ing.--Changed attitude within the past three centuries toward
discipline.--What discipline is.

Methods of securing discipline: The method of rewards; The method
of "pleasing the teacher"; The method of punishment; The method of
social appeal; The method of interest.

The importance of a proper attitude on the part of one who
disciplines.--What constitutes such an attitude?

Back in 1916 the writer of these chapters was invited to address a group
of teachers on the subject of discipline. This particular lecture came
toward the end of a series of lectures given on the various pedagogical
truths underlying teaching. One particular teacher, who had listened to
all of the lectures, expressed appreciation of the fact that discipline
was to be discussed--it apparently was his one concern, as indicated in
his remark:

"We have listened to some excellent theories in these lectures. But I
have to teach a class of real live boys and girls. How can I keep the
little rascals quiet long enough to work the theories out?"

The remark expresses admirably the attitude of very many teachers
relative to discipline. They regard teaching as one thing--discipline as
quite another. With them discipline involves some sort of magic process
or the application of some iron rule authority, which secures order that
teaching may then be indulged in. As a matter of fact, discipline is
inherent in good teaching. It is not a matter of correction so much as a
matter of prevention. The good disciplinarian anticipates
disorder--directs the energies of his pupils so that the disorder is
made impossible by attention to legitimate interests.

Discipline is one of the most pressing problems in the quorums and
organizations of the Church today. On every hand the complaint is
registered that proper respect is not shown, either for those in
important positions or for our places of worship.

The spirit that accompanies the political rally or basketball game, held
in our amusement halls, too frequently is carried into our sacred
meetings. The spirit of unconcern is carried into our classrooms until
all too often to call the condition one of disorder is a very inadequate
description of the procedure.

It is interesting to note the changing attitude generally in the matter
of discipline. The harshness of other days is largely replaced by a
leniency that borders on "easiness." Our whole attitude toward criminals
has been revol