,time lost can rarely ever be regained4 ,the prudent teacher will use studied methods--methods that apply to the lesson and class at hand4 ,he who uses correct methods in the school-room will doubtless use right methods in his study1 and further will practice regular habits in his life outside of the school-room4 ,the regular habits of a teacher in all of his activities will always be reproduced in the work of his pupils4 ,it is true1 that there are scores of 8method books0 claiming to give needed 8directions0 for every detail of school work4 ,it is foolish for a teacher to rely upon such advice4 ,every so-called method is needful and helpful1 but a teacher must study his class and his lessons and apply just such methods as his experience teaches him will secure the best and most lasting results4 ,how often can one visit certain schools and note the effect of the weekly or monthly advent of the teacher's paper4 ,such teachers have no tried methods of their own but each week or month they try out methods only to find many of them unsuited to their needs4 ,such procedures prevent continuous progress4 ,they are like a ship without a rudder2 they will finally run upon the rocks of failure4 ,it is easy for a teacher to develop a narrowness in his tastes that forbids him to seek proper variation in his work4 ,the more devoted a teacher is the more he needs diversions quite disconnected from his professional duties4 ,the freshness of mind gained by digressions from school routine is as necessary as the preparation of lesson material itself4 ,discrimination ,the ability to discriminate carefully is one of the teacher's most valuable qualities4 ,the discriminating and analytic mind is most indispensable to good teaching4 ,to see things in their proper light1 to place a fair estimate upon anything or any situation1 to give due credit where it belongs and reserve an opinion as long as doubt remains1 are needful qualities of the discriminating mind4 ,such a mind is broad and liberal4 ,the small details of life will not over influence such a mind4 ,it is able to discern between the trivial1 the common-place1 and the useful and valuable in every action4 ,deliberation is a fundamental antecedent of discrimination4 ,the hasty mind jumping at conclusions1 before every detail has been examined and weighed1 often plunges itself into confusion4 ,the discriminating teacher is able to rid himself of the bondage of annoyances and petty grievances and rise above difficulties1 thereby gaining that magnanimity of spirit that leads to achievement and success4 ,judgment ,the ability to form a quick and impartial judgment and to act upon that judgment is even more important than to discriminate without bias4 ,perhaps1 it is only another way of saying that one should be discriminating4 ,still1 there is this distinction3 a quick and clear judgment can only be reached by a discriminating mind4 ,to lose sight of one's own interests or one's self is a basis for rare judgment4 ,it is necessary to lay aside all prejudice to be able to discriminate so as to reach a clear and unbiased judgment4 ,concentration ,concentration of mind and purpose go hand in hand with discrimination and judgment4 ,the teacher must be able to concentrate his mind upon his work so as to get from it its fullest meaning and thereby make no mistake in the presentation of any subject4 ,to concentrate the mind in every instance means a successful completion of every task undertaken4 ,it goes without question that such qualities in the teacher will make pupils take a delight in the thorough preparation of their work4 ,patience ,patience1 unfaltering patience1 has won the victory for many a teacher4 ,how often has a teacher labored hard to present a lesson1 only to return and find no good results from the effort4 ,the teacher may not always be at fault4 ,some child may have grasped every detail1 another under the same instruction1 not even the larger facts2 but we all know that not all children are equal in the ability to comprehend4 ,the conditions that enable one to learn may not have been so advantageous for another4 ,it is not wise to become disheartened and scowl over the apparent failure of a child4 ,the teacher would fail if the same conditions hindered him4 ,if the teacher1 after being sympathetic and taking into consideration the environment of the child1 then discovers indifference to studies1 the time may have come for firmer methods1 but even then patience will go a long way in obtaining results4 ,the ,teacher's ,social ,life ,another perplexing matter1 hardly avoidable by the teacher1 but a factor that usually has a marked effect upon his work1 is his social life4 ,just how far is it safe to enter into the social life of the community8 ,should a teacher share in the social life of his patrons8 ,yes4 ,carefully discriminate how far this social activity may extend without harming a teacher's influence4 ,a teacher must take interest in the social life of a community1 so as to harm no one1 not even himself1 and improve the community life about him4 ,into some homes he can not go1 but he must not ignore or look down upon such homes4 ,he must show preference to none4 ,otherwise his visits to certain homes will involve him in endless gossip4 ,then1 above all1 it is a safe rule1 whenever and wherever he enters social life1 to say nothing about his pupils1 his school work1 or his patrons4 ,some unthinking person may repeat what he has said1 and not intentionally misconstrue his statements1 thus causing him trouble and weakening his influence4 ,it is safer and far better to make no remark at all about any individual if one can not say something good4 ,treating ,all ,alike ,a teacher must be friendly to all1 even though some are far beneath him socially and others may spurn his friendship4 ,his greetings should be the same to all4 ,often a teacher discriminates against the outcast and thus earns for himself the reputation of being proud4 ,to be friendly to all does not mean that one must be an associate of the outcast4 ,it is a matter of expediency to treat all alike so that one's influence may work for good and the uplift of the masses4 ,a ,true ,leader ,it is evident from the foregoing requisites of the teacher that if he can acquire all the qualities set forth1 he is a teacher who has himself under control and can1 first of all1 discipline himself--a condition that is necessary if the teacher expects to control and discipline those under his tutelage4 8,the well-trained man is the man whose mind is stored with a fund of varied knowledge which he can promptly command when the necessity for it arises2 he is the man who can keep his attention upon the problem in hand as long as necessary1 and in the face of distraction2 he is1 moreover1 the man who1 having paused long enough to see the situation correctly and to bring to bear upon it all the relevant knowledge he possesses1 acts thereon promptly and forcefully40#g ,can he square up to every qualification8 ,if so1 he will be a true leader and teacher4 ,it may seem discouraging to be required to measure up to so many requisites1 but after all they will insure true contentment and happiness--those qualities that come only to the really prepared--and lasting success will most certainly crown the efforts of such a teacher4 ,while it is true and right that every teacher should demand his wages1 still1 it is almost a crime for a teacher to measure his services by the amount of his remuneration4 ,the true teacher's services are rewarded by the good he has done1 by the useful lives that have grown under his beneficent teaching1 by the services rendered1 by men and women1 who as boys and girls1 have felt the influence of his life4 ,such a reward is never ending4 ,the good sown in one life will transplant itself into another and another long after the teacher has received his final reward4 ,the teacher's recompense is not measured by dollars and cents1 but by the good done to humanity4 ----- ,footnote #g3 ,angell1 ,psychology1 p4 #dch4 ,holt4 ,summary #a4 ,the teacher's is the noblest of all professions4 #b4 ,the teacher's service is a service to mankind1 moulding the child life1 thereby shaping the destinies of coming generations4 #c4 ,the teacher must have the right motive for teaching4 ,his motive must be true service to mankind4 ,should he not have such a motive1 he should leave the profession4 #d4 ,the teacher must be thoroughly prepared--his knowledge must be fresh and ready for use4 ,this will enable him to win the confidence of his pupils and lessen the necessity for discipline4 ,in other words3 7a7 ,he must be educated and trained in a ,normal ,school1 having at least one year of such training4 ,a college education1 while not absolutely necessary1 is a very great asset4 7b7 ,he must be a lover of ,nature4 ,that is1 he should have a profound interest in all the phenomena of ,nature4 7c7 ,he must be a student of psychology since it is a needful adjunct to the teacher's education4 ,it is an interpretation of human nature2 consequently1 it has value in understanding child life4 ,a teacher should read good texts in psychology every year4 7d7 ,he must be a student4 ,he should always work over his lessons and read in subjects related to the work in hand4 7e7 ,he must be a reader of good books bearing upon the many phases of learning4 ,fiction and poetry are real aids to a teacher's preparation4 7f7 ,he must not be superficial4 ,if he follows slavishly books on method1 he is shallow4 ,such books are intended to suggest only4 ,the discreet teacher improves by every suggestion4 7g7 ,he must be a reader of the daily paper1 the magazine1 and the teacher's paper4 ,they are a part of his educational equipment4 ,only the best should be read1 and they not to the exclusion of other literature4 #e4 ,a teacher must possess the ability to teach4 ,ability includes a natural fitness as well as scholastic preparation4 #f4 ,the first and greatest requisite of the teacher is morality4 ,its simplest definition shows that it deals with the rightness or wrongness of any action4 ,those actions are immoral that are followed by evil or demoralizing results4 ,a partial list of these follow and should be labeled1 8,don'ts for the ,teacher40 7a7 ,intoxication1 fighting1 gambling1 visiting places of doubtful character1 associating with persons whose characters are suspected1 violating the laws1 breaking the ,sabbath1 swearing1 blaspheming1 cheating1 falsifying and lewd conduct are immoral acts about which there can be no question4 7b7 ,the use of tobacco in any form is immoral4 ,this is true1 because only evil results follow in many cases4 7c7 ,gossiping and loafing are evils for anyone4 ,the teacher should avoid them4 7d7 ,the street-corner gang or the low-minded crowd are not fit for the teacher's company4 ,he should avoid them4 7e7 ,the so-called social gatherings are often hotbeds for gossip4 ,when they are such1 men and women teachers do well to avoid them4 7f7 8,smutty0 stories1 vicious 8yarns0 and senseless stories as well as slang are objectionable4 ,the teacher should avoid them4 7g7 ,attempts at humor at the expense of an auditor should be avoided4 7h7 ,tell no falsehood2 act no falsehood4 7i7 ,associate only with those whose influence is for good4 ,unmarried teachers can not be too thoughtful as to the extent of their associations1 with even the best of the opposite sex4 ,it often weakens influence and breeds unrestrained 8courting0 in the upper grades and the high school4 7j7 ,a teacher should avoid idleness4 ,duties outside of school hours will be recreative4 7k7 ,the modern dance1 public or private1 must be avoided by the conscientious teacher4 7l7 ,card playing1 pool and billiards are immoral4 ,they lead to gambling4 ,a teacher's influence may cause someone else to gamble4 ,checkers1 chess1 dice1 and other 8time killers0 should be practically avoided by the teacher4 ,use leisure time in reading good books1 or in out-of-door exercise4 ,richer returns will accrue4 7m7 ,intemperance includes much4 ,the teacher should investigate its province and refrain from all intemperance4 7n7 ,the teacher must be honest in the strictest sense4 ,honesty implies trustworthiness in dealings1 trustworthiness in business1 trustworthiness in all other conduct1 sincerity1 truth1 uprightness1 honor1 integrity1 justice1 chastity1 decency1 propriety1 virtue and frankness4 ,each is so patent that it needs no discussion4 7o7 ,a teacher must always hold his temper in restraint4 7p7 ,a teacher can not afford to meddle in the affairs of others4 7q7 ,a teacher should not make fun of the poor1 the needy1 the weak-minded1 the crippled1 the aged1 the peculiar1 the poorly dressed1 the tramp1 the gypsy1 the prisoner1 or even the intoxicated4 7r7 ,often a teacher's moral attitude is revealed by his attire4 ,neat and cleanly attire is required of a teacher4 7s7 ,a teacher cannot afford to dress foppishly4 7t7 ,a teacher's conduct away from home should always be as good as when at home4 #g4 ,no teacher can rightfully teach a moral code if he is repeatedly guilty of any immoral act1 open or hidden4 #h4 ,often an immoral teacher seems successful2 but his work is unstable and cannot last4 ,no young teacher should let such show of success influence him in the least4 #i4 ,morals and religion should not be confused4 ,morality is a condition of religion4 ,it does not follow that one who claims to be religious practices good morals4 #aj4 ,an important qualification of the teacher is that he must love all that is good and beautiful4 ,he must have an sthetic appreciation4 ,that includes a love for all in ,nature as well as the arts of man4 #aa4 ,a teacher must love children4 ,they are the most significant of all ,god's creations4 #ab4 ,no teacher should worry4 ,to do so undermines health4 #ac4 ,do not cease to do good because of criticism2 very often it means that the act criticised is worth while4 #ad4 ,common sense1 often called tact1 is a teacher's much needed qualification4 #ae4 ,every teacher who wishes to accomplish the greatest good1 will enter into the child's life4 ,live on a level with the child4 ,that means taking part in the child's joys and sorrows1 his work and play4 #af4 ,athletic education is necessary for every teacher4 ,it has a two-fold value4 ,it is a health promoter4 ,it aids in discipline4 #ag4 ,a teacher needs to be happy-minded1 young in spirit and gentle in manners4 #ah4 ,responsibility should be felt by the teacher4 #ai4 ,in every activity--in every crisis--the teacher must be fearless4 ,he must not be dependent upon some one else's decisions but use his own judgment and make his own decisions4 #bj4 ,the teacher must possess the ability to discriminate1 and to form clear and quick judgments4 #ba4 ,a teacher's room at his boarding house or his home should be neat and well kept4 #bb4 ,the gospel of work is safe for the teacher whose efforts are to be crowned with success4 #bc4 ,it is necessary for health's sake to take daily exercise out-of-doors4 #bd4 ,a teacher must keep in good health4 ,an unhealthy teacher has no business in the school-room4 #be4 ,system and order are qualifications of the teacher that make for success4 #bf4 ,a prudent teacher will use studied methods and plans1 and not let the occasion suggest the procedure4 ,avoid teaching according to method books and teachers' papers only4 #bg4 ,concentration of mind and purpose are essential to the successful teacher4 #bh4 ,patience is a requisite for every teacher's work4 #bi4 ,a teacher should be religious4 ,refrain from talking religion in the school-room4 ,attack no pupil's religion4 ,sunday ,school can be attended1 with profit1 by the teacher4 ,he should judge for himself whether or not he should teach a ,sunday ,school class4 #cj4 ,the teacher must exercise care as to the extent of his social activities4 ,he should not exclude himself from social gatherings1 but should use great caution about what he says of others4 #ca4 ,finally1 the teacher must be a true leader4 ,his reward must not be measured in dollars and cents1 but by results from service rendered4 ,,part ,,two ,,the ,,school ,after so thoroughly discussing the requisites of the teacher--those elements that will make success possible--it is expedient that a short discussion should follow on the school1 the child's home