Various Dispositions
Again and again it may be heard that should a school have twenty-five pupils, there would be twenty-five different dispositions to handle and that what might be used in disciplining one child could not be used in disciplining another. No one wishes to gainsay that there are as many different dispositions as there are individuals, but these different dispositions will all undoubtedly respond to the great fundamental laws underlying discipline. To attempt to deny the operation and general effectiveness of fundamental principles in discipline would be an attempt to overthrow a bulwark of accumulated evidence of the past. Principles that are fundamental, not alone in discipline, but in every activity, have operated in unmistakable surety since the dawn of history. To deny this would only tend to weaken one’s faith in principles that when properly applied have always overcome the most stubborn problems in discipline.
Small minds often find it impossible to collect useful knowledge into general statements. They prefer to settle each difficulty by reference to a similar former experience. On the other hand one who profits largely from his experience is able finally to draw broad conclusions which he can use in widely different situations.
This power of generalization makes easy the comparison of experiences of teachers and so skill in disciplinary matters multiplies itself at every opportunity for the exchange of ideas.
A number of careful observations made in the school-room will sustain the assertion that any fundamental principle will certainly become applicable to the mass of individuals. It is a universal law that a fundamental principle of psychological import works toward the same end in every normal individual. Several years ago a principal in a large high school made the following observations. One of his teachers was keenly sensitive to all the little faults of the pupils. Seven of the boys and five of the girls had been reported by her to the principal for various offenses. Each of the twelve pupils portrayed entirely different characteristics. Their offenses too were entirely different as well as their motives. Here was a plain case of twelve different dispositions, which no one would attempt to ignore, but quite naturally, the teacher did not use twelve different methods of procedure; she had a feeling of distrust toward all of these pupils. She did not openly show it, but before the school closed there was an open rupture between those pupils and the teacher—they hated her—why? They could hardly tell. It was due to her attitude of distrust. This evil was not openly at work (except to a keen observer) but silently, it operated upon twelve different dispositions in the same way—all to one end.
In the same school and at the same time, labored another teacher who reported the same boys and girls, but her reports were followed up by a deep love toward and helpful trust in those boys and girls. She did not tell them that she trusted and loved them. The principle accomplished its mission silently—as is always the case. These boys and girls, without knowing why, came to love, respect and obey this teacher. She did not use different methods on the different dispositions, but in silence a fundamental principle at work, won for her the admiration of all her pupils. She was a successful disciplinarian. She skillfully applied fundamental principles, and it is needless to add that no serious outbreaks against discipline ever occurred under her management. It is all too true that the failure to understand fundamental principles in discipline is the certain cause of perplexing problems that will suggest “so-called” different methods for different dispositions.
Broad underlying principles in discipline are safe and the teacher who would seek skill in school management will ground himself in these broad underlying principles—principles that have been effective through countless decades of successful school management. It is an axiom that the teacher who fails to use the fundamental principles of confidence will have many examples of distrust. The teacher who persists in fault finding will always have sufficient material upon which to exercise his fault finding impulse. The teacher who is constantly expecting trouble will soon be rewarded; while on the other hand, the teacher who has an abiding faith in his pupils and himself does not expect real antagonism—true to the universal law, never meets an insoluble problem in school-room discipline. The teacher who displays a deep interest in his work and an interest in the work and welfare of his pupils, will have an industrious school; he will not need to lecture to his pupils about the necessity of diligence; they will show their zeal by doing the work assigned. It is “catching” from the teacher who has an interest and works upon the principle that it is necessary for a teacher, first, to enjoy doing school work well before the pupils can be expected to do likewise. No one denies that trust will beget trust, confidence will beget confidence, good-will will beget good-will and affection will beget affection. The opposite is likewise true, hate will beget hate, distrust will beget distrust, suspicion will beget suspicion, and fault finding will beget dissatisfaction. From the foregoing, it may be assumed that the most skeptical must be convinced concerning the broad and effective application of general principles. In this connection, it is well to remember, that fundamental principles can not apply themselves, the teacher is the agent that must apply the principles and adjust the laws to every given case.