If discipline means obedience to Truth, as Christian Science makes clear, then expressing Truth should solve every disciplinary problem. If we are parents, we may say—with some degree of self-righteousness—that we are expressing Truth, God, but that our son or our daughter does not respond. If we are teachers, we may believe that we are dedicated to the truth but that many students are rebelling against the truth. Why?

One reason may be that we do not sufficiently express the love and wisdom of divine direction. The following seven steps play an important part it! helping us overcome our limitation in dealing with such situations. First, faith—faith in God's all-power in human affairs, an undeviating expectancy of good. No matter how severe a discipline problem seems to be, it is essential that we put our trust in the one Mind's government, else we cannot prove that error is nothing.

Second, understanding. An understanding of the allness of Spirit, divine Mind, and of the unreality and powerlessness of the temptations of mortal mind, or evil, shows us the right way to overcome material claims. To become shocked or angry at misdeeds often increases resistance by deferring the healing thought; whereas identifying the error and separating it from the individual makes it possible to help the offender more constructively.

For example, youngsters who break rules to draw attention to themselves need more self-confidence. They perhaps need encouragement more than punishment, and any punishment not based on recognition of the real difficulty can have an adverse effect on their development.

Third, we can trust boys and girls more when we claim our God-given freedom from doubt or fear and see them as sons and daughters of God, made in His image and likeness. Are we willing to help boys and girls set high standards and then trust them to live up to them without our constantly playing policeman and spying on them? The right kind of trust is wisely given and rewarded when the way to obedience is first shown and then encouraged. For example, student government in school has often demonstrated unusual wisdom.

Fourth, reason—the logical appeal to God-given intelligence. So many misdeeds are regretted after they are committed, and so many are impetuous that reason is often the best corrective. Deep inside, the offender knows what is right and is attracted to Truth irresistibly when the right reasons are given him. After all, discipline is for his benefit, and he has a right to know through reason the whats, hows, and whys of discipline.

Fifth, a true sense of justice—fair play tempered with mercy. Boys and girls respect discipline when it is fair. Yet it is not uncommon for parents and teachers to ignore fundamental rules of justice. No court would allow condemnation and sentencing without an investigation and a hearing in which the alleged offender can be heard. Nor would courts convict upon anger, hurt feelings, or pride.

Sixth, inspiration—enlightened listening for God's spiritual ideas. A school's athletic team, at a tea after a game at another school, appropriated some monogrammed glasses as souvenirs. They thought it a harmless prank rather than a theft. Through inspiration they were shown why it was wrong, and an enlightened punishment was worked out. They hired a taxicab, returned the glasses, individually apologized to the head of the school, wrote a letter of apology, and, finally, gave a financial contribution to the school. It may well be that the meaning of integrity became indelibly written in the minds of those boys for their lifetime. In such ways transgressions are turned into valuable lessons through inspiration. How important it is to listen to God for His angel thoughts!

Finally, forgiveness—a compassion that strives to master fear, doubt, distrust, pride, sensitivity, hate, error of any kind. Forgiveness gives encouragement; it fulfills Love. But how often the ''rascal" is condemned and continually suspected, never really forgiven for his acts. Forgiveness comes with understanding and continues with love. It may accompany punishment or replace it, as wisdom directs, but in the administration of discipline it is essential to the progress of any individual.

The tenacity of error sometimes imposes special demands; seemingly difficult questions arise. Should the punishment be severe or light? Should the offender be punished at all, or should he be reasoned with and forgiven? Christ Jesus overturned the tables of the money changers in the temple. His rebuke was fearful. But he also forgave the adulterous woman. He taught the law of Love. He was stern when this was necessary to break the mesmerism of the error, but he used reason, kindness, and mercy just as effectively.

For effective discipline there must be firmness, and yet Love must govern. Mrs. Eddy says in Science and Health, "Reason is the most active human faculty." ^{Science and Health, p. 327;} If the offender's thought can be reached by reason based on Principle, and the error destroyed, how much better to use such reasoning! But if reason does not seem to prevail, or if the offense demands punishment, resolute action may be necessary. No matter how unintended the offense or how subtle the error, any lack of Principle cannot be tolerated and allowed to grow worse. Mrs. Eddy points this out in Miscellaneous Writings: "However keenly the human affections yearn to forgive a mistake, and pass a friend over it smoothly, one's sympathy can neither atone for error, advance individual growth, nor change this immutable decree of Love: 'Keep My commandments.'" ^{Mis., p. 118;}

Just as it is necessary to know the truth of the real mans complete, spiritual being and express the qualities of Love, it is equally necessary to deny the error, separating it from identity. Misdeeds are often the result of false beliefs of jealousy, stubbornness, rebellion, inadequacy, pride, revenge, dislike, or some other form of animal magnetism. If this is recognized and offenses are met with firmness, understanding, and love, then man's true nature is revealed and the discipline problem is solved.

The purpose of punishment is to heal, to destroy error. How important, then, that we make punishments individual "to fit the crime" and that we be governed by divine Love! As expressed in Hebrews, "Whom the Lord loveth he chasteneth." ^{Hebr. 12:6.}

How grateful we can be for the responsiveness of youth and for the knowledge that wrong behavior is only error to be destroyed and not really a part of a boy or girl!