School Discipline
The Great didactic is an eloquent protest against the severe and inhuman discipline of Comenius’ day. Schools which abound with shrieks and blows, he says, are not well disciplined. Discipline is quite another thing; it is an unfailing method by which we may make our pupils pupils in reality. This makes it necessary for the teacher to know the child, the being to be disciplined, the subjects of study which serve as mental stimulants, and the relations which should exist between the child and the subjects to be taught.
Discipline must be free from personal elements, such as anger or dislike, and should be exercised with frankness and sincerity. Teachers should administer punishments just as physicians prescribe medicines—with a view to improving the condition of the individual. Nor should severe forms of discipline be exercised in connection with studies or literary exercises. Studies, if they are properly taught, form in themselves a sufficient attraction. When this is not the case, the fault lies not with the pupil, but with the teacher; if his skill is unable to make an impression on the understanding, his blows will have no effect. Indeed, he is more likely to produce a distaste for letters than a love for them by the application of force.
Whenever, therefore, we see a mind that is diseased or dislikes study, we should try to remove its disposition by gentle remedies; but on no account should we employ violent ones. The sun gives us an excellent lesson on this point. In the spring-time, when the plants are young and tender, it does not scorch them, but warms and invigorates them; it does not put forth its full heat until they are full grown. The gardener proceeds on the same principle, and does not apply the pruning knife to plants that are immature. In the same way the musician does not strike his instrument a blow with his fist or throw it against the wall because it produces a discordant sound; but setting to work on scientific principles, he tunes it and gets it into order. Just such a skilful and sympathetic treatment is necessary to instil a love of learning into the minds of pupils; and any other procedure will only convert their idleness into antipathy and their interest into downright stupidity.
Severe forms of discipline should be used only in cases of moral delinquencies, as (1) impiety of any kind, such as blasphemy, obscenity, and other offences against God’s law; (2) stubbornness and premeditated misbehavior, such as disobeying orders and conscious neglect of duty; and (3) pride, disdain, envy, and idleness. Offences of the first kind are an insult against the majesty of God; those of the second kind undermine the foundations of virtue; and those of the third prevent any rapid progress in studies. An offence against God is a crime, and should be expiated by an extremely severe punishment; an offence against man is iniquitous, and should be promptly corrected; but an offence against Priscian is a stain that may be wiped out by the sponge of blame. In a word, the object of discipline should be to stir the pupils to revere God, to assist their fellows, and to perform the labors and duties of life with alacrity.
CHAPTER VII
EARLIEST EDUCATION OF THE CHILD
School of infancy—Circumstances under which written—View of childhood—Conception of infant education. Physical training—Care of the body—The child’s natural nurse—Foods—Sleep—Play and exercise. Mental training—Studies which furnish the materials of thought, and studies which furnish the symbols of thought—Nature study—Geography—History—Household economy—Stories and fables—Principle of activity—Drawing—Arithmetic—Geometry—Music—Language—Poetry. Moral and religious training—Examples—Instruction—Discipline—Some virtues to be taught—Character of formal religious instruction.