Читать книгу Practical School Discipline: Introductory Course - Ray Coppock Beery - Страница 6

Table of Contents

It can not be denied that every factor in the child’s surroundings has some influence upon him. It would be difficult to introduce principles of order and system into a child’s school work, if that child were surrounded by disorder in the school-room equipment. We all know that the appetizing effect of a luncheon is heightened by cleanliness, the taste with which the luncheon and the dishes are arranged, even the mode of serving the food and the general appearance of the room. Comparatively few teachers realize the relation of the school surroundings to discipline. The second part of the book is devoted to “The School.” This part of the Course discusses various factors in the surroundings which the teacher may control, and suggests many things about the room equipment which will greatly aid him in securing good work and order.

Every teacher, in dealing with pupils, should have well fixed in his mind the true province and end in discipline. The third division of this book is devoted to “The Province and End in Discipline,” which is an extremely important discussion. No idea is less understood than is discipline. In its restricted meaning and application, it means far too little. Discipline permeates most thoroughly every activity of humankind. Every avenue of progress owes its measure of success to the measure of discipline found therein. Could discipline come into its own province and manifest its fullest force, there evidently would be no need of penal institutions, courts of justice and other reformatory measures. 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 two, or perhaps, suspend a pupil for a week or ten days. To call this discipline is indeed deplorable.