Stubbornness is closely related to temper, still what may subdue an
ungovernable temper will not always pacify stubbornness. There are on
record but few cases of stubbornness in which it did not result in some
outbreak of ill-temper. Stubbornness is generally considered an
inherited trait; it naturally gives rise to certain habits. These
habitual states of mind and forms of conduct require treatment according
to the principles of this Course, with due patience on the part of the
disciplinarian, until a cure is effected. It may take several years of
patient training. Then, too, the teacher must remember that she can deal
with stubbornness in older pupils better than in first grade pupils.
However, much valuable training can begin—and it is most imperative that
this training should begin in the first grade.
The first step in dealing with a stubborn child is to learn what causes
the child to become stubborn. Whatever it is that will provoke the child
into stubbornness must be avoided by the teacher. The teacher must go
further, she must arrange the child’s work and play and his associations
with the other pupils as to avoid any and all causes for stubbornness.
Could this plan be worked out perfectly, the child would have no
occasion for becoming stubborn. After several months or a year of such
close supervision, the trait would become weakened and the tendency to
become stubborn would be less marked. It is a fact that any trait in an
individual is strengthened by using it. The opposite also is true, that
any trait in an individual will be weakened and finally die out if it is
not used or exercised.
If the teacher were able to keep up a close supervision of the child she
could hope to effect a complete cure; but with so many things in the
schoolroom to occupy his attention, there will be times when the child
will find a reason for being stubborn. Whenever that happens, the
teacher must remember that to notice the stubbornness will only
intensify it. Assuming that the pupil is in a recitation and the teacher
calls upon him or asks a question and fails to get a response, the
teacher should pass on the recitation to another pupil, paying no
attention to the child. The chances are that he will respond in a very
indifferent way. By no means should the teacher fail to accept it, nor
should he make any adverse criticism upon it, even though the recitation
may have been wrong. Instead the teacher should approve the effort. A
winning smile and words to this effect will rock the child’s citadel of
stubbornness. “That was good; I am glad you tried. Thank you.” The child
may not be cured of stubbornness; however, by calling on him to recite,
the teacher has taken a step in the right direction, she has done all
she can under the circumstances; the child has responded, at least, with
some little feeling of gratitude. This lays the basis for confidence and
complete obedience.
At the close of the recitation, if busy work is to be assigned, the
teacher should give it to each pupil, and the stubborn child, alike. If
he does not respond, nothing should be said. No look or word of
disapproval should be given by the teacher. A special trip to his seat
and very kind assistance will get some work from him. This work should
be approved. The child should now be left alone. Just as soon as he
shows signs of coöperation, the teacher should talk in a friendly way,
show some puzzle, or give some kind notice. This method will, as a rule,
effect a check to stubbornness in any first grade pupil.
In addition the teacher may tell stories and give direct instructions
against stubbornness, but the most emphatic caution is necessary. Such
instruction must be given when the child is in his very best mood. The
teacher must do such instructing in all kindness, never once hinting to
the child that she is instructing in this way because of his
stubbornness. This last method may be effective in some cases. Really it
should be a last resort, and if possible it should not be used at all.
The first two methods will effect prevention if consistently and
persistently used. Do not whip a child for stubbornness. Such action may
stop it for the time being, but whipping does nothing to remove the
trait. Any kind of discipline that does not eradicate traits and habits,
considered misdemeanors, is not discipline but cruelty. The kind of
discipline that is corrective and worth while is that which is lasting:
that which helps the child for all his life by aiding him to control
himself.