In the School-Room Part 4

We mumble and mutter what should come out clearly and distinctly; we speak with a nasal drawl, or in a sharp key that sets all the finer chords of sympathy ajar; we use just so much of the vocal power that is given us as is needed to express in the faintest way our most imperative wants, and indolently leave all the rest of its untold and exquisite resources to go to waste.

Mrs. Siddons once made a shopkeeper turn pale with affright and unconsciously drop his goods upon the counter, simply by the tone in which, by way of experiment, she asked him the price of a pair of gloves. Undoubtedly Mrs. Siddons had natural gifts of voice which do not belong to every one. But a great part of the wonderful fascination which she and the other members of that remarkable family exerted, was due to cultivation.

If ministers of the gospel, and others who undertake to influence the minds of a congregation on the side of religion, would give this matter more attention, they would find it very greatly to their own advantage and that of others. The manner in which the words of eternal life are read and uttered from the pulpit is often such as to kill all vitality out of them. It is not enough that a preacher should be a good theologian, and that his sermon contain sound and valuable thoughts. The influence which they are to exert upon the people, is largely dependent upon the voice which gives them utterance. A competent teacher of elocution is quite as important a part of the machinery of a theological seminary, as a teacher of Hebrew. Yet, in organizing our seminaries, this matter is usually entirely ignored.

XII.

EYES.

I have spoken much of blackboards, maps, pictorial cards, natural objects, and apparatus of various kinds, as among the urgent wants of the teacher. But there is one thing which he wants more than all these, and that is EYES. A good pair of eyes are to the teacher, in the government of his school, worth more than the rod, more than any system of merit or demerit marks, more than keeping in after school, more than scolding, reporting to parents, suspension, or expulsion, more than coaxing, premiums, and bribes in any shape or to any amount. The very first element in school government, as in every other government, is that the teacher should know what is going on in his little kingdom, and for this knowledge he needs a pair of eyes.

Most teachers, it is true, seem to be furnished with this article. But it is in appearance only. They have something in the upper part of the face which looks like eyes, but every one knows that appearances are deceiving. They look over a school or an a.s.sembly of any kind, and are vaguely conscious that things are going on wrong all around them, just as people sometimes grope about in a dark room filled with bats, and are aware that something is flitting about, but they have no power of seeing distinctly any one object. It is amazing how little some people see, who seem to have eyes.

The fact is, there is an entirely mistaken notion on this whole subject.

Having the eyes open, and seeing, are two distinct things. Infants have their eyes open, but they do not see anything, in the sense in which that word is generally used. Light comes into those open windows, the moving panorama of external nature pa.s.ses before them, but distinct vision, which recognizes and individualizes objects, is something more than a mere pa.s.sive, bodily sensation. It is a mental act. It is the mind rousing itself into consciousness, and putting forth its powers into voluntary and self-determined activity. Nothing in the history of childhood is more interesting than to watch this awakening of the mind in infancy, to notice how the whole face brightens up when the little stranger first begins actually to see things.

The misfortune with many people is, that in this matter of vision they seem never to get beyond the condition of infancy. They go along the street, or they move about in a room, in a sort of dreamy state, their eyes open, but seeing nothing. A teacher of this kind, no matter what amount of disorder is going on before him, never sees any one particular act. He sees things in the ma.s.s, instead of seeing individual things.

The difference between teachers in this faculty of seeing things is more marked probably than in any other quality that a man can have. Two teachers may stand before the same cla.s.s. One will merely be aware that there is a general disorder and noise throughout, being unable to identify any scholar in particular as transgressing. The other will notice that John is talking, that James is pulling his neighbor's hair, that William is drumming on the desk with his fingers, that Andrew is munching an apple, that Peter is making caricatures on his slate, and so on.

To have this power of seeing things, it is not necessary that one should be sly, or should use stealth of any kind. Knowledge gained by such mean practices never amounts to much, and always lowers a teacher in the estimation of his scholars; it weakens instead of strengthening him.

Whatever a teacher does in the way of observation of his scholars, should be done openly and aboveboard. And after all, more can be seen in this way, by one who knows how, than by any of the stealthy practices usually resorted to. Darting the eyes about rapidly in one direction and another, is not a good way to make discoveries. Seeing is accomplished, not so much by the activity of the bodily organ, as by mental activity.

