In the matter of school-room discipline, the principle of approval is even more valuable than in school-room instruction. Everyone believes that no boy or girl is so depraved that some good traits can not be found. At some time they will manifest their kindlier natures and do those things which should elicit approval. Whenever such pupils do anything worth while it gives the teacher opportunity to use the word or look of approval. This will encourage them to repeat whatever elicits approval. It will increase the frequency of such acts and create a desire to do other things that are worth while. It is a time-honored saying that if all one’s time is taken up in doing good deeds, there will be no time left for evil deeds. This is no vague notion as to the child’s life. Whatever increases the time spent in doing things worth while will decrease the time left for worthlessness and idleness.
But what shall be done with those actions of the pupils that are annoying? They cannot be approved. Should they be disapproved? Yes. But with caution. Should the teacher find fault with the pupil on account of his misdemeanors? No, decidedly no. It is the province of the teacher to assist the children under his tuition. Their faults and misdemeanors should not be tools in the teacher’s hands to be used against them. Such a procedure would be a crime. Then how shall their faults and misdemeanors be treated?
The teacher who will succeed, will call the pupil who has annoyed him aside and in a business-like manner discuss the misdemeanor with the pupil. The teacher must not accuse the pupil but ask him for information; if the teacher has met his pupil in a kindly way, he will get the desired information; the teacher should admit anything in which he may have been at fault and then ask the pupil to admit his own fault. At this point the teacher should never express his opinion about the misdemeanor, before he has asked the pupil to give his own opinion about the action in controversy. With few exceptions the pupil will express himself correctly about the misdemeanor. The shrewd teacher will then agree with his pupil, and in an offhand way add any variance of opinion or give suggestions. If this method is followed by a teacher in a kindly but firm mood, the difficulty will have been dealt with in the correct manner. The fault will doubtless not be repeated by the pupil. And without fail the teacher will have another firm and true friend in this child.
While much importance is attached to the teacher’s correct use of the principle of approval, still more is demanded of him. The value of approval clearly depends upon its source—on the character of him who approves. The approval of the wicked or unscrupulous teacher is a snare. The approval of the wise and good teacher can never be valued too highly. A teacher must watch lest his pupils put approval before honor and duty. The motive which the teacher must seek to cultivate, is not a craving for unmerited praise and flattery, but a desire to merit approval; and, this involves no surrender of conscience or honor. This is a worthy motive, but it must be remembered that it can easily be submerged under pride and vanity.
The degree of satisfaction to the child resulting from approval depends upon his esteem for those who bestow it. The satisfaction that comes from approval of one’s equals, as classmates, is less than that which comes from one’s superiors, as parents or teachers. What has been said is sufficient to show that the teacher needs to be very careful in the use of approval as a disciplinary device. The one thing to be avoided is false praise or flattery. No weakness in the pupil is more easily aroused, or with more difficulty suppressed than vanity. The desire for praise, and especially public praise, grows on its own gratification; the more the child gets the more he wants. It is a good rule to speak ten words of commendation to one of censure; but the commendation should be sincere and honest and the censure kind and just. Finally, it may be concluded that whatever of good may come from the use of the principle of approval in discipline, depends in a large measure upon the teacher.
Encouragement
Broadly speaking, encouragement is involved in the principle of approval. Some years ago a young man (Mr. X) of marked ability but of such a temperament that he was easily discouraged, was prevented from teaching school by some crafty scheme of the county superintendent and others who were opposed to the young man. Mr. X was thoroughly prepared to teach and far worthier in character than the county superintendent and his accomplices. A friend of the applicant, chancing to be with him one evening in August just at sunset, took occasion in view of the beautiful sunset to tell the young man how much beauty there is in life. He explained that adversities, such as he had just experienced are only stepping stones to nobler efforts. He told him not to heed the discouragement, but go right on in his chosen work and success would crown his efforts; and that after all, life was so full of beauty that it would overshadow all difficulties. The young man and his friend parted. The friend had forgotten Mr. X and did not know of his whereabouts until one day a letter came to him from the young fellow. The following extract from the letter will explain how encouraging was the talk of a few years before. “I now have a good position in this city (the city was Akron, Ohio) and can also teach if I care to. I have often been discouraged, but remembered your talk and resolved upon this sentiment for myself: ‘There are two ways in life and if young men and women would consider these ways soberly and earnestly before moving onward they would choose the one which truth and reason tell them will lead to honor, success and happiness.’ You and I know the other way too well to need description. Life is not mean; it is grand. If it is mean to anyone he makes it so himself. God made it glorious. How much life means to every individual, words cannot explain. I have often been discouraged but I looked upon the bright side and went on.” There could be no more eloquent appeal for encouragement as a device in the hands of the serious teacher. Many are the times and opportunities when a teacher can speak an encouraging word and thereby send a life into a fuller realization of its worth.
Sometimes the best pupil in the school meets with adversities (and they will come to every individual ofttimes in life); they would overwhelm him were it not for an encouraging word from a thoughtful teacher. Every teacher should keenly realize that it is a part of his work, his actual duty to lend encouragement to his pupils. If the lessons are hard, the teacher must encourage; if the pupil has fallen into one or more of the petty temptations that beset children on every side, the teacher must forgive and forget, and point out corrective measures, thereby reassuring him and if the pupil has failed the teacher must comfort him. It was Lowell who said, “Not failure, but low aim, is crime.” Every teacher can be a source of great good if he will wisely help and encourage where encouragement is needed. Such a teacher’s work will live long after he is gone, and he will be kindly remembered by many who are treading life’s pathways.
A few years ago a young man sought to enter Columbia University for his last year of college work, and discovered that he was quite deficient in language requirements. Just as he was about to leave the college and give up the fond hope of completing his education, he was accosted by a fraternity man, who was a stranger, but who soon made himself a friend and so encouraged and inspired the young student that he took double work and succeeded in finishing his college education. That young student is now a man occupying a useful and worthy place of trust in a large institution. The teacher who can encourage a pupil as the fraternity man reassured the young student, will have no trouble in discipline with that pupil. The pupil who has been saved from despair always has a warmth of feeling for the one who thus inspired him.