| PAGE | |
| Preface | v-vii |
| Introductory Course | 9-25 |
| Part I, The Teacher | 27-88 |
| Part II, The School | 89-101 |
| Part III, Discipline: Its Province and End | 103-111 |
| Part IV, Fundamental Principles in Discipline | 113-171 |
| Index | 172, 173 |
From the first sting of a blackboardpointer received at the hand of a primaryteacher for a slight overflow of energy, tothe last serious fracture of disciplinewhich I recall in High School, I pondered overthe methods used by my teachers and talkedwith others, frequently, about this matter ofdiscipline.
Very often after observing an extremely annoyingday for a teacher, who seemed to thinkthat all trouble was due to the pupils, I wouldfeel like rising in my seat, half through sympathyand half through disgust, and shouting,“Teacher, it’s all wrong. We pupils are human.There are ways of appealing to us and gettingthe results you want, if only you apply the rightmethods.”
The solving of various problems of disciplinefor the purpose of helping teachers to accomplishtheir tremendous task, has always appealedto me very much, but it was not until my Senioryear in High School that I seriously consideredmaking the study of discipline my life-work.
It was the result of observing closely everyday for four years, the different methods usedby two High School instructors and, most importantof all, the consistent results of thosemethods which convinced me that the subject ofdiscipline could be analyzed.
viThe course, which you are starting to read, isthe resu