The man's mind must be awake. This in fact is the secret of the whole matter. The more the face and eyes are quiet, and the mind is on the alert, the more a man will see. Seeing is rather a mental than a bodily act, though of course the bodily organ is necessary to its accomplishment. To be a good observer, one must maintain a quiet and composed demeanor, but be thoroughly wide awake within.

XIII.

ERRORS OF THE CAVE.

Improvement comes by comparison. One of the most profound observations of Bacon is that in which he remarks upon the dwarfing and distorting influence of solitariness upon the human faculties. The man who shuts himself up in his own little circle of thought and action as in a cave, having no consort with his fellows, evolving all his plans from his own solitary cogitation, must be more than human if he does not become one-sided, narrow, selfish, bigoted.

A like result, but not so aggravated, is produced, when a man limits his range of thought and action to those of his own special calling or profession; when the merchant mingles only with merchants and knows only merchandise; when the teacher knows nothing but teaching and books; when the medical man spends every waking hour and every active exercise of thought upon his healing art; when any man forgets that, in the very fact of his being a man at all, he is something greater and n.o.bler than he can possibly be in being merely a merchant, or teacher, or doctor, or lawyer, or the possessor of any other one special art or faculty.

It is true, indeed, that in order to attain to eminence in any one department, a man must bend his main energies to that one thing; and he must give to it much solitary thought and study. But no department of action is isolated. No interest is unconnected with other interests. No truth stands alone, but forms a part in the great system of truth. Study or action, therefore, which is entirely isolated, must needs be dwarfed and distorted.

A man must go occasionally out of his own sphere in order fully to understand those very things with which he is most familiar. A man must study other languages, if he would hope fully to understand his own. A man must study more than languages merely if he would become a perfect linguist. The only way to understand arithmetic thoroughly is to study algebra. A parent who has only one child, and who gives his entire and exclusive attention to the study of that child, in order that he may, by a thorough understanding of its nature and disposition, be better able to teach and train it, will not be so likely to attain his object as he would if he were to spend a portion of his time in mingling with other children and in becoming acquainted with childhood generally. A teacher who should shut himself up in his own school-room, giving to it every moment of his waking hours, would not be likely to benefit so largely his own pupils, as if he were to spend a portion of his time in communing with other teachers and observing other methods besides his own. A teacher even who should mingle freely with those of his own profession, and get all the benefit to be derived from observation of the views and methods of other teachers, but should stop there, would not yet obtain that broad, comprehensive view, even of his own calling, and of the duties of his own particular school-room that he might have if he would travel occasionally beyond the walk of books and pedagogy, and become acquainted with the views and methods of men in other spheres of life, with merchants, lawyers, and doctors, with farmers, mechanics, and artisans.

It is only by mingling with those outside of our own little specialty that we are disenthralled from the bonds of prejudice. It is wonderful to see the change produced in the minds of men of different religious denominations, when by any means they are thrown much into the actual fellowship of working together in some cause of common benevolence. How, without any argument, merely by the fact of their being brought out to a different point of view, the relative magnitude and importance of certain truths change in their estimation! The points in which Christians differ become so much smaller; the points in which they agree become so much larger. The little stone at the mouth of the cave no longer hides the mountain in the distance.

Let the teacher, the merchant, the mechanic, the banker, the lawyer, the minister of religion even, still remember that he is a man, and that he can never reach a full and just estimate of his own position without sometimes going outside of it and placing himself in the position of other men.

XIV.

MEN OF ONE IDEA.

There is between the teacher and other operatives one obvious difference, arising from the difference in the materials upon which their labor is bestowed. That cla.s.s of laborers whose toil and skill are exerted in modifying the forms of matter, succeed generally in proportion to the narrowness of the range to which each individual's attention is confined. It is possible (the writer has known it to be a fact) for the same person to sow the flax, to pull and rot it, to break it, hatchel it, spin it, warp it, weave it, dye or bleach it, and finally make it into clothes. I say this is _possible_, for I have seen it done, and I dare say many of my readers have seen the same. But how coa.r.s.e and expensive is such a product, compared with that in which every step in the progress of production is made the subject of one individual's entire and undivided attention.

