Discipline rather consists in that direction of wholesome activity which
creates an atmosphere of intellectual endeavor in which every individual
of a group can profitably follow his own interests while allowing every
other individual to do the same thing free from interference. Discipline
makes it possible for all to do the thing to be done to advantage. It
may at times require silence, it may involve vigorous action--it always
presumes intelligent direction that holds those concerned to the orderly
pursuit of an established goal.
Various means have been devised for the securing of discipline. The
_doctrine of rewards_ has been and still is being followed extensively.
To give an individual something for being good has never appealed to
educators as fundamentally sound. It puts a false evaluation upon
virtue. It may be that such a policy must be resorted to in emergencies,
but followed regularly it is likely to be attended with disastrous
results. The boy who has regularly to be bought into doing what he
should will likely raise his price until the method of rewards becomes
ruinous both to the father and the boy. To "heroize" a boy in class
every time he does a meritorious act will very likely spoil him.
Encouragement, of course, is helpful, but it ought not to be
overindulged.
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