Practical school discipline : $b Applied methods, part 2Beery, Ray Coppock
Science
Practical school discipline : $b Applied methods, part 2
Beery, Ray Coppock
School discipline; Teachers
In the frequent, extreme cases of refractory pupils that he had to
dispose of, his main resort was to send or accompany pupils to Mr.
Evans, the superintendent of schools. In reporting the misdemeanor or in
remarking on the items of a report of misconduct by the pupil himself he
adopted the very poor method of exaggerating the circumstances
insufferably. Often he interrupted a pupil’s account with single words
or phrases that exaggerated the offense and so attempted to justify
himself in referring the case to higher authority. These unfair methods
enraged even a guilty pupil to an extent that all hope of his returning
to the high school room with any little good will toward the principal
was lost.
You at once inquire, How was it possible for a man of this sort to keep
his position for two years? The answer is two-fold: his treatment of
pupils and citizens generally outside of school hours was such as, in a
way, to discredit the impressions reported by dissatisfied pupils; the
superintendent was capable enough himself to neutralize, in part, the
ill effects of the principal’s poor disciplinary methods and thus to
enable him to retain a well informed instructor.
You want to know more about this remarkable superintendent, Mr. Evans?
His personal presence was somewhat in his favor. He was a man of good
height, but very slender. The look of his eye was direct and lingering.
His hand-grasp was warm, kindly and reassuring. He was never in a hurry,
but disposed of mountains of work. He always took time to hear all that
pupils had to say—one of his strongest assets.
It was a valuable lesson in school discipline just to observe him in an
interview with an offending pupil.
“Well, Jim, what is it this morning?”
“I suppose I’ve got to tell you about a little affair that occurred in
the Latin class yesterday.”
“Come and have this chair over here by the desk. Excuse me until I pull
down the shade a bit. Well, now, go on. What is it all about?”
But these cold words do not convey to the reader the impression that
they made on Jim. There was a yearning in the voice that fairly drew Jim
out of himself. He had just come from a fresh combat with Mr. Bradley
and was in a mood to do battle; in fact, strange to say, this thought
crossed his mind, “All right, I’ll go in to see Evans. If he has it in
for me, I’ll show them both a new deal; I’ll give them the time of their
lives in this town!”
How easy it would have been to set fire to this piece of tow and so
produce an uncontrollable conflagration. But there was Mr. Evans’ voice,
so suave and appealing. He assumed that Jim had something interesting to
tell; that he had suffered some accident; that he was in search of a
friend. Mr. Evans was that friend. He said, “You know, of course, that
I’ll want to hear the other side of the story, but you go ahead and tell
me everything just exactly as it is.”
Public-domain text, read in full here on John Shaqi.
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