If we were to go into the factories of Lowell, or into any of the thousand workshops which are converting Philadelphia into a great manufacturing centre, we would find the manufacture of an article approaching perfection just in proportion to the _im_perfection (in one sense) of the individual workmen employed in its production. The man who can make a pin-head better and cheaper than any one else, must give his attention to making pin-heads only. He need not know how to point a pin, or polish it, or cut the wire. On the contrary his skill in that one operation increases ordinarily in proportion to his want of skill in others. His perfection as a workman is in the direct ratio to his imperfection as a man. He operates upon matter, and the more nearly he can bring his muscles and his volitions to the uniformity and the precision of a mere machine--the more confined, monotonous, and undeviating are his operations--the higher is the price set upon his work, the better is he fitted for his task.

Not so the instructor of youth. The material operated on here is of a nature too subtle to be shaped and fashioned by the undeviating routine of any such mechanical operations. The process necessary to sharpen one intellect may terrify and confound another. The means which in one instance serve to convince, serve in other cases to confuse. The ill.u.s.tration which to one is a ray of light, is to another only "darkness visible." Mind is not, like matter, fixed and uniform in its operations. The workman who is to operate upon a substance so subtle and so varying must not be a man of _one idea_--who knows one thing, and nothing more. It is not true in mind, as in matter, that perfection in the knowledge of one particular point is gained by withdrawing the attention from every other point. All truth and all knowledge are affiliated. The knowledge of arithmetic is increased by that of algebra, the knowledge of geography by that of astronomy, the knowledge of one language by knowing another. As no one thing in nature exists unconnected with other things, so no one item in the vast sum of human knowledge is isolated, and no person is likely to be perfectly acquainted with any one subject who confines his attention with microscopic minuteness to that subject. To understand thoroughly one subject, you must study it not only in itself, but in its relations. To know one thing well you must know very many other things.

Let us return then to the point from which we set out, namely: that one important difference between the teacher and other operatives arises from the difference in the objects on which they operate. The one operates upon matter, the other upon mind. The one attains perfection in his art by a process which in the other would produce an ignoramus, a bungler, a narrow-minded, conceited charlatan. Hence the necessity on the part of those who would excel in the profession of teachers, of endeavoring continually to enlarge the bounds of their knowledge. Hence the error of those who think that to teach anything well it is necessary to know only that one thing. That young woman who undertakes to teach a primary school, or even an infant cla.s.s, has mistaken her calling if she supposes that because she has to teach only the alphabet or the "table card," she has therefore no need to know many other things. There are some things which every teacher needs. Every teacher needs a cultivated taste, a disciplined intellect, and that enlargement of views which results only from enlarged knowledge.

We all know how much we are ourselves benefited by a.s.sociating habitually with persons of superior abilities. So it is in a still higher degree with children. There is something contagious in the fire of intellect. The human mind, as well as the human heart, has a wonderful power of a.s.similation. Every judicious parent will say: Let not my child be consigned to the care of an ill-informed, dull, spiritless teacher. Let it be his happy lot, if possible, to be under one who has some higher ambition than merely to go through a certain prescribed routine of duties and lessons; one whose face beams with intelligence and whose lips drop knowledge; one who can cultivate in him the disposition to inquire, by his own readiness and ability to answer childish inquiries; who can lead the inquiries of a child into proper channels, and train him to a correct mode of thinking by being himself familiar with the true logical process, by having himself a cultivated understanding. Such a teacher finds a pleasure in his task. He finds that he is not only teaching his pupils to read and to spell, to write and to cipher, but he is acquiring an ascendancy over them. He is exerting upon them a moral and intellectual power. He is leaving, upon a material far more precious than any coined in the Mint, the deep and inerasible impress of his own character.

Let me repeat then, at the risk of becoming tiresome, what I hold to be an important and elementary truth, that the teacher should know very many things besides what he is required to teach. A good knowledge of history will enable him to invest the study of geography with new interest. Acquaintance with algebra will give a clearness to his perceptions, and consequently to his mode of inculcating the principles, of arithmetic. The ability to delineate off-hand with chalk or pencil the forms of objects, gives him an unlimited power of ill.u.s.trating every subject, and of clothing even the dullest with interest. Familiarity with the principles of rhetoric and with the rules of criticism, gives at once elegance and ease to his language, and the means of more clearly detecting what is faulty in the language of others. A knowledge of Latin or of French, or of any language besides his own, throws upon his own language a light of which he before had no conception. It produces in his ideas of grammar and of language generally, a change somewhat like that which the anatomist experiences from the study of comparative anatomy. The student of the human frame finds many things that he cannot comprehend until he extends his inquiries to other tribes of animals; to the monkey, the ox, the reptile, the fish, and even to the insect world.

