The End in Discipline
Assuming that the teacher understands the great importance of discipline, it becomes necessary, before discussing its underlying principles, to consider some other phases of the subject. First of all it is most important to understand the end to be achieved in discipline. It is true that all aimless discipline is poor discipline whatever may be the teacher’s zeal. A clear knowledge of the end to be attained is not only important as a guide to methods of discipline, but will fully predetermine the results. The question now arises: “Just what is the end to be sought in discipline?” Some one may say, “The end to be sought in discipline is good order;” some one else may say, “application.” It is neither chiefly. These are mere conditions of successful school work, and are not at all ultimate ends to be attained through discipline. The teacher who regards these as the ends of discipline is not only likely to use improper means, but will be satisfied with a mere semblance of success. The true end of discipline is none other than the achievement of self-control. This includes an efficient moral training by: (1) the awakening of proper sentiments, (2) quickening of the conscience, (3) enlightening of moral judgment, (4) training the will to act habitually from high and worthy motives, (5) thoughtfulness as to the rights of others and (6) a practical religious training.
Bagley discovers three chief functions of discipline: (1) the creation and preservation of conditions that are essential to orderly progress of the work for which the school exists; (2) “The preparation of the pupils for effective participation in an organized adult society;” (3) “The gradual impression of the fundamental lessons of self-control.”
“Discipline is, therefore, the last directive factor of the educative process. It is to the soul what logic or geometry is to the mind, or gymnastics to the body: it aims at bracing the will. But it has been seen that self-direction grows out of external direction; self-discipline out of the discipline of the home and the school. External discipline is good only when it does lead to the development of self-control.”[[10]]
[10]. Welton and Blandford, op. cit., pp. 156-7.