This particular lecture came
toward the end of a series of lectures given on the various pedagogical
truths underlying teaching. One particular teacher, who had listened to
all of the lectures, expressed appreciation of the fact that discipline
was to be discussed--it apparently was his one concern, as indicated in
his remark:
"We have listened to some excellent theories in these lectures. But I
have to teach a class of real live boys and girls. How can I keep the
little rascals quiet long enough to work the theories out?"
The remark expresses admirably the attitude of very many teachers
relative to discipline. They regard teaching as one thing--discipline as
quite another. With them discipline involves some sort of magic process
or the application of some iron rule authority, which secures order that
teaching may then be indulged in. As a matter of fact, discipline is
inherent in good teaching. It is not a matter of correction so much as a
matter of prevention. The good disciplinarian anticipates
disorder--directs the energies of his pupils so that the disorder is
made impossible by attention to legitimate interests.
Discipline is one of the most pressing problems in the quorums and
organizations of the Church today. On every hand the complaint is
registered that proper respect is not shown, either for those in
important positions or for our places of worship.
Pages:
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206