The recent study of the MRC on indiscipline and violence in secondary schools, has only confirmed that indiscipline ?has become a matter of great concern in the field of education?. In fact, observing the behaviour of many a student outside school premises has long been indicating a total rejection of elementary rules of savoir-vivre, self-respect and consideration to others. It would be too extensive to describe. Interested parties are invited to visit, let?s say, Rose-Hill main bus station or its commercial centre when school ends to grasp a taste of the waste our students make of personal appearance, school uniform, traffic code, courtesy, respect for ladies, elderly and their greatest asset: TIME!

Discipline first appears in English language as early as ?1225, from O.Fr. descepline, from L. disciplina ?instruction given to a disciple? (1). The idea of disciple in discipline is interesting because it implies the presence of gurus. While parents and teachers are the main gurus responsible for the education of students, there are unfortunately other no less powerful influences, which prevent the right instructions from reaching their targets or send wrongful and opposite messages.

When parents show no interest in their wards? education or fail to create the right atmosphere for effective instruction, the latter are likely to be undisciplined. Home is the first place where disciples learn about life and its purpose. Hence, conflicts, lack of direction and vision, absence of values, alcoholism and other vices are often mirrored by offspring.

Empowering parents to create the right environment for instructing their wards? would contribute in curbing indiscipline. They first need more time or should be taught how to give quality time to their wards. They should be made aware, through the media for instance, of the benefits of a well-balanced and vice-proof family.

There should also be more leisure facilities for families. Television seems to be the only affordable and available leisure outlet for families while it comes as a potent threat to discipline. Unbridled TV consumption might convey toxic messages to discipline by glorifying violence as an effective solution to conflicts. In the US, a child watching TV for two hours a day will have witnessed 10,000 acts of violence in a year. Can it be harmless? Disciples should be taught by both teachers and parents to discern between fiction and reality and to choose good programs.

The disproportionate concern for children?s rights compared to their duties might have a noxious influence on the attitude towards parents and teachers. Disciples have duties and the main one is to obey and trust their gurus. Making of teachers? shortcomings a regular media issue might create mistrust in students. And the tendency to find excuses for the latter?s ignorance of rules and regulations does not help them grow into responsible citizens. It would be desirable to have less media coverage of teacher ? student issues. They should be treated by the school itself, police and legal institutions in a fair and unbiased manner to either party.

Children should be explained their social duties. They are not guests in society but an integral part of it; they should be taught to think and act this way. It is appalling that ?teachers most prominently feel disempowered to deal with cases of indiscipline and violence because of lack of support from relevant authorities, political interference and incapacitated school administration? (2). They should be given full support to carry out their delicate task of ensuring that the disciples who will tomorrow ensure the survival of the Nation receive and assimilate the right instructions and values. Appropriate and clear sanctions must be devised and applied as required.

However, teachers should walk the talk. For instance, they should avoid using their mobile phone in class while asking students not to do so! Mahatma Gandhi said: ?Discipline is learnt in the school of adversity.? It is not an easy message to pass onto our youth in a world, which makes them believe that people have the right to do what they want instead of doing what they should. The ?no pain, no gain? concept does not sell, yet that is what turns good disciples into successful responsible citizens?

<B>Alain JEANNOT </B> (1) online etymology dictionary (2) MRC study