Excerpt from The Discipline of the School
It was not the daring of my own spirit which first conceived the idea of practically denying an old pedagogic maxim which says that, given lessons well taught, the order of a school will take care of itself. Neither was I the first to gainsay the truth of the cheerful superstition that no specific help upon questions of discipline may be given a teacher; that each situation, as it presents itself, must be met in the light of certain general principles which are doubtless very sound, but which do not always readily come to mind in the nick of time. Nevertheless these new doctrines meta ready response from one to whom experience and observation have combined to show that the management of behavior is in itself a definite phase of school work, and a definite problem to be solved; and that fairly concrete means of achieving good results may be passed from one teacher to another, as truly as a concrete manner of teaching a geography lesson may be taught one teacher by another.
The first chapters of this book deal with the general aspects of the situation, and with the theory of discipline. The latter chapters take up the concrete problems of school life and offer suggestions for their solution. A constant effort has been made to keep the subject matter practical, suggestive, helpful. At the same time, there has been no attempt to evade the necessity for real thought, for thorough analysis, and for that grasp of the big plan without which no teacher can really succeed as a disciplinarian.
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