A teacher often over-estimates the connection of certain supposed causes
with the known conduct of pupils. There are always several reasons why a
pupil acts as he does; if reform can be secured by dealing with a
manageable cause it is better by far than to attack the most difficult
one.
These acts of disobedience were clearly provoked by a mistaken policy
instituted by the principal. The method suggested eliminates this
provocation and leads to coöperation instead of antagonism.
Pupils rebel naturally against being rounded up for lessons either
mediocre or positively distasteful. Nearly all pupils respond
appreciably to a first-class attempt to teach a subject. Substitute
excellence in class work for coercion in social affairs and you appeal
to the common sense of every one concerned. Poor teaching leaves the
pupil unsatisfied and disposed to fill up his life with that which
pleases him most.
[Sidenote: Direction Not Suppression]
Suppression of social interest is impossible. Education of high school
pupils in social intercourse and recreation is a necessary part of
school training. A teacher may easily be as lax in caring for this phase
of his duty as a pupil is in preparing his lessons.
The art of holding an interview with a pupil is not easily learned. Let
us see how a boy describes a conversation with a strong, fine man who
knows how to make men out of boys.
“Well, I just told him all about it. You can’t think how kind and gentle
he was, the great grim man, whom I’ve feared more than anybody on earth.
When I stuck he lifted me, just as if I had been a little child. And he
seemed to know all I’d felt, and to have gone through it all. And I
burst out crying more than I’ve done this five years; and he sat down by
me, and stroked my head; and I went blundering on and told him all; much
worse things than I’ve told you. And he wasn’t shocked a bit, and didn’t
snub me or tell me I was a fool and it was all nothing but pride and
wickedness, though I dare say it was. And he didn’t tell me not to
follow out my thoughts, and he didn’t give me any cut-and-dried
explanation. But when I’d done he just talked a bit—I can hardly
remember what he said; but it seemed it spread round me like healing and
strength, and light; and to bear me up, and plant me on a rock, where I
could hold my footing and fight for myself.”[5]
Footnote 5:
Hughes, Tom Brown’s Schooldays. Macmillan.
Again, it is clear that if disobedience grows out of the certainty on
the part of pupils that the community will support them rather than the
teacher, the logical thing for a teacher to do is to deal with that
community sentiment, in its adult and influential exponents, rather than
in the children whose attitudes are formed by it.