during his school career4 ,the influence of a well kept building and premises is far reaching4 ,some years ago a stranger stopped in a western town1 where he was very favorably impressed with the neatness of the homes and their surroundings4 ,upon investigation he found a small school building1 but to his surprise1 the humble1 little three-room school was beautiful in its setting1 and ivy clung to its brick walls making them look cheerful4 ,there were flower beds in the yards and neatly kept gravel walks4 ,over the gate were vines4 ,the windows had neat blinds and snowy-white curtains4 ,the stranger asked to be admitted into the school building4 ,on the inside he saw the same careful attention to neatness4 ,the floors were clean1 the walls tinted and adorned with excellent pictures and mottoes4 ,the furniture showed no marks of defacement4 ,with this little school as an example1 the stranger could understand why the little town presented such a neat appearance4 ,he further learned that the people1 including the boys and girls1 were a quiet peace-loving people whose culture was far above the average4 ,the little1 well kept school may not have been the only influence1 but it played a great part in shaping the ideas of the town folk4 ,it must not be overlooked1 however1 that no matter in what condition the building and its surroundings may be1 the success of the teacher will depend largely upon his preparation1 ability and those other essentials and qualities that make the true teacher4 ,still it cannot be denied that the surroundings of the child are important factors in his development4 ,clean ,surroundings ,it follows that a teacher who is trying to meet every requirement of the true teacher will not allow his school-room or the premises to be unkept1 unclean and unsanitary4 ,the room and premises will be in keeping with the teacher4 ,the question is this3 if a teacher possesses every element of a good teacher1 but allows the school-room and premises to be unkept and disorderly1 will it affect the character of the work8 ,it will to an extent4 ,as was stated in the introduction to this book1 every factor in the child's surroundings has some influence4 ,we simply can not expect to encourage order and system in a child's school work if that child is in the atmosphere of disorderly surroundings4 ,just as a well-cooked meal would lose much of its appetizing effect1 and possibly even be rejected1 if it were served in an unclean place1 so a teacher's good influence may be lost to a considerable extent through carelessness about details and lack of proper attention to the general appearance of the room4 8,the master of a school who found that the boys misused the halls1 scribbling on the walls1 throwing things around carelessly1 breaking the glass globes of the gas jets1 and playing rough games1 changed the situation1 not by making new rules or devising new punishments1 but by improving the halls4 ,he reformed the manners of the boys by repainting the dingy corridors1 hanging them with attractive pictures1 and improving the general order4 ,for order invites order1 and the perception that the school authorities care for the comfort and the pleasure of the children calls out a quick response40#h ,in the school-room1 the spirit of work will be enhanced by pleasant and orderly surroundings4 ,orderliness in the arrangement of school equipment1 including definiteness of instruction given1 will beget order in the pupil's work and habits4 ,it will go further2 it will transplant itself to the child's home1 where order will be established1 because the child's life is being moulded in the school-room4 ,whatever influence is at work to better the homes in any way1 is a most worthy influence4 ,however small the school-room may be1 it is the duty of every teacher to see first of all that the room is clean1 the seats and other furniture dusted and a few well-chosen pictures on the wall4 ,no teacher is so poor that he cannot afford a few simple pictures for his school-room4 ,then a vase of flowers on the desk and one in a window will add charm4 ,much better would it be to have several potted plants in the school-room4 ,they add freshness to the looks of the surroundings4 ,it has been suggested that pupils can bring pictures from their homes1 thereby saving that expense for the teacher4 ,the author believes it is a poor teacher1 indeed1 financially and in spirit1 who can not afford several pictures for his school-room4 ,his pride would be at a low ebb1 and no doubt1 it would be well for him to read articles on the value of pictures4 ,in this connection it is worth while to consider the custom of relegating that which does not appeal to one4 ,the children will bring from their home such pictures as the home does not prize4 ,will such pictures have an sthetic value8 ----- ,footnote #h3 ,sneath and ,hodges1 op4 cit41 p4 #aij4 ,relegated ,pictures ,neither should the teacher adorn the walls of his school-room with pictures relegated from his own home4 ,pictures in a school-room are a necessity4 ,their presence means much4 ,where the surroundings are not luxurious1 the pictures need not be expensive1 but they should have meaning4 ,where the school-room is modern and the walls are well painted or papered1 better and more expensive pictures can be used4 ,large showy frames should be avoided4 ,great care should be exercised in the selection of pictures4 ,by no means1 allow the common advertising pictures or calendars to be hung in the room4 ,they are gaudy and have no place in a study of art4 ,a room in which the walls are decorated with various advertising pictures and calendars1 indicates a teacher of poor taste4 ,it would be better to use no pictures at all than to use advertisements4 ,effects of a ,good ,picture ,the author has often taken keen delight in watching a pupil1 who had been busily engaged in study for half an hour1 look up1 and finally let his eyes fasten upon some simple picture on the school-room wall1 and then go into a reflective mood4 ,who can tell the worth of some fancy being indulged1 or some air-castle being built1 and besides the pupil was getting a rest by change of occupation4 ,no great achievement has ever been attained1 but that it was first a day-dream or an air-castle4 ,good ,mottoes ,how many men recall how they were inspired to much greater ambition when as boys in the school-room they looked upon the simple mottoes1 8,do ,right10 8,never ,give ,up10 8,he ,succeeds ,who ,tries10 etc48 ,the benign face of ,abraham ,lincoln1 of ,henry ,wadsworth ,longfellow1 of ,francis ,e4 ,willard or some other celebrity has carried many a pupil's ambition to higher levels4 ,pictures of the ,christ ,child1 of ,madonnas1 of ,nature scenes1 and other standard subjects are very appropriate for the school-room4 ,they will have their influence4 ,little did the mother of three sons1 who all became sailors1 think that a certain impressive picture of the sea in her home would create love for the sea in the bosoms of her offspring4 ,it did4 ,so will many other beautiful pictures create a love for the real which the picture idealizes4 ,it must be borne in mind that while the surroundings of the child are vital factors in his educational progress1 still the best teacher can1 to a certain degree1 do good work in bad surroundings4 ,but the work will be far better in clean1 sanitary and orderly buildings and premises4 ,the opposite1 likewise is true2 the best kept house and premises will not enable a poor teacher to do good work4 ,good surroundings will have a good effect and make the work easier4 ,a good teacher in poor surroundings can not be conceived of as being satisfied4 ,the ,seating of ,pupils ,a few other details of the school should be mentioned4 ,it is important that the seating of pupils be the best4 ,pupils should not be required to sit in seats1 either too small or too large for them4 ,often teachers attempt to have pupils sit by grades1 frequently putting a large pupil into a seat much too small1 or the opposite1 just as bad1 a small pupil into a seat much too large4 ,teachers should not do this4 ,to endanger a child's health in order to have him sitting with his grade is a crime4 ,put the pupil in a seat that will suit him1 irrespective of grade4 ,if no such seat is in the room1 see to it at once that one is provided4 ,that may mean a visit to the ,board of ,education4 ,the teacher is the guardian of the children and it is his duty to ask the ,board for proper seats for pupils1 if such have not been provided4 ,pupils should not be compelled to sit so as to face a window or any opening admitting light4 ,the best lighting for a school-room is from the left and back1 but if this is impossible1 it should at least not be from the front4 ,should any school-room be so constructed as to have light from the front1 shades should be wisely used4 ,bright sunlight should never be allowed to shine upon the pupils' desks4 ,it is extremely hard on the eyes to study from a page lighted by the direct rays of the sun4 ,color ,schemes ,perhaps1 no more thoughtless injury is done the eyes of pupils than that caused by the choosing of unwise color schemes for papering and painting the wall of school-rooms4 ,in short1 to make a school-room look cheerful1 pink1 yellow1 and often red are chosen as the colors that will produce the desired effect4 ,the motive is all right1 but the cheerfulness is far outweighed by actual harm done the eyes of the pupils4 ,aside from the bad effect of bright colors on the eyes1 there is a tendency to increase restlessness on the part of the pupils by their use4 ,many nervous pupils are irritated by striking surroundings4 ,a school-room in which colors and furnishings are harmoniously blended so as to obtain soft contrasts1 always produces quiet and will have a restful effect upon all pupils4 ,no color is better than a very soft green1 with ceiling just tinged with green4 ,nature for the greatest part of the year has green in her color arrangement4 ,it is restful to the eyes4 ,again1 taking a suggestion from ,nature1 her grays are soft and free from sharp contrasts4 ,in papering or painting walls gray1 care must be exercised1 not to select a gray that is too dark2 it will have a tendency to make the school-room appear dreary4 ,another good color is tan4 ,great care must be exercised in using tan1 since1 in most cases it is too bright4 ,blue is one of ,nature's colors1 but as a rule blue in any shade is not suitable for school-room walls4 ,the author is aware of the fact that thousands of schools have white walls4 ,this should not be4 ,ten cents worth of green coloring matter in the hands of a decorator will give a suitable tint to a school-room interior4 ,ventilation ,the matter of school-room ventilation is important4 ,in every school-room1 even during the coldest weather1 some opening or openings should admit fresh air4 ,children should not sit where a direct draught blows upon them4 ,small openings at the tops of the windows furnish a safe inlet for fresh air4 ,it is a good plan to open all the windows and doors of the school-room1 for at least half an hour1 after school is dismissed each day if no general ventilation system is installed4 ,this will avoid having impure air shut in the school during the night1 thereby permeating every nook and crevice of the school-room and even becoming offensive4 ,fresh air admitted after dismissal will keep the school-room pure and fresh and afford a place where the pupils will feel invigorated upon entering the next morning4 ,often1 pupils come in from the fresh air only to breathe the stifling air of the school-room4 ,little wonder then that the teacher must complain of dull pupils before the clock points to ten4 ,no foul air is likely to be found in a school-room at the hour of opening if fresh air is admitted each day after dismissal4 ,the ,basement ,another very common source of foul odors in the school-room is the basement4 ,though many school-rooms do not have a basement1 yet so many have a problem at this point that it is necessary to speak about the matter4 ,the author has visited many schools with basements1 and recalls one only that was actually sanitary4 ,most basements of schools are the receptacles for the garbage and refuse of the school4 ,in it are kept broken seats1 old brooms1 things forgotten and left at school by pupils1 waste paper1 paint cans1 flower pots1 and a hundred other things4 ,to make matters worse1 the basement windows1 if there are any1 are never opened4 ,a disease producer is beneath the children2 contagion gets through the cracks of the floor and is a constant source of contamination of the air in the room above4 ,many basements are even abodes of rats and mice1 thereby exposing the pupils to different diseases4 ,damp and rainy days increase the offensiveness of an unsanitary basement4 ,unscrupulous teachers often use the ill-ventilated basement for a play room during bad weather4 ,such a practice is abominable4 ,no teacher should be guilty of such an offense4 ,better not let the pupils play at all1 for exercise in offensive air is dangerous and far worse than none4 ,if any place in the entire school should be sanitary1 it should be the basement4 ,after all has been said about the equipment of the school-room1 the greatest asset is its sanitary condition and cleanliness4 ,this must be at its best to secure good results4 ,the unclean school-room--especially the unventilated one1 usually a condition indicating a lazy1 careless teacher--is dangerous4 ,disease may lurk in such a place and the mental activities of the pupils be stupefied4 ,the ,janitor ,closely related to the teacher's care of the school-room is the work of the janitor4 ,true1 many schools do not have any problem respecting the janitor1 yet a word about his relations with the teacher or supervisor is necessary4 ,the supervisor should see to it that the janitor is thoroughly educated in the proper care of the school and premises4 ,if the janitor knows little about such matters1 as is usually the case1 he should be instructed in every detail4 ,here caution is very needful4 ,a teacher should never appear to be authoritative to a janitor2 he is the school's most necessary adjunct and should be treated with every respect4 ,when giving orders always talk the matter over with him1 asking his opinion2 when he gives his ideas1 request him to carry them out for the benefit of the school4 ,never fail to inspect the work of the janitor2 that is1 his regular work as well as that which was specially assigned to him4 ,if it does not meet your approval1 kindly suggest wherein it may be improved4 ,if the work is satisfactory1 never fail to tell the janitor1 not in a formal manner1 but make him feel your sincerity and appreciation of his efforts4 ,to show him the good results that will arise from his painstaking labors1 will heighten his desire to do his best4 ,often1 although it is extremely poor policy1 the janitor is asked to aid actively in discipline2 this is not his province1 as he is not appointed to take charge of such matters4 ,it is the teacher's duty to discipline his own pupils4 ,the janitor can often become a factor in discipline4 ,many teachers treat him with such a domineering spirit that they incur his ill will4 ,when ill-treated the janitor will gossip and sometimes he may say something detrimental about the teacher to the pupils4 ,this has a tendency to weaken the teacher's influence and ability to control4 ,a janitor should be required to keep his clothing neat and clean4 ,he should not use offensive language1 nor should he smoke or use tobacco in any form or become intoxicated4 ,in fact1 his morals should be excellent4 ,allow the janitor and his family to attend all school functions1 free of charge4 ,often the janitor desires a day of half day off2 do not deny him this privilege4 ,whenever1 unfortunately1 an inefficient janitor has been employed1 he1 as well as an unqualified teacher1 should be discharged4 ,summary #a4 ,it is important that any discussions of the requisites of the teacher should be followed by a discussion of the proper care of the school-room and premises4 #b4 ,the condition of the school-room and the premises will have an influence upon the teacher as well as upon the work done by the pupils4 #c4 ,a good teacher1 filling every requisite1 will