They vary in capacity, in ideals, in training, in
attitude, in disposition, and in purpose. Manifestly group progress will
be made possible in any such case by a mutual willingness to
co-operate--a willingness to attend a discussion even though not
particularly interested in it, but because it may be of concern to
someone else whose interests I have undertaken to promote. My very
presence in the class imposes such a responsibility upon me.
It is essential in a discussion of discipline that we agree as to just
what discipline is. It is not _mere silence_. Silent "quietness" may be
agreeable, but it certainly does not make for achievement. Such silence
would be of little worth if it could be achieved, and it cannot be
achieved with twentieth century human beings. The question of the lad
who had been taken to task for his disturbance is always refreshing. The
teacher, after a somewhat prolonged scolding, had concluded:
"Now, Tommie, do be quiet."
"What fur?"
The English may not be the choicest, but the sense is wonderfully
significant to the teacher who would really understand the problem of
discipline.
Discipline is not repression. The _D_ of discipline and the _D_ of don't
have been confused all too often. Just as the too frequent use of the
brakes on an automobile ruins the lining, so the too frequent "don't" of
repression ruins the "goodwill lining" of the boy, and when that lining
is gone the "brake squeaks," and in emergencies doesn't hold at all.
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