[Sidenote: Reform Yourself First]
Instead of force, a reorganizing of the teacher’s ideas is the only
remedy. Forget all about coercion and compel yourself to solve the
problem by some other method. Keep your desk in order. Be absolutely
punctual. Carry out your personal and school program to the letter. Be
fully prepared to teach each subject interestingly. Expect to reform
yourself and your school on doing what is appointed to be done on time
and thoroughly. Stiffen up your thinking. Gather up anecdotes of
success, especially from the modern business world. Turn all the impulse
to use force on the pupils into will power to build up your own
character; compel yourself and the school will follow you.
The whole method of showing authority, threatening to use force,
attacking the noise problem with a mere “talk,” the cuffing of Herbert
on the head, the command to take down the hand, shows the folly of
leaning on coercion. Some schools suffer little from successful
coercion, but this teacher was a conspicuous failure. To this day his
pupils despise him. But a policy of force dare not be surrendered during
a conflict.
Thomas Hughes gave the following advice about fighting among boys; it
may be of interest to our Mr. Herron:
[Sidenote: When to Fight]
“As for fighting, keep out of it if you can, by all means. When the time
comes, if ever it should, that you have to say, ‘Yes,’ or ‘No,’ to a
challenge to fight, say, ‘No,’ if you can—only take care you make it
clear to yourself why you say, ‘No.’ It’s a proof of the highest
courage, if done from true Christian motives. It’s quite right and
justifiable, if done from simple aversion to physical pain and danger.
But don’t say, ‘No,’ because you fear a licking, and say or think it’s
because you fear God, for that’s neither Christian nor honest. And if
you do fight, fight it out; and don’t give in while you can stand and
see.”
Moreover, adopt a policy of active coöperation. Take the initiative in
this matter. Find the most suitable point of contact between your own
and your pupils’ individual interests and take a leading part in them.
Perhaps it is athletics; if your aid becomes almost a necessity,
disciplinary problems will no longer be your chief concern. If things
are in a bad way begin by planning with a few boys privately. You may
say,
“I’m just turning over in my mind the idea of organizing two or three
baseball teams in the eighth grade and in the high school. What do you
think of it?”
Take the matter up with each when he is alone or with two in a group, so
as to come close to as many boys as possible. Use plenty of time to
develop the idea. Spur the boys to take the lead, but maintain the
position of chief advisor. Plan out much more than can probably be
accomplished, so as to show intensity of interest and wealth of
resources for use in behalf of the boys.
Having once commanded Herbert to take down his hand, which was a
mistake, never give up until he obeys. Surrender at this point is fatal.
Make up your mind that it is important for his sake and for the school’s
sake. If necessary say: “Put your hand down, Herbert. You are not to be
punished further for this offense.” That is, give him a reason for
obeying.
If he still refuses, a courageous teacher having once chosen to use
force will compel the hand to go down even though he precipitates a
scuffle.
If the situation makes a scuffle impracticable, Herbert could be dealt
with privately and an adequate settlement of the issue secured.