see that the condition of the school-room and premises has proper attention4 #d4 ,a good teacher's work will be made better by good surroundings1 and far more difficult by bad surroundings4 #e4 ,a poor teacher's work will be improved by good surroundings1 and poor surroundings will make good work practically impossible4 #f4 ,the condition of the school-room and premises will have an influence on the condition of the homes of the pupils4 #g4 ,every school-room should have good mottoes and pictures on the walls4 ,some potted plants should be in the room4 ,never put advertising pictures and calendars on the walls4 #h4 ,waste paper1 ash heaps and other rubbish should not adorn the school premises4 ,the latter should be kept clean and orderly4 #i4 ,proper seating of pupils is necessary4 #aj4 ,light should be from the left and back1 never from the front4 ,direct sunlight should never fall on pupils' desks or books4 #aa4 ,the walls of the school-room should not be tinted or papered with bright colors4 ,soft green1 gray and tan are suitable colors4 #ab4 ,school-room ventilation is very important4 #ac4 ,the basement of a school should be as sanitary as any part of the building4 #ad4 ,the teacher or supervisor should exercise wise control over the janitor4 ,,part ,,three ,,discipline3 ,,its ,,province ,,and ,,end ,what is discipline8 ,it is the habit of obedience4 ,it is submissiveness to order and control4 ,it is subjection to rule4 ,it is a training to act in accordance with established rules4 ,discipline obviously must be control4 ,definition after definition may be sought1 all ultimately designating discipline as control4 ,though it is known that discipline is control or submissiveness to order and system1 still there remains much to be said to clear up the idea of discipline4 ,in examining the province of discipline1 many questions arise4 ,does discipline guarantee that a teacher is able to punish all offenses with the correct punishment1 and by so doing insure against the recurrence of offense2 or does it mean any given code of rules that will prevent misdemeanors2 or does it mean the assigning of punishment for offenses so as to display vengeance against the wrong doer1 suppressing him for the time being1 but instigating him to further wrong when the opportunity offers itself8 ,it means far more than can be fully explained in any brief answer4 ,the ,province of ,discipline ,discipline is that vital control of an individual that molds character4 ,all those agencies that are employed to perfect and round out character are disciplinary devices4 8,the daily discipline of a good school is a constant instruction in morals4 ,the idea of order that is suggested in the appearance of the school is here perceived in action4 ,there is a regulated system into which the individual must enter4 ,he must subordinate his own desires and impulses to the general social welfare4 ,thus he learns the elementary virtue of obedience4 ,he takes orders and obeys them4 ,he becomes accustomed to an authority which he must respect40#i ,were every product of the school-room a perfectly disciplined product1 the pupil would be self-controlling and the prophecy that perfect discipline would annihilate prisons1 reforms and courts of justice would become a fact4 ,a human being self-controlled after experience under a sound system of discipline would offer little difficulty as a subject of school management4 ,since discipline is a training in self-control and self-direction1 which are prime elements in character1 discipline is indispensable in character building4 ,training in self-mastery is impossible without a prearranged determination of conduct4 ,some one must analyze the possible types of activity and wisely direct the immature person in choosing his standards of conduct4 ----- ,footnote #i3 ,sneath and ,hodges1 op4 cit41 pp4 #aid-e4 ,the ,end in ,discipline ,assuming that the teacher understands the great importance of discipline1 it becomes necessary1 before discussing its underlying principles1 to consider some other phases of the subject4 ,first of all it is most important to understand the end to be achieved in discipline4 ,it is true that all aimless discipline is poor discipline whatever may be the teacher's zeal4 ,a clear knowledge of the end to be attained is not only important as a guide to methods of discipline1 but will fully predetermine the results4 ,the question now arises3 8,just what is the end to be sought in discipline80 ,some one may say1 8,the end to be sought in discipline is good order20 some one else may say1 8application40 ,it is neither chiefly4 ,these are mere conditions of successful school work1 and are not at all ultimate ends to be attained through discipline4 ,the teacher who regards these as the ends of discipline is not only likely to use improper means1 but will be satisfied with a mere semblance of success4 ,the true end of discipline is none other than the achievement of self-control4 ,this includes an efficient moral training by3 7#a7 the awakening of proper sentiments1 7#b7 quickening of the conscience1 7#c7 enlightening of moral judgment1 7#d7 training the will to act habitually from high and worthy motives1 7#e7 thoughtfulness as to the rights of others and 7#f7 a practical religious training4 ,bagley discovers three chief functions of discipline3 7#a7 the creation and preservation of conditions that are essential to orderly progress of the work for which the school exists2 7#b7 8,the preparation of the pupils for effective participation in an organized adult society20 7#c7 8,the gradual impression of the fundamental lessons of self-control40 8,discipline is1 therefore1 the last directive factor of the educative process4 ,it is to the soul what logic or geometry is to the mind1 or gymnastics to the body3 it aims at bracing the will4 ,but it has been seen that self-direction grows out of external direction2 self-discipline out of the discipline of the home and the school4 ,external discipline is good only when it does lead to the development of self-control40#aj ----- ,footnote #aj3 ,welton and ,blandford1 op4 cit41 pp4 #aef-g4 ,the ,teacher as a ,concrete ,ideal ,a clear vision of the end to be attained in discipline presupposes that the teacher embody every ideal of self-control that is needed to build up the perfectly rounded-out character4 ,the teacher is the soul of his measures4 ,the child is a pilgrim1 needing to be led2 a growing entity1 needing to be nourished4 ,then it follows that the teacher becomes the ideal--a living1 growing1 real ideal for the pupil4 ,this is not true in a general and abstract way only1 for in every phase of his work1 the teacher must by the very nature of the process adapt himself--his thought1 his action1 his feeling1 his life--to what the pupil is and should next become4 ,here it becomes apparent that the teacher is not a remote or unattainable ideal1 but a very near and present help for every succeeding activity of the pupil--a help-meet for good4 ,the remote end of discipline1 self-control1 is realized by a constant presentation of the ideal embodied in the teacher1 by a vitalizing association with the child4 ,in this way the ideals of the teacher dominate the life of the child4 ,there is a story extant that an eagle was hatched with a brood of goslings4 ,unconscious of its eagle nature1 it kept to the earth with its unnatural mates1 until one day an eagle soaring along1 swooped down near it and touched it with the spirit of the freedom of the upper air4 ,it took wing into the realms of its natural abode4 ,the child1 beautiful in his simple life1 needs but the touch of that ideal embodied in a spirit that will bring him into his rightful sphere4 ,many years ago a venerable pastor1 whose life was a fountain of constant inspiration for good1 returned to the scenes of his boyhood and called upon the aged pedagogue who had taught him in his youth4 ,he reported the good work he believed he had accomplished4 ,he told the teacher that he was regarded as a bad boy in his school days1 but that the pedagogue had turned him into paths of right1 where-upon the old man asked1 8,what was it ,i said80 ,the worthy pastor replied1 8,ah1 it was not what you said2 it was your life40 ,the teacher's life1 his ideals1 his habits will be lived over again in those whom he teaches4 ,thus it can be seen that it is not sufficient for the teacher to set up imaginary ends and theories for realizing them in pupils2 he himself must be the realized end4 ,it is scarcely worth while for a teacher to set up as an end in the pupils the formation of correct habits and forms of thought without realizing them in himself4 ,it need not be said that a teacher who can not think with scientific patience and precision can not train others to such patience and precision4 ,honesty can be cultivated only by him who is honest4 ,truth can be cultivated only by him who is truth-loving4 ,the love of work can be taught only by him who works4 ,noble thinking can be stimulated only by him who is imbued with nobleness of thought4 ,the idealized spirit of faith and hope can shine forth only from the soul that hopes and has the faith that radiated from the spirit of the ,teacher of ,galilee4 8,in another aspect discipline is a relation between the child and the teacher1 and here the contribution of the teacher is his personality and the force of his will1 to which the child responds with trust1 obedience and the will to please40#aa ----- ,footnote #aa3 ,welton and ,blandford1 op4 cit41 p4 #afi4 ,both ,good and ,bad ,traits ,are ,copied ,this introduces the distinction between conscious and unconscious instruction4 ,the teacher by planned and immediate efforts1 by definite and formal instruction1 draws the pupil into his own more perfect thought and life2 but much of the influence exerted by the teacher is unconscious and without forethought2 effort and purpose would diminish it4 ,pupils are so susceptible to the silent influence of the teacher that they are supposed to make some permanent change each time they come into the presence of the teacher4 ,there is a reason for this belief4 ,experience and observation have taught that personal contact works marvellously on the young who are continually in the presence of those whom they admire4 ,pupils instinctively copy the teacher1 even in the case of mannerisms4 ,thrice fortunate is the teacher who possesses a strong personality1 if his life incarnates all that is ideal and beautiful4 ,pupils assimilate both the evil and the good4 ,how expedient it is then that they find only beautiful traits and a wholesome spirit which1 like a fragrance filling the air1 surrounds the noble-minded and warm-hearted teacher4 ,not so much by the daily task imposed and the instruction meted out as by the silent worship of the heart1 does the child flower into beautiful life1 and ripen into worthy manhood or womanhood4 ,every teacher should be to the child a worthy model4 ,thus1 by admiration and worship directed toward a superior1 would the pupil realize the worth and beauty of all the good in the true teacher's life4 ,using the wisest and most precise method of instruction does not fill the measure of the teacher's responsibility4 ,after all the pupil is circumscribed and continues to walk on earth among common things1 unless quickened by a touch from the hovering spirit in the higher life of a teacher4 ,in a former chapter it has been pointed out that the school1 as a home for the child during his school career1 definitely molds character4 ,also1 the teacher's intellectual qualifications have been fully set forth4 ,but meeting these requirements alone cannot insure success for the teacher4 ,in this chapter the moral influence of the teacher has been clearly explained as an agency in the character building of the child4 ,discipline has been interpreted as a training in self-control1 and self-control as a prime element in character4 ,then it must be evident that discipline is the teacher's one great function4 ,when the teacher has directed his every effort and energy toward discipline1 he is doing his utmost to build permanent1 worthy character1 providing that he possesses every attribute of the true teacher and uses those underlying principles of discipline1 that alone can make true discipline possible4 8,in childhood the trainer makes the child2 during adolescence the youth makes himself4 ,in childhood habits are forged by the unreasoned processes of reiteration2 during youth they are made by voluntary acceptance of an inner ideal and the conscious nurture of that ideal4 ,for the child habit-making should be as unconscious as breathing2 for the youth it should be his deliberate and high-born duty4 ,a wise teacher will never talk habits to children2 before they know it1 he will have them chained--no1 that is a hateful and vicious figure--he will have them free as the wings of a bird in the unconscious and happy regulations of their lives40#ab ----- ,footnote #ab3 ,arthur ,holmes1 op4 cit41 p4 #baf4 ,summary #a4 ,discipline is defined as a training to act in accordance with established moral principles4 #b4 ,if true discipline could obtain1 most school-room problems would cease to exist and there would be no need of courts of justice and penal institutions4 #c4 ,the end of discipline is self-control on the part of the child4 #d4 ,discipline is necessary for the production of worthy character4 #e4 ,a clear understanding of the end to be attained in discipline will decide the nature of the methods to be employed4 #f4 ,the teacher is the agent who must embody the ideal of self-control and thereby make perfect discipline possible4 #g4 ,it is impossible to secure any results in discipline unless its ideal is first embodied in the teacher's life4 #h4 ,the teacher's ideal must be lived out in his own life unconsciously4 ,there can be no successful attempt on the part of the teacher to live in accordance with an artificial ideal4 #i4 ,the teacher's influence over the child helps or hinders the growth of good character4 #aj4 ,pupils instinctively copy the teacher's ideal4 #aa4 ,discipline is the teacher's greatest function4 ,,part ,,four ,,fundamental ,,principles ,,in ,,discipline ,before entering into the discussion of the fundamental principles underlying discipline1 it will be well to explode the erroneous notion that too many teachers hold3 namely1 that general principles of discipline are not broadly applicable4 ,to illustrate1 recently a certain magazine made the announcement that a notable educator was writing a course in child training4 ,to this1 one of those all-wise pessimists replied that the educator would have to write just as many courses as there were children1 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 another4 ,such an assumption is unsound1 unfounded and absurd4 ,in the following pages the writer proposes to prove the fallacy of such a notion4 ,various ,dispositions ,again and again it may be heard that should a school have twenty-five pupils1 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 another4 ,no one wishes to gainsay that there are as many different dispositions as there are individuals1 but these different dispositions will all undoubtedly respond to the great fundamental laws underlying discipline4 ,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 past4 ,principles that are fundamental1 not alone in discipline1 but in every activity1 have operated in unmistakable surety since the dawn of history4 ,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 discipline4 ,small minds often find it impossible to collect useful knowledge into general statements4 ,they prefer to settle each difficulty by reference to a similar former experience4 ,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 situations4 ,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 ideas4 ,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 individuals4 ,it is a universal law that a fundamental principle of psychological import works toward the same end in every normal individual4 ,several years ago a principal in a large high school made the following observations4 ,one of his teachers was keenly sensitive to all the little faults of the pupils4 ,seven of the boys and five of the girls had been reported by her to the principal for various offenses4 ,each