This monograph takes the position that citizens in a democracy can and should be largely internally controlled and that schools play an important role in preparing democratic citizens by helping students develop the necessary attitudes and skills needed to become internally controlled. Part 1 looks at discipline from a sociological perspective, speculating about why it has been among the top educational problems for the past ten years and offering a rationale for a democratic approach. Part 2 discusses some of the assumptions, values, and skills underlying an approach that fosters internal control. Part 3 offers some first steps and guidelines for the administrator interested in beginning to work on a democratic discipline plan. (Author/MLF)