The lad was dull at school you see; his dad took things to heart. He took the lad across his knee and there he made it smart.
Parents' discipline should be based on four F's: firmness, fondness, frankness, and fairness. Parents who cannot say no to a child often rear offspring who have contempt for authority. Parents who get too angry over minor infractions often fail to instill a sense of discipline in their children.—Alexander Martin, Survey Bulletin
At last we've discovered how to get the children to bed without arguments. Let them stay up as late as they want.
Experts have yet to find a system of raising children that will beat affectionate discipline.—Sunshine Magazine
"We must remember, all of us, that children need and WANT discipline. They want to know what the right thing is to do and, given half a chance, they'll do it . . . Discipline, begun early and maintained, is a solution to hoodlumism. Surrendering the night is not one."
These are words from a letter to his colleagues by Herman L. Shibler, general superintendent, Indianapolis Public Schools, in which he refused to accede to requests for abandoning night foot-ball because of hoodlumism at the eighth annual Football Jam-boree in Indianapolis a few years ago.—Phi Delta Kappan
A child who has not been taught the meaning of the word "no" by the time he is 4 years old has spent 4 years in the academic school of crime.—Survey Bulletin
Miss S. is a teacher who rang a bell with my friendship the day I stepped into her room. She was smiling and when the bell rang and the kids were seated, the sort of "rough-good-time boys" started talking and laughing it up. She stopped smiling, frowned, and set them down in their places with words so fast that they didn't recover for ten minutes. From that time on until now the classroom has been a place for learning as it should be, instead of a good community social hour. She didn't punish students but kept them busy, instead. She told them to do their work and they did.—Wilmer A. Lamar, Teachers as Students See Them
An ex-wrestler, Mr. Hard Crust was a strong, violent-tempered man. He occasionally threw books at students, who were causing disturbances in his class. The books generally hit their mark. Once, he picked up two boys and knocked their heads together because they were talking.—Wilmer A. Lamar, Teachers as Students See Them
When I first met this teacher, I was scared of her. I had been chewing gum when she came by my desk. She turned on her heel and pointed her finger at me and asked, "Are you chewing gum?" She scared me so badly that I swallowed the gum.—Wilmer A. Lamar, Teachers as Students See Them
Undoubtedly, my seventh grade home room teacher was my most unforgettable. He was a very short and a very fat man. He was red-faced and bald-headed. When he went into one of his lengthy and frequent orations, he could be heard all over the entire school. As almost any of the students he had will tell you, the way they best remember him is after one of his lectures. His face would get fiery red and beads of sweat would rise from his forehead and roll down the side of his face. Then he would take out his handkerchief and mop off the sweat.—Wilmer A. Lamar, Teachers as Students See Them
I had two teachers last year who never said a harsh word to anyone, yet the discipline in the classrooms were "under their little finger." In each case, the teachers were mannerly and respectful toward their students; therefore, the students were respectful toward the teachers. Both teachers had variety in their classes which made sitting and listening for an hour a pleasure.—Wilmer A. Lamar, Teachers as Students See Them
Eight-year-old boy's description of his mother's punishment procedure: "After the storm comes a palm!"—M. Dale Baughman
Control of discipline is like controlling a fire. If you catch it early, it is easy to handle.—Lloyd W. Waller, California Journal of Secondary Education
Andrew Manuel, who was county superintendent of schools in Brown County, Indiana from 1899 to 1903 was a rugged individualist and a self-made man. In build, appearance and temperament he might have passed for a twin brother of John L. Lewis. He had a lot of will power and self-determination.
Mr. Manuel related an incident which shows how parents may back up a teacher more than he realizes. Manuel said that he was teaching all grades at Christiansburg, Indiana; the enrollment was sixty, about 25 of whom were nearly young men and women, some as large in build as the teacher.
One day just after lunch the teacher decided that whispering had become a nuisance and should be stopped. He announced that there would be no more whispering and that the first one he caught at it would get a "whaling." Just before time to dismiss that evening he saw a young man whisper to a well-matured girl. He called the student by name and told him to remain after school. The boy asked why. He was told that it was because he had whispered. He readily admitted that he had whispered, but he pointed to the girl and said, "She whispered, too." One implicated another until fifteen young men and women admitted that they had violated the whispering rule.
Manuel thought it would be a man-sized job to "thresh" fifteen pupils in one afternoon so he decided to wait until next morning when he would feel fresh and sure of doing a good job. When he arrived at the school building next morning, Henry Anthony and Robert Wilson, parents of two of those to be punished, were already at the school building. Manuel assumed that they had come to defend their children. He greeted them very coldly and went about the business of preparing for the day and attempted to ignore the parents.
He opened school, weakened a little and finally decided to wait until recess time to administer the punishment, hoping the parents would be gone by that time. However, they proved to be "stayers." At last he decided that he might as well get it over with. He sent out for four good healthy switches, and gave each one of the guilty fifteen a good "whaling" as promised.
By this time he had decided that he was in the proper frame of mind to talk to the parents. He stalked back to them with a set jaw, demanded, "And, men, just what is your business here today?" The spokesman answered, "Mr. Manuel, we heard you were going to 'thresh' fifteen of your pupils today. We came over to see if you had the nerve to do it. If you can't control our children, let us know and we will promptly take them in hand."—Grover G. Brown, Retired Superintendent of Brown County, Indiana