of the twelve pupils portrayed entirely different characteristics4 ,their offenses too were entirely different as well as their motives4 ,here was a plain case of twelve different dispositions1 which no one would attempt to ignore1 but quite naturally1 the teacher did not use twelve different methods of procedure2 she had a feeling of distrust toward all of these pupils4 ,she did not openly show it1 but before the school closed there was an open rupture between those pupils and the teacher--they hated her--why8 ,they could hardly tell4 ,it was due to her attitude of distrust4 ,this evil was not openly at work 7except to a keen observer7 but silently1 it operated upon twelve different dispositions in the same way--all to one end4 ,in the same school and at the same time1 labored another teacher who reported the same boys and girls1 but her reports were followed up by a deep love toward and helpful trust in those boys and girls4 ,she did not tell them that she trusted and loved them4 ,the principle accomplished its mission silently--as is always the case4 ,these boys and girls1 without knowing why1 came to love1 respect and obey this teacher4 ,she did not use different methods on the different dispositions1 but in silence a fundamental principle at work1 won for her the admiration of all her pupils4 ,she was a successful disciplinarian4 ,she skillfully applied fundamental principles1 and it is needless to add that no serious outbreaks against discipline ever occurred under her management4 ,it is all too true that the failure to understand fundamental principles in discipline is the certain cause of perplexing problems that will suggest 8so-called0 different methods for different dispositions4 ,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 management4 ,it is an axiom that the teacher who fails to use the fundamental principles of confidence will have many examples of distrust4 ,the teacher who persists in fault finding will always have sufficient material upon which to exercise his fault finding impulse4 ,the teacher who is constantly expecting trouble will soon be rewarded2 while on the other hand1 the teacher who has an abiding faith in his pupils and himself does not expect real antagonism--true to the universal law1 never meets an insoluble problem in school-room discipline4 ,the teacher who displays a deep interest in his work and an interest in the work and welfare of his pupils1 will have an industrious school2 he will not need to lecture to his pupils about the necessity of diligence2 they will show their zeal by doing the work assigned4 ,it is 8catching0 from the teacher who has an interest and works upon the principle that it is necessary for a teacher1 first1 to enjoy doing school work well before the pupils can be expected to do likewise4 ,no one denies that trust will beget trust1 confidence will beget confidence1 good-will will beget good-will and affection will beget affection4 ,the opposite is likewise true1 hate will beget hate1 distrust will beget distrust1 suspicion will beget suspicion1 and fault finding will beget dissatisfaction4 ,from the foregoing1 it may be assumed that the most skeptical must be convinced concerning the broad and effective application of general principles4 ,in this connection1 it is well to remember1 that fundamental principles can not apply themselves1 the teacher is the agent that must apply the principles and adjust the laws to every given case4 ,the ,principle of ,suggestion ,the principle of suggestion will be given the first consideration1 not because it is more important than any of the fundamental principle in discipline1 but because it is so obviously and vitally correlated with all others4 ,at the very outset it is a truth that cannot be overlooked that the teacher's very life is a silent suggestive stimulus4 ,in fact all the other principles would lose their effectiveness to a great extent were not the principle of suggestion interwoven in their operations4 ,for example1 the teacher has occasion to use the principle of approval4 ,in it the principle of suggestion is involved4 ,the teacher approves of a pupil's behavior1 immediately there is suggested to the pupil the idea of future good behavior for the sake of approval1 and furthermore because it means better class-standing4 ,the operation of the principle can even effect other than direct results4 ,a pupil or a number of pupils1 who were indifferent regarding this special point of good behavior1 indeed1 who may have been misbehaving at the time the other pupil was conducting himself so as to elicit approval from his teacher1 will be affected by the approval4 ,the principle of suggestion leads them to infer that they too can gain approbation for good behavior4 ,thus1 the principle operates in channels where the teacher may not have directly applied the principle4 ,the principle of suggestion can be defined or explained as the process by which associated ideas follow one another into consciousness4 ,sometimes it is explained simply as the association of ideas4 ,it can be termed an intrusion into the mind of an idea2 met with more or less opposition by the person2 accepted uncritically at last2 and realized unreflectively1 almost automatically4 ,suggestion is always a stimulus to action4 ,the proposed action may be external or internal1 a movement or an attitude4 ,a suggestion can never refer to a mere idea4 ,if a mere notion is aroused in the mind it is not suggestion2 it becomes such if an impulse to act is aroused4 ,this impulse may be suppressed or it may ripen into action4 ,one idea in the mind or consciousness recalls another and so on1 a chain of ideas may pass through consciousness1 one suggesting the other4 ,quite often the last idea is very unlike the first in content1 and yet if the suggestion is strong action results4 8,a supply of ideas of the various movements that are possible1 left in the memory by experiences of their involuntary performance1 is thus the first prerequisite of the voluntary life40#ac ,henry ,r4 ,pattengill1 the great ,michigan educator and editor1 recalls that when a small boy in his log-cabin forest home1 his father brought an ax into the house one cold winter morning4 ,as the father laid the ax on the floor beside the fireplace1 he said to the children1 8,don't touch that ax or your fingers will stick fast40 ,then he left the room4 ,he had unconsciously applied the principle of suggestion4 ,no sooner was the door closed than ,henry revolved this question in his mind1 8,why will my fingers stick to the ax80 ,this suggested that he try for himself and see4 ,the trial was made and the results were as the father had intimated1 but the boy did not learn the true reason until years afterward4 ,another illustration is in point4 ,one of the best rural schools in a ,western ,state had employed a new teacher4 ,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-year4 ,after opening his school on the first day1 he read his list of rules4 ,the pupils had always been well-behaved and well-governed1 but not unlike other children were buoyant with abundant life4 ,among his many rules was one that forbade any pupil to climb upon the woodhouse roof4 ,the punishment for disobeying the rule was a whipping4 ,he skillfully1 but in the wrong place1 applied the principle of suggestion4 ,many of the pupils had attended the school for six years and had never thought of climbing upon the woodhouse roof4 ,the new teacher had given the suggestion4 ,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 roof4 ,they had acted in accordance with the principle of suggestion and it was 8up to him0 to make good4 ,his predestined punishment was next in order to meet this result of a never-failing operation of a fundamental principle4 ,the most lamentable part of the affair was that the whipping was an impossibility with so large a number of pupils4 ,the teacher was compelled to break one of his rules1 which true to a fundamental principle was a suggestion to his pupils that he would break the others as well4 ,it is needless to say that his discipline was of the poorest kind4 ,he failed4 ----- ,footnote #ac3 ,tracy1 ,psychology of ,childhood1 p4 #ie4 ,heath4 ,rules ,how many young teachers feel that it is very necessary to have a code of rules6 ,they make themselves believe that it will display authority to begin their first school by reading a list of rules4 ,no worse mistake could be made4 ,by reading a list of rules they are showing a distrust in the boys and girls and thereby laying a foundation for future trouble4 ,it is better to say nothing about order on the first day of school than to parade authority by setting forth rules4 ,authority and firmness can be far better indicated by beginning earnest work at once on the first day without any reference to rules4 8,authority may compel because of its might1 and often it must compel because of its responsibility2 but the type of order that is most effective is that in which the fact of coercion is least in evidence4 ,in the city and state1 as in the school1 the condition that is sought is a 8fashion0 of obeying the law and respecting the rights of others2 and while the forces that can coerce must be made plainly evident to those who can be appealed to in no other way1 the wise executive keeps them from constantly and irritatingly impinging upon public attention40#ad ,do not emphasize the idea of authority in the pupils' minds and your authority will not be forever put to the test4 ,it is a wrong use of the principle of suggestion to exercise authority in a way that is still far too common among teachers4 ,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 challenge4 ,the teacher who is constantly flaunting his authority will most assuredly have occasion to use it4 ,the less authority shown the less need for it1 is a safe rule to follow4 ,it is bad policy to make rules for the government of a school1 and then attach punishments of various kinds and degrees for the infringement of the rules4 ,in governing a school1 it is time enough to deal with a misdemeanor after it is committed4 ,often a certain rule against a certain misdemeanor encourages that act1 thus operating in accordance with the principle of suggestion4 ,to apply unvarying rules to varying conditions is a prolific source of error and confusion4 ,no rule can be made to fit a case before it arises4 ,suggestion is certainly nothing abnormal and exceptional4 ,it does not lead us away from our ordinary life4 ,child life is a rich field into which suggestion may enter in a hundred different forms4 ,the life of the family1 education1 law1 business1 politics1 art1 public life and religion are all dependent upon suggestion4 ,everywhere1 at all times individuals are stimulated to actions by outside suggestion1 that they would not perform1 if they were to act upon their own impulses or reasons4 ,experience shows that different individuals have different degrees of suggestive power4 ,attendant circumstances have a great influence upon the power of suggestion4 ,individual characteristics differ widely as to the effect of suggestion4 ,in no field of activity is the principle of suggestion so powerful and useful as in the teachers profession4 ,it will be well to deviate from the subject of suggestion to note that imitation plays a vital part in suggestion in the school-room4 ,it must be remembered that imitation follows suggestion2 it is a resultant of suggestion4 ,the teacher who embodies every qualification that makes a true teacher will suggest the traits of his character to his pupils4 ,they will as a natural sequence imitate them4 ,every trait of a noble character is important and deserves to be emulated by the child2 the characteristics that make successful men and women in every activity of life are worthy of imitation4 ,the greatest trait of character is morality1 and it is the most vital of the teacher's requisites4 ,to the average pupil this trait in the teacher's character will appeal4 ,if the pupil's moral life is near perfection1 the teacher's life will only aid in helping the pupil to maintain his standard4 ,this may be termed an unconscious co-operation of the teacher with his pupil4 ,building a strong character is not an easy matter for the average pupil4 ,he sees in his teacher those requisites which he wishes to incorporate in his own life2 he must overcome his own weakness2 when he does so1 he is allowing the teacher's worthy characteristics to suggest to his the possibility of incarnating them into his own life4 ,this is neither co-operation or imitation merely1 but suggestion4 ,it is also true of the law of suggestion that if the teacher exhibits unworthy traits of character1 these too will act as suggestions to the pupils4 ,it need not be argued further that the teacher's life is a powerful incentive to imitation through suggestion4 ,suggestion as an agency for effective volition does not stop with those elements that build character4 ,it reaches into the child's life at every opening4 ,his habits of work1 of study1 of play1 and every physical1 mental and spiritual process are largely influenced by the principle of suggestion4 ,in fact1 his first notions always come from some suggestion4 ,his first ideas of play1 of work1 and of study come as ideas from some one else or from some outside source4 ,the notion in itself1 at first1 is abstract1 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 life4 ,one of the most powerful agencies for suggestion is the school community itself4 ,the principal of a school had the pleasure of transferring his pupils to a new building1 erected at a cost of more than sixty thousand dollars4 ,he resolutely set his mind to the task of preserving the property from defacement4 ,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 well4 ,both in public and in private he judiciously drew the picture of the contrast between the appearances of the two buildings4 ,at the proper moment on each occasion he asked the individual or the school as a whole1 as the case might be1 if the preservation of the new building in its perfect condition was desirable3 8,do you want to keep the new school house fresh and in perfect order as long as possible80 ,the pupils in a large majority1 of course1 declared that that was their desire4 ,the public sentiment soon became so strong that it entirely suppressed the few who otherwise would have continued the policy of defacing school property4 ,there arose a community will among the pupils that made itself felt and held in easy control the unruly members of the school4 ,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 school4 ,suggestions are rapidly transferred from pupil to pupil2 a proper choice of the occasion is necessary2 a careful balancing of diverse elements in the school group must be achieved2 a variety of appeals to meet differences in dispositions is required2 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 management4 8,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 order1 courteous behavior1 and aggressive effort4 ,interest in school work and co-operation with the teachers had become distinct fashions4 ,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 city40#ae ,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 pupil4 ,if the teacher attempts to direct merely the attitudes or feelings of the pupil he will often fail in the use of suggestion4 ,every person whether child or adult has far more interest in activity than in inaction4 ,even rest is always considered a preparation for further activity4 ,activity may be of two kinds3 work and play4 ,suggestion may be used in both4 ,madame ,montessori says3 8,the first dawning of real discipline comes through work40#af ,the fascination of a piece of work even in the kindergarten will fix attention1 inspire persistence and in countless ways actually direct the impulses of the child4 ,discipline through work is the most ready and appropriate agency for the moral training of all1 both young and old4 ,the teacher who understands the disciplinary resources of the school tasks is a competent teacher and disciplinarian4 ,the more completely the discipline of the school is fused with the established school program of activity the better will be the results reached4 ,play is a part of the recognized outline of school functions4 ,it is second only to work as an educative instrument4 ,all that may be said of the wise use of suggestion in work may be repeated with slight modifications in respect to play4 ,the teacher must give as much wise thought to the suggestive features of play as to any other element in school life4 ----- ,footnote #ad3 ,bagley1 op4 cit41 p4 #acb4 ,footnote #ae3 ,bagley1 op4 cit4 p4 #e4 ,footnote #af3 ,the ,montessori ,method1 p4 #cej4 ,stokes4 ,the ,principle of ,leading ,suggestion ,some years ago a young country teacher called upon one of his city friends late one winter afternoon4 ,just as the teacher was leaving his friend's home1 the conversation turned to a topic that was very interesting to both1 but the teacher had three miles to walk into the country and knew that he could not tarry to finish the conversation4 ,however1 he asked his friend to walk with him from the house to the first telephone post so that they might carry on their conversation4 ,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 wish4 ,upon reaching the telephone post the conversation had grown more interesting instead of reaching an end1 so the teacher suggested that his friend walk two blocks further with him to a certain school building4 ,the friend acted upon the suggestion1 but upon reaching the school building the conversation had reached a greater point of interest and was in no way near completion4 ,both were deeply interested4 ,the teacher made the suggestion that his friend walk to a certain bridge with him4 ,again the friend acted upon the suggestion4 ,so1 on they journeyed until the friend discovered that he had walked half of the way from his home to the teacher's home1 besides forgetting all about his supper4 ,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 house1 he would not have succeeded in inducing him to do so1 even by the use of most persistent persuasion4 ,but he succeeded in taking his friend with him by suggesting a little part of the journey at a time4 ,he had used a principle that for the want of a better name will be called the ,principle of ,leading ,suggestion4 ,however1 it is not a matter of the name of the principle1 but the principle itself and its application that interests the teacher4 ,how many teachers have failed to lead pupils to do what they have asked them to do1 all because the imposed task appeared to be too hard4 ,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 time4 ,in this case the whole task should not be discussed at first4 ,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 homeward4 ,the teacher discovers among his pupils a boy who dislikes to read4 ,the teacher knows the boy's likes and dislikes and is sure that certain books would interest him1 but to ask the boy to read an entire book would only mean to further discourage him as to the reading habit4 ,hence1 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 boy4 ,a few days may elapse before the teacher asks the boy to read the second chapter with some other aim in view1 perhaps4 ,thus the teacher labors until the boy has read the book4 ,in most cases the boy will announce that he read on ahead of the teacher's assignment and will ask for another book 8just like this one40 ,he has broken the ice and by a wise choice of books on the part of the teacher1 he may become an enthusiastic reader4 ,the teacher with a keen insight will see no limit to the number of results that may be obtained by the use of leading suggestion4 ,in the primary grades it can be made a very effective tool for advancing the child's interests4 ,the stubborn and willful child will respond readily to this principle and may thus be cured of his habit of obstinacy4 ,this principle can be applied to advance the interests of children as well as to cure traits of disposition that are not desirable4 ,the teacher who wishes to accomplish results along these lines will carefully study the dispositions of pupils2 and further1 watch for every advantage whereby he may tactfully apply the principle of leading suggestion for the furtherance of effective work4 ,imitation ,reference has been made to imitation as being closely connected with suggestion4 ,its further discussion is in place here4 ,aristotle said1 8,man is the most imitative of animals1 and makes his first steps in learning by the aid of imitation40 ,the thought has a broader application4 ,the first steps in all of the child's activities are made because of imitation4 ,the first phase in the gaining of power and facility in action is imitation of the action of another4 ,it is highly important for the teacher to remember1 in attempting to direct boys and girls1 that all are imitators of those whom they admire4 ,men have been described as the composite of all those who have directly or indirectly made some impress upon their lives4 ,too great care cannot be exercised as to the kind of associations and friendships pupils make1 as each contact will leave its effect upon them for good or for evil4 ,the teacher is the most important associate and friend of many1 many pupils2 consequently1 it is of the utmost importance that his life conform to the best standards of character4 ,imitation is an inborn disposition which is not learned but precedes learning4 ,in fact1 it is a means employed in learning4 ,by using both imitation and suggestion properly1 the teacher will have a device that will go a great way toward his success in discipline4 ,in another volume entitled 8,applied ,methods10 a book which gives the practical applications of our fundamental principles--the principle of suggestion will be applied to various school-room difficulties4 ,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 discipline4 ,all other fundamental principles discussed will be shown in their practical applications4 ,this will leave no doubt in the teacher's mind as to the use of fundamental principles in school-room problems4 ,the ,principle of ,approval ,the next principle under consideration is the principle of approval4 ,the desire for approval appears early in childhood1 and continues through life4 ,it acts both as a restraint and as an impulse1 and is often an active principle in human conduct4 ,no true child is insensible to the good opinions of his classmates or to the commendation of his teacher4 ,it has been wisely said1 8,a young man is not far from ruin when he can say with honesty1 #8,i don't care what others think about me4'0 ,he has lost a needed check against evil and a beneficent impulse toward right action4 ,just how far the application of the principle of approval may justly extend in school-room discipline1 does not occur to the average teacher4 ,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-room4 ,the usual process of dealing with a fault1 is to aggravate it by constant reference to it4 ,this is wrong4 ,but the teacher replies1 8,how can a fault be removed except the child be constantly reminded of its existence1 and also reminded of the corrective80 ,the teacher1 too1 may add that reminding the pupil of his fault is not disapproval1 unless it be done in a fault finding manner4 ,that may all be very true4 ,but the principle of approval can affect the cure4 ,the following incident well illustrates the point4 ,some years ago there lived in one of the coast towns of ,maine1 a big-hearted seaman1 who was considerably worried about his only son's stoop shoulders4 ,in the kindliest manner possible1 he had reminded his son almost daily1 that he should throw back his shoulders4 ,the son understood his father's kindness and interest in the matter and at no time felt that his father was finding fault with him4 ,however1 the boy continued to be stoop shouldered4 ,an uncle happened into the house one day for a visit of several weeks4 ,the uncle was soon annoyed by the constancy and utter uselessness of the father's corrective for his son's stoop shoulders4 ,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 shoulders4 ,the father gladly agreed and also consented to have nothing whatever to do with the affair4 ,he felt that he had done all he could and was unable to guess what method the uncle would pursue4 ,the uncle very shrewdly saw a condition of the lad that he might approve and thereby he would be able to correct the stoop shoulders4 ,the lad knew nothing of his uncle's plan and for that reason responded the more readily1 all unconscious of the process at work4 ,on the following morning the father was amused to see the uncle give his son a jovial slap on the chest1 and hear him remark1 8,say1 ,tom1 that is some chest40 ,no more was observed by the father for that day4 ,but the day following1 the uncle again slapped the boy on the chest1 remarking1 8,i believe you will have a broader and fuller chest than ,i have20 at the same time displaying his chest well filled out4 ,casual remarks of this kind were dropped at opportune times4 ,tom's chest expanded until the stoop shoulders disappeared4 ,the cure was effective4 ,the boy did not realize that a double effect would follow his breathing properly4 ,approval won where disapproval failed4 ,many a teacher has ruined the best of his pupils by constantly finding fault with1 or disapproving of their small faults and inabilities2 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 do1 and entirely overlooking the things that he was unable to do4 ,if attention was called to what he could not do well1 it was only to offer some friendly assistance4 ,it is a fact that must not be forgotten that any activity is made easier by its constant repetition4 ,thus1 if the small things that the pupil can do are approved he naturally will work the harder and thereby gain strength1 until he has become a master of himself accomplishing the most difficult tasks4 ,this principle is broadly applicable to all school-work4 ,there is no child that cannot do something in every phase of school-work4 ,this 8something0 the teacher should approve4 ,it will without fail stimulate the child to the fullest use of his ability4 ,the teacher should not ignore that which the child fails to accomplish2 the task is often too difficult4 ,only such work should be assigned as can be done1 and the necessary assistance should be given2 by no means should disapproval be meted out4 ,this plan followed conscientiously will improve the most backward child4 ,the question may be asked1 8,what about the pupil who is indifferent or neglects to complete his work80 ,it is well to approve that which he does4 ,if the teacher is sure the pupil is indifferent or negligent1 the child should be told the truth about his work and have his attention called to his ability to do better work4 ,to approve wisely and effectively does not mean to deceive4 ,in the matter of school-room discipline1 the principle of approval is even more valuable than in school-room instruction4 ,everyone believes that no boy or girl is so depraved that some good traits can not be found4 ,at some time they will manifest their kindlier natures and do those things which should elicit approval4 ,whenever such pupils do anything worth while it gives the teacher opportunity to use the word or look of approval4 ,this will encourage them to repeat whatever elicits approval4 ,it will increase the frequency of such acts and create a desire to do other things that are worth while4 ,it is a time-honored saying that if all one's time is taken up in doing good deeds1 there will be no time left for evil deeds4 ,this is no vague notion as to the child's life4 ,whatever increases the time spent in doing things worth while will decrease the time left for worthlessness and idleness4 ,but what shall be done with those actions of the pupils that are annoying8 ,they cannot be approved4 ,should they be disapproved8 ,yes4 ,but with caution4 ,should the teacher find fault with the pupil on account of his misdemeanors8 ,no1 decidedly no4 ,it is the province of the teacher to assist the children under his tuition4 ,their faults and misdemeanors should not be tools in the teacher's hands to be used against them4 ,such a procedure would be a crime4 ,then how shall their faults and misdemeanors be treated8 ,the teacher who will succeed1 will call the pupil who has annoyed him aside and in a business-like manner discuss the misdemeanor with the pupil4 ,the teacher must not accuse the pupil but ask him for information2 if the teacher has met his pupil in a kindly way1 he will get the desired information2 the teacher should admit anything in which he may have been at fault and then ask the pupil to admit his own fault4 ,at this point the teacher should never express his opinion about the misdemeanor1 before he has asked the pupil to give his own opinion about the action in controversy4 ,with few exceptions the pupil will express himself correctly about the misdemeanor4 ,the shrewd teacher will then agree with his pupil1 and in an offhand way add any variance of opinion or give suggestions4 ,if this method is followed by a teacher in a kindly but firm mood1 the difficulty will have been dealt with in the correct manner4 ,the fault will doubtless not be repeated by the pupil4 ,and without fail the teacher will have another firm and true friend in this child4 ,while much importance is attached to the teacher's correct use of the principle of approval1 still more is demanded of him4 ,the value of approval clearly depends upon its source--on the character of him who approves4 ,the approval of the wicked or unscrupulous teacher is a snare4 ,the approval of the wise and good teacher can never be valued too highly4 ,a teacher must watch lest his pupils put approval before honor and duty4 ,the motive which the teacher must seek to cultivate1 is not a craving for unmerited praise and flattery1 but a desire to merit approval2 and1 this involves no surrender of conscience or honor4 ,this is a worthy motive1 but it must be remembered that it can easily be submerged under pride and vanity4 ,the degree of satisfaction to the child resulting from approval depends upon his esteem for those who bestow it4 ,the satisfaction that comes from approval of one's equals1 as classmates1 is less than that which comes from one's superiors1 as parents or teachers4 ,what has been said is sufficient to show that the teacher needs to be very careful in the use of approval as a disciplinary device4 ,the one thing to be avoided is false praise or flattery4 ,no weakness in the pupil is more easily aroused1 or with more difficulty suppressed than vanity4 ,the desire for praise1 and especially public praise1 grows on its own gratification2 the more the child gets the more he wants4 ,it is a good rule to speak ten words of commendation to one of censure2 but the commendation should be sincere and honest and the censure kind and just4 ,finally1 it may be concluded that whatever of good may come from the use of the principle of approval in discipline1 depends in a large measure upon the teacher4 ,encouragement ,broadly speaking1 encouragement is involved in the principle of approval4 ,some years ago a young man 7,mr4 ,x7 of marked ability but of such a temperament that he was easily discouraged1 was prevented from teaching school by some crafty scheme of the county superintendent and others who were opposed to the young man4 ,mr4 ,x was thoroughly prepared to teach and far worthier in character than the county superintendent and his accomplices4 ,a friend of the applicant1 chancing to be with him one evening in ,august just at sunset1 took occasion in view of the beautiful sunset to tell the young man how much beauty there is in life4 ,he explained that adversities1 such as he had just experienced are only stepping stones to nobler efforts4 ,he told him not to heed the discouragement1 but go right on in his chosen work and success would crown his efforts2 and that after all1 life was so full of beauty that it would overshadow all difficulties4 ,the young man and his friend parted4 ,the friend had forgotten ,mr4 ,x and did not know of his whereabouts until one day a letter came to him from the young fellow4 ,the following extract from the letter will explain how encouraging was the talk of a few years before4 8,i now have a good position in this city 7the city was ,akron1 ,ohio7 and can also teach if ,i care to4 ,i have often been discouraged1 but remembered your talk and resolved upon this