1. Baker, Henry S.: "The Unconscious Element in Discipline"; Education, vol. XIV., 1893-94, pp. 264-268. 2. Baker, Smith: "Fatigue in School Children"; Educational Review, vol. 3. Baldwin, J. : "The Art of School Management;" N. Y.; 1884. 4. Barnes, Earl: "Punishment as seen by Children;" Pedagogical Seminary, 5. Barnes, Earl:" Corporal Punishment as a means of Social Control"; Education, vol. XVIII., 1897-98, pp. 387-395. 6. Barnes, Earl: "Corporal Punishment in England"; Education, vol. XIX., 7. Biedenbach, C. L.: " High School Discipline"; School Review, vol. IV., 8. Cook, Webster: Deportment in the High School"; School Review, vol. 9. Cooper, E. H.: "The Punishment of Children"; Fortnightly Review, vol. 10. Cowdrick, E. L.: "Some Factors of School Government"; Education, vol. 11. French, C. W.: "School Government"; School Review, vol. VI., 1898, pp. 35-44. 12. French, C. W.: "The Problem of School Government"; School Review, 13. Fitch, J. G.: "Lectures on Teaching”; N. Y.; 1893; New ed.; Chapter 14. Gregory, Robert: "Is Corporal Punishment Degrading?"; North American Review, vol. 153, 1891, pp. 693-703. 15. Greard, M.: "The Spirit of Discipline in Education"; Education, vol. V., 16. Hall, G. Stanley: The Moral and Religious Training of Children and Adolescents"; Pedagogical Seminary, vol. I., 1891, pp. 196-210. 17. Hall, G. Stanley: "Moral Education and Will-Training"; Pedagogical Seminary, vol. II., 1892, pp. 72-89. 18. Hamill, M.: “ 'Discipline; School Government"; American Journal of Education, vol. I., 1855, pp. 123-133. 19. Hanus, Paul H.: "The School and the Home"; International Monthly, 20. Hopkins, T M.: " Corporal Punishment in Schools"; Westminster Re- view, vol. 152, 1899, pp. 460-463. 21. Jocelyn, Louis P.: "High School Management with Respect to Physical Exercise"; School Review, vol. VII., 1899, pp. 225-227. 22. Kiddle, H. and Schem, A. J.: "Cyclopædia of Education"; N. Y.; 1877; 23. Lewis, Austin: "School Discipline"; School Review, vol. III., 1895, pp. 24. Lowrey, C. E.: “Discipline the Price of Freedom”; Education, vol. IX., 25. McAndrew, W. A.: " High School Self-Government"; School Review, vol. 26. Milner, Florence: "School Management from the Side of Social Life"; School Review, vol. VII., 1899, pp. 215-221. 27. Monroe, Will S.: "Child-Study and School Discipline"; Educational Review, vol. XIV., 1897, pp. 451-456. 28. O'Shea, M. V.: "Some Adolescent Reminiscences"; Journal of Pedagogy, 30. Palmer, Frank H.: Corporal Punishment in Massachusetts Schools"; 32. School Review, vol. X., p. 36 of Bibliography"; being a bibliography of "Discipline in the High School." All the articles here are included in the bibliography of this paper, so far as they touch upon the subject under 33. Seeley, Levi: "The History of Education"; N. Y.; 1899; pp. 178–9. 34. Seeley, Levi: "The Foundations of Education"; N. Y.; 1901; Chapters 35. Shaw, Albert: "A School City; Method of Pupil Self-Government"; Review of Reviews, vol. XX., 1899, pp. 673–686. 36. Sonnenschein, W. S.: "Cyclopædia of Education"; N. Y.; 1889; articles 37. Shorey, Paul: "Discipline vs. Dissipation in Secondary Education”; School Review, vol. V., 1897, pp. 217-230. 38. Thurber, C. H.: "High School Government"; School Review, vol. V., 39. White, Emerson E.: "School Management"; N. Y. 1894. 40. Yendes, Lucy A.: "School Children who Govern Themselves"; Chautau- I. DISCIPLINE-ITS SCOPE AND MAINTENANCE HILE all other phases of education have rapidly progressed during the past one hundred years, the important phase, discipline, in the sense of school. government-departing from its etymological meaning-has received but little change in that time. It is only within recent years that discipline or the government of a schoolroom has meant more than a mere conformity to rules and regulations. The "new education" has broadened the aspect of school discipline, and it will be the attempt of this paper to show the basis and essentials of this new discipline which has its foundations in the very life of the pupil. It will be conceded by all that the correct disciplining of a school is a large part of the success in teaching. It is the sine qua non of the schoolroom and all its allied activities. Little will be accomplished unless the schoolroom be well governed. One's knowledge of his subject and acquaintance with its technique, one's social graces, one's high morality and intensity of purpose, not any one of these efficient qualities, of itself, nor all of them, howsoever necessary in themselves, will make the successful teacher. One's ability as a scholar will in no sense guarantee his ability as a good disciplinarian. The two things are diametrically opposed. The failure of a teacher in government cancels all excellent qualities that he may possess. Fitch asserts that " he who can teach but cannot govern works at an enormous disadvantage. Perfect discipline in a class or a school is an indispensable condition of successful teaching."1 66 The problem of school government is an ever recurring one. With some teachers it is a constant ruffle in their school life; with others it is an incidental, though none the less important, feature of the operation of the school. A teacher is not dealing with forces, with dead machines, whose operation can be regulated and forecasted without the slightest friction. He is dealing with masses of surging humanity, the resultants of whose forces can be but slightly predetermined. "The disciplining of a school depends upon the teacher, and he is justly held responsible 1 Fitch: Lectures on Teaching, p. 92. for it; and his task is a never-ending one, and at no time can he rest in ease and comfort, feeling that his work is done, for he can never tell how soon some new difficulty will arise to cause trouble; the simplest and most reasonable direction will often. find a pupil unreasonable, and unwilling to obey; something of no moment in itself becomes of prime importance from the necessity of the occasion, forced upon the teacher against his will, and no foresight can provide against these emergencies, no skill avoid them."1 If " discipline" is a spectre constantly before the teacher's mind-be it of good omen or of ill omen-the question arises, What do we mean by "discipline"? In what sense, if any, has the term been broadened in its meaning in the past few years? Such a question, involving as it does the greater phase of teaching, cannot be answered in a word. It involves a consideration of conditions rather than mere definition. A condition of absolute silence in a schoolroom is not a correct criterion of the existence of the necessary "good order" essential to effective work on the part of the pupils. With pupils in a hushed silence and under a forced restraint of spontaneous activity, it still remains to be shown whether they are in conditions conducive to the development of their will-power -the ultimate end of all discipline. True discipline creates a condition of impression, rather that of repression. When one says that a school is in good order, is well disciplined, he means that every pupil is busily engaged about the work that he has in hand. Discipline, then, is more than mere formal order. It is the creation of a condition, in which formal order may have its part. It is in this sense that good order is secondary to the acquisition of knowledge and the intellectual training. What is the aim in discipline? The "bull-dog" disciplinarian would assert one aim; the laissez faire disciplinarian would state an aim entirely opposite. The former would develop a high school in which there would be dead silence in the class room, lock-step marching from class to class; in fact, a spirit entirely foreign to after life would pervade the institution. p. 368. 1 E. L. Cowdrick in EDUCATION, vol. XXXIV, |