ests I have undertaken to promote. My very
presence in the class imposes such a responsibility upon me.

It is essential in a discussion of discipline that we agree as to just
what discipline is. It is not _mere silence_. Silent "quietness" may be
agreeable, but it certainly does not make for achievement. Such silence
would be of little worth if it could be achieved, and it cannot be
achieved with twentieth century human beings. The question of the lad
who had been taken to task for his disturbance is always refreshing. The
teacher, after a somewhat prolonged scolding, had concluded:

"Now, Tommie, do be quiet."

"What fur?"

The English may not be the choicest, but the sense is wonderfully
significant to the teacher who would really understand the problem of
discipline.

Discipline is not repression. The _D_ of discipline and the _D_ of don't
have been confused all too often. Just as the too frequent use of the
brakes on an automobile ruins the lining, so the too frequent "don't" of
repression ruins the "goodwill lining" of the boy, and when that lining
is gone the "brake squeaks," and in emergencies doesn't hold at all.

Discipline rather consists in that direction of wholesome activity which
creates an atmosphere of intellectual endeavor in which every individual
of a group can profitably follow his own interests while allowing every
other individual to do the same thing free from interference. Discipline
makes it possible for all to do the thing to be done to advantage. It
may at times require silence, it may involve vigorous action--it always
presumes intelligent direction that holds those concerned to the orderly
pursuit of an established goal.

Various means have been devised for the securing of discipline. The
_doctrine of rewards_ has been and still is being followed extensively.
To give an individual something for being good has never appealed to
educators as fundamentally sound. It puts a false evaluation upon
virtue. It may be that such a policy must be resorted to in emergencies,
but followed regularly it is likely to be attended with disastrous
results. The boy who has regularly to be bought into doing what he
should will likely raise his price until the method of rewards becomes
ruinous both to the father and the boy. To "heroize" a boy in class
every time he does a meritorious act will very likely spoil him.
Encouragement, of course, is helpful, but it ought not to be
overindulged. A stick of can