sentiment for myself3 #8,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 honor1 success and happiness4' ,you and ,i know the other way too well to need description4 ,life is not mean2 it is grand4 ,if it is mean to anyone he makes it so himself4 ,god made it glorious4 ,how much life means to every individual1 words cannot explain4 ,i have often been discouraged but ,i looked upon the bright side and went on40 ,there could be no more eloquent appeal for encouragement as a device in the hands of the serious teacher4 ,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 worth4 ,sometimes the best pupil in the school meets with adversities 7and they will come to every individual ofttimes in life72 they would overwhelm him were it not for an encouraging word from a thoughtful teacher4 ,every teacher should keenly realize that it is a part of his work1 his actual duty to lend encouragement to his pupils4 ,if the lessons are hard1 the teacher must encourage2 if the pupil has fallen into one or more of the petty temptations that beset children on every side1 the teacher must forgive and forget1 and point out corrective measures1 thereby reassuring him and if the pupil has failed the teacher must comfort him4 ,it was ,lowell who said1 8,not failure1 but low aim1 is crime40 ,every teacher can be a source of great good if he will wisely help and encourage where encouragement is needed4 ,such a teacher's work will live long after he is gone1 and he will be kindly remembered by many who are treading life's pathways4 ,a few years ago a young man sought to enter ,columbia ,university for his last year of college work1 and discovered that he was quite deficient in language requirements4 ,just as he was about to leave the college and give up the fond hope of completing his education1 he was accosted by a fraternity man1 who was a stranger1 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 education4 ,that young student is now a man occupying a useful and worthy place of trust in a large institution4 ,the teacher who can encourage a pupil as the fraternity man reassured the young student1 will have no trouble in discipline with that pupil4 ,the pupil who has been saved from despair always has a warmth of feeling for the one who thus inspired him4 ,the ,principle of ,initiative in ,co-operation ,speaking of the child1 ,arthur ,holmes#ag says1 8,he is organic1 living1 developing4 ,he cannot be kneaded like dough1 nor hammered like iron1 nor carved like marble1 but he can be guided like a vine upon a trelis40 ,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 teacher4 ,to mark off this kind of action we choose to name the principle involved in it1 the ,principle of ,initiative in ,co-operation4 ,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 appreciation4 ,the turn of affairs in the school depends on the teacher4 ,he must choose and choose wisely if his control over the pupils is adequate4 ,he must take the initiative in establishing good relations and in maintaining them4 ,in the discussion following1 the term co-operation is used1 but it is to be understood that the teacher thoughtfully takes the first step in all acts of co-operation1 anticipating1 of course1 the pupils' reactions to all of his acts of service4 ,there is no greater principle in discipline than that of co-operation4 ,no other one is more potent among the teacher's devices4 ,but it is a fact1 much to be regretted1 that no principle is used less in the school-room4 ,the fact is that a majority of teachers do not realize what disciplinary co-operation means4 ,its skillfull use as an instrument of government is unknown to them4 ,the inquiring teacher asks for an explanation of the principle of co-operation4 ,it means a gratifying or yielding to a child's wishes or desires4 ,or1 it is a forbearance from restraint or control4 ,it may be gratitude for a favor granted2 no doubt some teachers need to 8,learn the luxury of doing good40 ,leniency and tolerance are forms of co-operation4 ,the term certainly denotes companionship in performing every school duty4 ,co-operation requires mutual understanding and sympathy4 ,clearly demonstrated by ,pestalozzi1 this fundamental method of child management has found recent advocates in the founders of the ,gary and ,fairhope systems of instruction4 ,the question comes up at once1 8,will not deviation from a uniform firmness which is implied in co-operation weaken discipline80 ,upon close examination the opposite will be found to be true4 ,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 character4 ,co-operation demands that we understand the nature of the child and enjoy giving him freedom1 at the same time working with him1 not over him4 ,the home or the school which manages children by the use of authority chiefly is not working toward the true object of discipline1 but away from it4 ,the child who is constantly governed1 who has all his decisions formed by some one else1 has all his motives influenced by a parent or teacher1 in fact1 his every activity controlled by another mind1 will be weak in self-mastery4 ,how can he learn to control himself if he is always under the will of another8 ,similar questions that will help the reader to understand might be asked4 ,for example3 how can a boy learn to swim if he is not allowed in the water8 ,how can a girl learn to sew if she is not given sewing materials8 ,then is it not just as logical to ask3 how can a child learn to control himself if he is not given the opportunity to learn8 ,it is to be feared that too many teachers have had the wrong idea of discipline2 namely1 that it means to have a child constantly under restraint4 ,that is erroneous4 ,neither discipline nor authority requires that4 ,true discipline is that which directs the child to become a self-governing individual1 so that when he leaves the school1 he can go into the world and lead an efficient life4 ,happy is such a child1 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 hand4 ,the following incident is very much to the point4 ,it is the story of two mothers4 ,each had a son who had reached his majority and was ready to step onto the threshold of the world4 ,said the one mother to the other1 8,i am so fearful for my boy when he gets into the world4 ,i have controlled him so carefully1 that when he can not have my oversight1 ,i am sure he will go into wrong paths40 ,the other mother replied1 8,i am not at all concerned about my boy4 ,i have kept close to the life of my son1 helping him yet training him for independent action4 ,i am confident that with his ability to control himself he need have no fears that the conflicts of life will overwhelm him4 ,i am assured that he will succeed40 ,the latter mother had a true conception of discipline4 ,the notion of discipline that the former mother had1 is too prevalent among teachers4 ,it is well worth repeating1 that true discipline is the kind which trains the child to be self-governing4 ,remember that any deviation from the routine of school discipline1 any pleasure that may be granted1 any offense that may be forgiven1 any aid in performing a task that may be difficult1 in short any service that shows your devotion to the child's welfare may be considered co-operation4 ,the principle of co-operation when properly applied will very materially strengthen discipline4 ,the boy or girl whose every activity is controlled is being robbed of the greatest gift that the school can give--self-control4 8,all seeming suppression of impulses will be found to be based upon expression of other impulses1 not upon sheer brute repression40#ah ,boys and girls must be compelled to make decisions for themselves4 ,but some one will say1 8,in making their own decisions they may blunder and decide in the wrong way40 ,no permanent harm need result4 ,experience is the wisest of teachers4 ,children can not be taught in the school of every-day life until they enter into its experiences2 and fortunate are they1 when they enter1 if they have been taught carefully the lessons of self-control by some prudent parent or teacher4 ,it will make them stronger if they must help themselves over their own difficulties4 ,this does not mean that the teacher must not have taught the principles of self-control4 ,the real test of good teaching will come when the boys and girls are compelled to hold their own in the world4 ,those who have read ,myrtle ,reed's 8,the ,master's ,violin10 will recall how ,mrs4 ,irving never allowed her son1 ,lynn1 to solve any of his own difficulties4 ,instead of co-operating with him she dominated him4 ,she was his mind and bore his trials as well as all his joys and sorrows4 ,he was often eager to dive into the world with all its temptations and perplexities1 but she could not permit him to get away from her authority4 ,she was not an unkind mother1 but she was not a wise mother4 ,when he desired to mingle with the street lads she would not indulge him lest he become contaminated4 ,she restrained him from everything which to her seemed to forecast any danger4 ,she could not tolerate that he should have boyhood fancies and passions4 ,instead of guiding him wisely through his boyhood problems1 she laid the hand of restraint upon him4 ,her authority was firm though not unkind4 ,the day finally came when she could no longer solve or mitigate her son's problems4 ,life brought to him what it may bring to all1 dark troubles1 hidden within the soul4 ,he was untutored and unprepared to meet his trials2 his mother could not meet them for him2 she had only greatly weakened her boy1 she had not prepared him by sensible discipline to meet his troubles4 ,had she allowed him to experience some of the problems that must confront every child1 he would have been prepared to meet his later trials4 ,he could not escape1 so in the bitterest agony he was compelled to fight his own battles at a grievous loss4 ,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 perfectly4 ,frequently1 all the pupils were allowed to spend an hour or two in some nearby forest1 if in the country1 or a park if in the city1 because they had behaved well4 ,sometimes school was suspended for a short time and every pupil was allowed to tell a story4 ,this same teacher often checked an unruly boy who seemed on the verge of some impending mischief1 by asking him a question about that which was of the most interest to him4 ,this might be about his pets1 his gun1 the striking novelties in some recent lesson1 or even about some imaginary trip4 ,it is not unusual that healthy pupils even though well reared should be mischievous2 this is due to surplus energy4 ,the teacher1 who could make himself believe that such children are his enemies1 is in the wrong profession4 ,it is1 indeed1 a pleasure to work with pupils exuberant with energy4 ,this energy directed into the proper channels will insure growth of character in boys and girls4 ,a certain superintendent in a small school in ,western ,ohio found himself in a high school were the pupils never tired of playing tricks4 ,they cut down the bell rope1 turned mice loose in school1 imitated a cat in another room and did all kinds of tricks for fun4 ,the superintendent was new in the school1 but it did not take him long to learn that it was all due to a surplus of energy in healthful boys and girls4 ,his solution was to use this energy4 ,to this end he set about at once securing funds to build a gymnasium4 ,the ,board of ,education could not finance the undertaking1 so he enlisted the corps of teachers and together they secured funds by private subscription to build the gymnasium4 ,after the gymnasium was finished1 the superintendent taught the classes in calisthenics and physical culture4 ,more than once1 without discussing it with the boys and girls1 he directed the entire high school twice a day1 for fifteen to thirty minutes longer than the usual recess period2 the time was used for physical education3 work in folk dances1 games and gymnastics4 ,when the pupils returned to the school-room1 their surplus energy was worked off1 their blood was filled with oxygen and they were very studious4 ,he even arranged that those who were excellent in deportment might attend a night class1 where interesting games were played4 ,he had boys' basketball teams1 girls' basketball teams1 volley ball clubs1 roller skating clubs1 track work1 ,saturday afternoon clubs1 and other activities which delighted the pupils4 ,because of this mischievous pranks disappeared entirely and the efficiency of the pupils was increased nearly fifty per cent4 ,the high school enrolled seventy pupils on the first day4 ,during the year only three dropped out1 making the per cent of attendance ninety-five1 which is a very good record4 ,initiative in co-operation1 as it is here discussed1 must not be confused with the common practice of parents who buy their children's good behavior4 ,it is all too common and one of the worst faults of parents1 to tell their children that they will give them a penny1 or some candy or other articles pleasing to the children if they will behave while company is in the home4 ,this may be called a form of compact1 but it is simply a wrong use of co-operation4 ,many teachers resort to just such a system of purchasing good behavior or good lessons4 ,this is wrong4 ,the proper use of reciprocity has a worthier motive in it4 ,the teacher who rules by prudent companionship is kindhearted and sympathetic1 has a broad outlook on child life1 and a spirit that can forgive and forget1 and take back into his love and sympathy the erring pupil4 ,there are many ways of giving freedom to a pupil which will work to his advancement and advantage4 ,it is true1 as it is in all school work1 that caution is necessary1 that the true end sought by the device should not be defeated4 ,every teacher knows how kindly a pupil will feel toward him1 if he is allowed to share in some of the duties to which great honor is attached4 ,this privilege can be given for good lessons1 good behavior1 punctuality or any kind of effort in school work4 ,some pupils like to draw1 others to do favors for the teacher1 even some will feel that the teacher appreciates them1 if they can work problems on the black-board1 go to the manual training or domestic science room4 ,it is indeed a splendid and effective indulgence to allow any pupil1 whether he is the best or the most indifferent one1 to run an errand for the teacher4 ,to let a boy1 who feels that everybody distrusts him1 run down town1 or if it is in the country1 to town after dismissals and make a trivial purchase for the teacher1 will make him gain1 first1 confidence in himself1 and then in his teacher1 because of the fact that his teacher has confidence in him4 ,should a pupil abuse the privileges extended to him as indulgences1 then the teacher1 without any explanation can withhold the privileges for a few days4 ,he will soon find his pupil asking for1 or that which is better1 deserving the privilege4 ,it can be granted1 and it is safe to assume that the pupil will take care not to forfeit his privileges again4 ,in the primary grades1 the little ones like the sand-pile1 the colored blocks1 the privilege of leading the procession1 of drawing on the black-board with colored crayons1 of putting the teacher's desk in order1 of watering the flowers in the school-room windows1 of running errands1 and a score of similar activities4 ,they will work hard for hours1 or act with great self-restraint1 in order to enjoy one of the above accessories of the regular school work4 ,they feel that they are co-operating with the teacher when they work for her4 ,in the grammar grades pupils often beg the privilege of holding a spelling-match4 ,it may often be well to indulge them4 ,they will appreciate it and have a deeper respect for the teacher4 ,it is too important a matter of school-room discipline1 and means far too much in the future of many a boy's or girl's life1 to overlook the fact that if pupils are met with authority only they will challenge that authority4 ,no teacher will deny that if he allows his pupils many pleasurable privileges1 they will be obedient to his wishes because he is obedient to their wishes4 ,one does not have to go far to find a teacher who has kept many a boy from smoking1 chewing tobacco1 gambling or resorting to evil practices1 all because that teacher gave the boy his friendship1 and filled his life with innocent pleasure4 ,the boy's own words--and they are often heard--bear testimony to the fact4 ,who has not heard a boy say1 8,that teacher wanted us to have a good time1 ,i liked him because he liked the boys1 ,i minded him because he knew what was good for us40 ,what teacher could not feel proud of such an encomium8 ,it is a reward far more lasting than any stipend for the teacher's work4 ,it is not the purpose of this ,course to enter into the discussion of why pupils indulge in many evil practices1 but the teacher should know that often privileges that lead to no harm are denied pupils2 this causes them to seek to break away from restraint4 ,as a rule pupils do not admire or like a teacher who denies them the privileges they seek4 ,because of this dislike they are prone to antagonize the teacher as much as possible1 thus making discipline a more difficult problem for him4 ,besides1 they will do many things unknown to the teacher that will lead to evil4 ,every one can recall a school where every pupil seemed bent on getting into mischief1 where the girls were out late at night1 the boys frequented pool-rooms and often saloons1 smoked1 attended questionable dances and were vicious generally4 ,on the other hand1 schools can be recalled where all the pupils seemed well-behaved4 ,in the former instance the teacher was a cold1 formal individual who did not indulge his pupils in those many pleasures that amuse and please and keep them out of mischief4 ,in the latter instance the teacher was a big-hearted1 sympathetic individual1 who loved the boys and girls4 ,he made room for their youthful sports and even entered into the games himself4 ,thus he could lead his pupils into nobler lives because he acted as one of their number4 ,a teacher who wishes to render efficient service in his work and make himself more successful in discipline1 will use the principle of co-operation4 ,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 pupils4 ,the teacher who discretely employs the principle of co-operation in discipline will improve his ability to govern fifty per cent4 ,but the good to the pupils that will result will be gratifying and lasting4 ,for discipline is a failure if the results do not appear in the child's entire life4 ----- ,footnote #ag3 ,principles of ,character ,making1 p4 #a4 ,lippincott4 ,footnote #ah3 ,angell1 op4 cit41 p4 #dcf4 ,consistency ,while good results can be obtained by the use of co-operation1 yet it can be made effective only by practicing consistency4 ,in the application of the principle of co-operation in discipline1 the teacher needs to be consistent4 ,the entire school should be treated as a unit4 ,particular pupils should not be singled out as recipients of the teacher's companionship4 ,such a procedure would defeat the effectiveness of the principle4 ,many pupils are so amiable that they are more closely associated with the teacher than more diffident and bashful pupils4 ,such pupils will naturally secure for themselves a goodly share of the privileges given by the teacher--not because they are selfish1 but because they are more forward4 ,thus it will happen that the diffident pupil will get few or no privileges from the teacher4 ,this will work great evil in a school4 ,soon some one will accuse the teacher of being partial when in reality the teacher is not at fault1 since the forward pupil really causes the teacher to seem partial4 ,teachers must guard against this condition1 for often parents misunderstand the situation and likewise accuse the teacher of being partial4 ,when this happens his influence is undermined4 ,a careful teacher will explain to his pupils that the confident pupil gets more from the teacher than the diffident and bashful pupil4 ,it is his duty to insist that the diffident pupil help himself to all privileges4 ,the teacher needs often to aid bashful pupils to get privileges2 he should in many instances seek to reassure such pupils4 ,this will lead them to love and cherish him4 ,no teacher has not had pupils who invited him into their homes1 desired to walk with him1 took him riding1 or brought him various little favors4 ,the sociable teacher will accept with good grace all these kindnesses that pupils extend to him4 ,but here it happens that many pupils will not offer their teachers such favors4 ,this would be well if other pupils did not infer that the teacher is partial4 ,he should make it plain that he loves his pupils all alike1 though some treat him with more consideration than others4 ,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 pupils4 ,the next day their feelings are placated and1 somehow1 in trying to make up lost time they make unwise use of indulgence4 ,such a lack of day by day consistency will surely destroy the effectiveness of companionship4 ,a principal of a well-known high school had accustomed himself to be very friendly and amiable outside of the school1 but when he was in the school-room his manner was antagonistic4 ,he seemed unfriendly and not at all courteous to his pupils4 ,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 street4 ,most of his pupils disliked him but admitted that they could admire him1 were he to conduct himself as amiably in the school-room as he did outside4 ,this principal failed to practice a consistency in his life which is so necessary to make and hold friends4 ,the ,principle of ,substitution ,the law is1 8,resist not evil10 for in resisting it it is only aggravated1 8but overcome evil with good40 ,when in darkness1 fight it not1 but strike a light4 ,when dealing with vice1 excite it not1 but awaken a positive virtue4 ,if a child has a fault1 ignore the fact as much as possible1 and develop his better nature4 ,encourage a virtue and a vice may disappear4 ,this law is universal in its application4 ,the teaching profession has yet to learn its significance4 ,it can be termed the ,principle of ,substitution4 ,it means that when one thing is taken out of a life1 something else must be put in to fill up the void4 ,when parents and teachers come fully to appreciate this principle and magnify virtue1 honor and character in the child--ignoring his evil tendencies--then1 and only then1 will it be possible to develop every child into noble manhood or womanhood4 ,positive virtues make vice impossible4 ,aggressive goodness leaves no room for evil4 ,pronounced righteousness once developed in a child1 the problem of his government is settled4 ,it is prudent to ignore his tendency not to study when inculcating the habit of study in the pupil4 ,the habits of idleness1 inattentiveness1 irregularity and others detrimental to a pupil's welfare can only be eliminated from his life by inciting opposite habits4 ,great as may the principles of suggestion1 approval and co-operation1 no greater principle can be discussed than that of substitution4 ,it is a principle widely useful in many diverse activities4 ,just as it is practical in other fields1 so it is feasible and useful in school-room discipline4 ,the street gamins of ,new ,york and other large cities are addicted to many bad habits4 ,they lie1 steal1 swear1 gamble and practice many other vices4 ,they learn these vices by observing them in others and since there are no other activities to engage their attention1 they live from day to day in habitual vice until they become criminals4 ,the settlement workers and such institutions as the ,george ,junior ,republic1 work upon the principle of substitution when they take these boys into their reformatory institutions4 ,in them1 the boy is not asked to quit his vices2 on the contrary1 nothing is said or even suggested about his former evil habits4 ,instead1 his day of twenty-four hours is filled with other employment1 so that he has no time left to indulge himself in any of his former evil habits4 ,this practice is kept up until the boy has acquired as habits the activities of the settlement4 ,when he has reached this stage1 he can enter the world4 ,it is true that some of the most worthy men of this day are products of boy settlements4 ,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 exercise4 ,after breakfast the boys take up their school work1 or occupation and continue until noon1 when they get their noon-day meal and an hour or two of rest4 ,care is taken that the rest is rather a change of occupation than idleness4 ,the boys play games or read4 ,in the afternoon some school work and occupational duties are done4 ,part of the afternoon is spent in some recreation which the boys enjoy4 ,similarly their time is occupied until supper4 ,following supper1 games1 reading and any other forms of recreation that will interest the boys are provided4 ,at a reasonable hour the boys retire4 ,after such an active day1 they are usually tired and sleep well until morning when the same routine is followed for another day4 ,when it is feared the boys may tire of their work1 enough of a change is made to keep them satisfied4 ,the work is all conducted in such a way that interest is paramount4 ,from the above it can readily be seen that boys in such circumstances have little time for evil deeds4 ,there is no question but that the same principle can be used in the school-room to great advantage4 ,the following are truthful maxims3 8,idleness breeds vice0 and 8,the devil finds some mischief for idle hands to do40 ,the school-room in which everybody is busy is a quiet school-room4 ,there will not be the proverbial 8pin-drop0 quietness1 but the little noise that can be heard will be a noise of busy pupils4 ,very often1 teachers in planning their daily programs1 fail to have the work so arranged as to utilize every minute2 then in the interval when the pupils have a lull from their work1 they find time to perpetrate mischief4 ,another prolific source of mischief is the recess period4 ,the greater majority of teachers believe the pupils will take care of themselves during the recess periods and the noon intermission4 ,it is true that some of the pupils do use the time profitably1 but too often1 it is a lounging period and the real aim of the intermissions is not carried out1 but rather that which is least desirable results4 ,it will be a great step in the direction of advancement when there will be no longer a free-for-all recess or noon intermission1 but instead supervised play periods in which every pupil must take part4 ,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 lesson4 ,it is more important4 ,he must have a strong healthy body and it can only be made and kept so by regular recreation4 ,the arrangement for getting pupils to the play ground and from it to the school building again1 should be carefully planned4 ,opportunities for mischief should be eliminated4 ,as soon as pupils are seated1 work and study should begin4 ,habits of ease and quietness are easily cultivated in pupils4 ,whatever of useful employment and recreation takes up the time of the pupils1 leaves no time for idleness and mischief4 ,it is worth mentioning that many children are opposed to supervised play4 ,there are parents too who oppose it4 ,there are several reasons for this opposition4 ,first1 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 children4 ,children very naturally follow a leader and if the teacher is a lover of children and their sports1 he will be their leader4 ,it is not uncommon on the play grounds to see the boys and girls flock to an adult who is a real lover of sports4 ,this shows that they really like older folks in their games4 ,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 defect4 ,another reason is this1 however much we regret it--nevertheless1 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 immodest4 ,such children could not be friendly to a supervisor4 ,but it is essential that such children should have a supervisor for their own good4 ,boys and girls who conduct themselves in this fashion will not unaided make virtuous men and women4 ,it is hard to conceive of parents who would object to supervised play1 but in face of the fact that many parents are strong agents in the weakening of their children's characters1 it becomes the more necessary for the teacher to be fearless and supervise the play4 ,a good teacher must many times do that which parents will not approve1 but it is his duty to act always according to his best judgment4 ,the following story was told by an old man4 ,he said that when he was young he was quite wicked2 among the evils in which he indulged was evil thinking and vulgar and blasphemous language4 ,he had become so offensive that many people shunned him4 ,he was aware of his condition but was unable to change himself4 ,one day a friend advised him to memorize a number of good poems and sacred songs4 ,whenever his mind should revert to evil thoughts or he had a desire to use vile language1 he was to repeat the poems1 or if he was where he could sing1 he was to sing some of the sacred songs4 ,he did as he was advised4 ,persistently he followed his friend's counsel1 and in less than six month's time1 he had cured himself of his evil-mindedness and the use of vile and blasphemous language4 ,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-room4 ,of course1 it must be borne in mind that the teacher does not have the child for the entire day1 and that the home may offset much that the teacher does4 ,if such is the case1 the teacher's only chance of success is to solicit the aid of the home4 ,while he may not be able to do this in every instance1 it is fair to assume he will get the home aid necessary in almost every case4 ,all voluntary acts of the child are founded upon some motive4 ,the teacher's attack against any bad habit of a pupil must not be a direct attack against the habit itself4 ,another type of action should be substituted for it4 ,it is a very homely illustration but nevertheless true1 that a cesspool can not be removed by removing the refuse4 ,it will fill up again4 ,but if the pool is filled with good solid earth1 the pool will not return again4 ,so it is with an evil in any child's or adult's life4 ,if the evil is removed1 put a positive good habit or activity in its place or the evil habit will return4 ,it is often the case that the evil habit crowds out the good habit after it has been admitted into the child's life4 ,this cannot happen under the watchful care of a good teacher4 ,the principle of substitution may be likened to the planting of a lily garden where once flourished a bed of thistles4 ,the teacher must ever be on the look out for a place where he can plant a positive virtue4 ,when planted it must be nurtured and cared for until it reaches perfection4 ,it will then crowd out at least one vice4 ,discouragement should not thwart the teacher in his attempts to eliminate evil from a child's life4 ,his duty is clear and he should summon every aid to his assistance in order to accomplish his purpose4 ,the ,principle of ,expectancy 8,seek and ye shall find10 8,knock and it shall be opened10 are ,biblical injunctions that embody more truth than appears on the surface4 ,just as true is it to say1 8,expect and ye shall receive what ye expect40 ,the following true incident is very much to the point and worth repeating4 ,during the first few years of the nineteenth century a ,french lad was learning to be a drummer for the ,french ,army4 ,among the various selections of army music which he was required to learn was a retreat4 ,when it came time to learning the army retreat1 he refused1 telling his teacher that he never expected to beat a retreat4 8,but10 said the teacher1 8no army can be so victorious but that sometime in its career it must retreat40 ,again the boy replied1 8,i never expect to beat a retreat40 ,it was but a year later when he became a drummer boy in ,napoleon's army4 ,in one of the hardest fought battles of ,napoleon's military career1 it became apparent to ,napoleon that his army would be defeated and practically all captured4 ,to save this situation the great general ordered a retreat4 ,the drummer boy did not beat a retreat4 ,napoleon angered1 rode up to the boy and in harsh tones ordered the lad to beat a retreat4 ,the lad looked up and replied1 8,i can not beat a retreat40 ,the now enraged general shouted1 8,beat a retreat60 ,again came the firm1 resolute reply1 8,i can not beat a retreat40 ,there was in the lad's expression a look of firm expectation that he would not need to beat a retreat4 ,the general was furious1 he whirled his horse about and derisively shouted back1 8,then beat a charge40 ,at once that firm determination which made the boy self-confident and expectant1 fired his spirit and he began to beat a charge4 ,all the years of resolution and expectancy that were pent up in his soul now echoed and re-echoed in those drum beats4 ,the soldiers caught the spirit of firmness and1 thrilled with an ardor that they had never felt before1 they followed the drummer boy to victory4 ,the above story illustrates the ,principle of ,expectancy--a principle that is fundamental in discipline4 ,it goes much further than merely to expect a thing to be done when it is commanded4 ,it becomes a part of the individual1 if that individual has a firm grip upon the principle of expectancy4 ,it is a principle that will inspire the teacher with self-confidence4 ,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 done4 ,when the teacher has the principle of expectancy so well fused into himself as to have confidence that he will get whatever he justly seeks1 then1 and only then1 will he be an accomplished disciplinarian4 ,the writer once visited the gymnasium of a public school just when the high school pupils were taking their regular daily exercises4 ,the exercises were being directed by the principal4 ,at the close of the gymnastic period1 the principal in a whining tone of voice with these words commanded the pupils to leave the gymnasium3 8,i want you to leave the gymnasium now--right away now40 ,this teacher did not expect the pupils to leave the gymnasium promptly4 ,he implied that much in his command4 ,he got what he expected4 ,many of the pupils continued to loiter about the gymnasium striking at each other and making other useless movements4 ,it took several more whining commands before he succeeded in getting the gymnasium cleared of pupils4 ,in fact1 some left it so reluctantly as to show that they had been antagonized by the principal4 ,this all came about by an improper attitude of the principal in his lack of expecting his command to be obeyed4 ,had he said to the pupils in a firm tone of voice at the close of the gymnastic period1 8,this is all10 and then stepped to the door and opening it1 standing aside and expecting nothing else1 except that every pupil would promptly leave the building1 the result would have been different4 ,every pupil would have left the gymnasium promptly and the spirit of antagonism would not have appeared4 ,in actual school work1 no principle can do more good in its application than the principle of expectancy4 ,one teacher can assign a lesson to a class without any admonishing or even the slightest suggestion that they should study the lesson4 ,the class will return on the following day and recite a good lesson4 ,another teacher may assign to this same class a lesson1 also without a suggestion as to the class preparing the lesson4 ,however1 in the next recitation the class will not have the lesson4 ,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 them4 ,he does not inform his pupils in so many words that he expects them to study the lesson he assigns4 ,he assumes as much2 then1 with a confidence in his pupils that is compelling he expects them to do his every bidding4 ,the other teacher1 not in words either1 but in his very manner1 is vacillating4 ,he lacks confidence in himself and in his pupils4 ,he is suspicious4 ,he is not sure his pupils will study if he tells them to4 ,he can not assign a lesson with a safe feeling that the pupils can do nothing else but learn it4 ,he waits until the class comes before him1 and then begins the recitation in a half-hearted way as though he knew they did not know the lesson4 ,it is a safe assumption4 ,he is not disappointed4 ,the class has not prepared the lesson4 ,there are many teachers who think themselves 8smart0 and wise1 when they can say to a class before they have even begun the recitation1 8,you look as though you did not have your lesson4 ,i can tell it by your eyes40 ,such a teacher is a liar4 ,no teacher can tell beforehand whether a class has a lesson or not4 ,it is little wonder that so many teachers fail4 ,they are the rocks of destruction to their own pupils4 ,on the other hand1 in the actual discipline of the pupils1 the principle of expectancy is of vital importance4 ,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 glances1 and sometimes making quick turns about1 as much as to tell the pupil1 8,i am suspicious of you40 ,but the information is far broader than that4 ,that teacher by his suspicious attitude tells his pupil that he is expecting the pupil to perpetrate more mischief4 ,if he did not think the pupil would repeat his pranks1 he would not need to watch him4 ,thoughtful teachers can afford to reflect upon this4 ,nothing is more liable to breed mischief and contempt among pupils than to treat them as though they can never be trusted4 ,a teacher practicing such an attitude of suspicion can never succeed in school-room discipline4 ,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 pupil4 ,he will not repeat the offense4 ,teachers should always expect the best result to follow their efforts4 ,they should make expectancy the keynote of their lives4 ,not to be expectant is to be suspicious4 ,the question can very appropriately be asked3 8,what pupil likes to be suspected always by his teacher80 ,and with emphasis3 8,what teacher would like to be suspected80 ,then it is high time that teachers expect more from their pupils4 ,they will get more4 ,expect them to know their lessons1 and they will prepare them4 ,expect them to be obedient1 and they will be obedient4 ,expect them to be kind and courteous1 and they will be kind and courteous4 ,to live in expectancy is to live in hope4 ,to the teacher who expects the good and hopes for the better1 there can never be a dull and dreary school4 ,the principle of expectancy is the teacher's beacon light2 he should never take his eye from it4 ,again1 the principle of expectancy is correlated with the other fundamental principles of discipline4 ,a teacher who by word1 a look1 a story or a deed1 suggests something1 would indeed be foolish if he did not expect his suggestion to ripen into action4 ,a teacher should approve the well learned lessons of a pupil1 his punctuality1 his efforts1 not only that the child may have a reward in the form of the teacher's approval1 but also that he may learn that any activity worth while will meet with due appreciation4 ,such recognition by the teacher stimulates the pupil to continue in his good efforts long after being lauded4 ,teachers confer benefits upon pupils1 thus rewarding them for their activities1 expecting the pupils to continue in well-doing after having withdrawn from them these special privileges4 ,the same can be said of the principle of substitution4 ,it is very closely correlated with the principle of expectancy4 ,it is apparent that a teacher would not attempt to substitute in a child's life some good habit1 if he did not expect it to crowd out an evil habit4 ,a broad statement1 but not too broad or general can be made about the principle of expectancy4 ,it is this3 just to the degree that the teacher practices and is permeated with the principle of expectancy1 just so successful will he be in the use of other fundamental principles of discipline4 ,firmness ,something has been said about firmness4 ,it is implied in the principle of expectancy4 ,the teacher who failed to get his class out of the gymnasium promptly1 lacked firmness4 ,he was weak and vacillating4 ,a weak and vacillating character is in no sense a moral force in any community1 and much less in the school-room4 ,pupils are quick to detect the lack of firmness in a teacher and are ever ready to make a play-thing of him4 ,a safe rule in the school-room1 and all its activities1 is to decide a right course of action and then firmly follow it4 ,firmness with a proper determination and force on the part of the teacher adds charm to his manner and personality1 that easily elicits from pupils and parents both respect and obedience4 ,in the preceding discussion emphasis has been placed upon five great fundamental principles in discipline4 ,the principles discussed are3 7#a7 ,the principle of ,suggestion1 7#b7 ,the principle of ,approval1 7#c7 ,the principle of ,initiative in ,co-operation1 7#d7 ,the principle of ,substitution1 and 7#e7 ,the principle of ,expectancy4 ,it has been clearly explained how they are applied to the school-room work4 ,very concrete and real illustrations have been given to show just exactly the province of each principle4 ,reference has been made to these fundamental principles as devices4 ,they are devices1 or they may be designated as means to an end4 ,it has been pointed out that the end of discipline1 that is1 the goal sought1 is self-control4 ,the fundamental principles when properly applied are roads1 devices or means--that lead to results1 which results reach the one goal1 self-control4 ,it is entirely unnecessary to indulge in a lengthy discussion of results but1 suffice it to say1 the teacher by this time is aware of many good results that will accrue from the discreet use of the fundamental principles in discipline4 ,there will result the six basal elements in character--namely1 the establishment of sound sentiments1 a quickening of the conscience1 an enlightening or moral judgment1 a training of the will to act habitually from high and worthy motives1 a thoughtfulness of the rights of others1 and last but not least a practical religious training4 8,character is the total customary reaction of an individual to his environment40#ai ,the child who leaves the school well trained in these six basal elements of character1 has received at the hands of the school as much1 and even more1 as some may suppose1 than that institution owes to childhood4 ----- ,footnote #ai3 ,arthur ,holmes1 op4 cit41 p4 #bh4 ,summary #a4 ,the idea1 that fundamental principles in discipline are not broadly applicable in the school-room1 is false and unpedagogical4 #b4 ,fundamental principles operate toward definite ends4 #c4 ,the failure to use fundamental principles in discipline gives rise to difficulties in school-management4 #d4 ,like begets like4 ,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 pupils4 #e4 ,the principle of suggestion drops a stimulus into the child's mind which starts an action4 #f4 ,suggestion for character building comes from the character of the teacher--his every-day life4 #g4 ,all of the activities of the teacher are suggestive of good or bad to the pupil4 #h4 ,negative suggestions often incite the very actions they are supposed to prevent4 #i4 ,codes of rules against numerous offenses1 usually suggest those offenses to pupils4 ,they are reminded to do that which they would never have thought of1 had it not been suggested4 #aj4 ,many of the activities of life depend upon the law of suggestion4 #aa4 ,suggestion is a potent agency in volition4 #ab4 ,leading suggestion is a name applied to a principle which says1 8,suggest only a small part of a duty at a time1 then a little more and so on until all the duty has been done40 ,very often1 to suggest a long series of acts to the child does not appeal to him effectively4 #ac4 ,imitation is closely related to suggestion4 ,pupils especially imitate and make use of suggestions from those whom they like4 #ad4 ,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 done4 #ae4 ,the opposite of approval is fault finding4 ,it is not too radical to say that a teacher should never be guilty of fault finding4 #af4 ,many faults in children can be eradicated by a judicious use of the principle of approval4 #ag4 ,it is an easy matter to discourage and ruin the best pupils by constant fault finding4 #ah4 ,by approving what little of good there is in a bad child1 the child may be improved1 and helped to become a good child4 #ai4 ,the teacher who does not embody in his life worthy traits of character1 can not effectively approve them in other lives4 ,the source of approval is important4 #bj4 ,encouragement is a form of approval4 #ba4 ,sometimes the best pupils have met grievous obstacles and need positive encouragement4 #bb4 ,the fundamental principle of ,initiative in ,co-operation may be applied to advantage in discipline in several ways4 ,a word1 a look1 a deed1 a material object1 a privilege--all may be instruments of initiative in co-operation4 #bc4 ,doing a favor must not be confused with the practice of buying good behavior or work1 because the effect is entirely different4 #bd4 ,pupils cannot be taught to govern themselves if they are always governed by some stronger will4 ,children must be allowed to form judgments of their own so that later they can make their own good decisions4 #be4 ,often even prudent concessions are denied to pupils2 the result is that they gratify themselves and as a rule fall into hurtful excesses4 #bf4 ,consistency on the part of the teacher is necessary if initiative in co-operation is to be prudently applied4 #bg4 ,a teacher cannot be consistent when he is liberal in kindnesses one day and on another day makes no concessions at all4 #bh4 ,care must be exercised in using the principle of initiative in co-operation1 so that all pupils are benefited as nearly alike as their merits will allow4 ,unless teachers are careful1 they will be accused of being partial4 #bi4 ,the principle of substitution assumes that a positive virtue must be cultivated in a child1 when we desire to remove a vice4 #cj4 ,the institutions for reforming bad boys from the large cities are conducted on the principle of substitution4 ,the boy's life is filled with useful work and recreation which replaces his idle habits4 #ca4 ,in the school-room it is highly essential that the day be filled with useful work and play2 if there is idle time1 pupils will use it in mischief-making4 #cb4 ,free-for-all recesses and noon intermissions are breeding spots in the school day for mischief and evil4 #cc4 ,supervised play is the only solution for the wise use of the play period and the crowding out of occasion for evil at school4 #cd4 ,the teacher should pay no attention to the objections to supervised play4 ,the objections come from those who misunderstand or those who have low motives4 #ce4 ,the principle of expectancy is closely correlated with the other great principles underlying discipline4 #cf4 ,just to the extent that the teacher is able to use the fundamental principle of expectancy1 and only so far will he be successful in the use of the other fundamental principles of discipline4 #cg4 ,it is necessary to use firmness and determination with the principle of expectancy4 #ch4 ,the fundamental principles of discipline are the teacher's devices1 or means1 which he must use to obtain the end of discipline--self-control4 ,,the ,,end ,,index ,aesthetic ,appreciation1 #fc-fe ,approval1 #acc-aci ,associations1 #df-dh ,cheerfulness1 #ga ,color ,schemes1 #ih ,confidence1 #be ,consistency1 #aec ,corporal ,punishment1 #ah ,courage1 #gb ,discipline1 #aje-aac ,dispositions of ,pupils1 #aae-aai ,dress1 #gc-gd ,education of ,teacher1 #cb ,encouragement1 #aci ,expectancy1 #afb ,fault ,finding1 #acc ,firmness1 #afh ,fundamental ,principles in ,discipline1 #aae-agc ,summary1 #agj-agc ,general ,principles1 ,value of1 #aae ,gossiping1 #de ,health1 #gg-gh ,honesty1 #di ,imitation1 #aca-acc ,initiative in ,co-operation1 #adb-aec ,impartiality1 #hc ,intemperance1 #ed ,janitor1 #aja ,leading ,suggestion1 #abi ,morality1 ,meaning of1 #db ,morals of ,teacher1 #da-db ,mottoes1 #if ,nature1 #cc-ce ,neatness1 #ei ,patience1 #hb ,pictures1 #ie ,reading1 #cf-cg ,religion1 #fa ,rules1 #abb ,school-grounds1 #ic ,school1 ,the1 #ib-ajd ,summary1 #ajc-ajd ,school-room1 ,the1 #ib ,self ,confidence1 #fg ,social ,life1 #hb ,substitution1 #aee ,suggestion1 #aai ,sympathy with ,pupils1 #fh ,system1 #gh ,tact1 #ad1 #ff ,teacher1 ,the1 #bg-ia ,summary1 #he-ia ,temper1 #eg ,ventilation1 #ii ,transcriber's ,note ,italic words in the original text have been marked in this version with underscores4 ,a few minor typographical errors have been silently corrected4