So it is with language. We return from the study of a foreign language invariably with an increased knowledge of our own. We have made one step at least from the technicalities of particular rules towards the principles and truths of general grammar.

But it is not necessary to multiply ill.u.s.trations. I have already said enough to explain my meaning. Let me say, then, to every teacher, as you desire to rise in your profession, as you wish to make your task agreeable to yourself or profitable to your pupils, do not cease your studies as soon as you gain your election, but continue to be a learner as long as you continue to be a teacher, and especially strive by all proper means, and at all times, to enlarge the bounds of your knowledge.

XV.

A TALENT FOR TEACHING.

There can be no doubt that some persons have a natural apt.i.tude for teaching. As there are born poets, so there are born teachers. Yet the man born with the true poetic temperament and faculty will never achieve success as a poet, unless he add study and labor to his natural gift. So the man born with a talent for teaching needs to cultivate the talent by patient study and practice, before he can become a thoroughly accomplished teacher. No man probably ever showed greater native apt.i.tude for anything, than did Benjamin West for painting. Yet what long years of toil and study it took for him to become a really great painter? In teaching, as in every other profession, while men doubtless differ as to their original qualifications and apt.i.tudes, yet the differences are not so great as they are often supposed to be, and they are by no means so great as those produced by study and practice. The man who has no special gift for this employment, but who faithfully and intelligently tries to perfect himself in it, is sure to be a better teacher than the one who has the natural gift, but adds to it no special study and preparation. Indeed, if we exclude from consideration those very nice and delicate touches in education, which are so rare as to be quite exceptional, there is nothing in the business of teaching which may not be acquired by any person of average ability.

When, therefore, we see a teacher not succeeding in gaining the attention of his scholars, or in securing obedience and respect, or in bringing them forward in their lessons, we are not disposed to free such a person from blame on the plea of his having no natural apt.i.tude for teaching. We would respectfully say to such a teacher: if you know not how to impart knowledge, learn how; if you have no tact, get it.

Teaching is a business, as much as knitting stockings, or planting corn.

Either do not undertake to teach at all, or learn how it is to be done.

If one-fourth of the labor bestowed upon the work of teaching were devoted to studying the business, the value of the remaining three-fourths would be quadrupled. It is painful to see the amount of hard work done in school with so little proportionate effect. If a man who knew nothing of farming, but who had a desire to be useful, were to dig a pit and bury therein a bushel of corn, and imagine that he was planting, his labor would not be wider of the mark than much that is bestowed in school. A man must learn how to do even so simple a thing as planting corn. Let the teacher also learn how to plant the seeds of knowledge, how to prepare the soil, how to open it for the reception of truth, where and when to deposit the precious grains.

I have no desire to discourage those faithful men and women who are so n.o.bly striving to do good as teachers. But I cannot help expressing the regret that so much of this labor is without adequate result. Why should persons act so differently in this matter from what they do in any other? If a woman wants to make a pair of stockings, she goes to some other woman who understands knitting, and sees how it is done, and learns the st.i.tches, tries and experiments, and studies the matter, until it is all familiar to her. So of any other ordinary business. Yet when it comes to teaching, anything like definite study or observation of the mode of doing it, is almost unknown! It is really no exaggeration to say that many teachers bungle in their work as egregiously as would a woman who should put yarn into a churn, and expect, after a proper amount of churning, to draw out stockings.

In our schools are many professional teachers of approved skill. Why should not a school-teacher, who is conscious of not succeeding as he would desire, spend an hour occasionally in observation? Find out the name of some teacher who is particularly successful, and look on while the work is being done, and if possible see how it is done.

Then again, there are books on the subject, in which the business of teaching is explained in all its branches. Get some of these books and read. The mere reading will not make you teachers. But it will set you to thinking. It will quicken your power of observation. It will help you to learn from your own experience.

Make a note of the difficulties you encounter, and the points in which you cannot accomplish what you desire. Very likely you will find these very difficulties discussed in the books on teaching which you are reading. If not, lay your difficulties before some friend who is a successful teacher, and get advice. _Anything_, rather than going on, week after week, without improvement. There _is_ a way of interesting your cla.s.s in their lessons, of securing good order and punctual attendance, of making the scholars learn. Only make up your mind that you will find out what that way is. If you think it cannot be done, of course it will not be done. If you have fairly made up your mind that it _may_ be done, and that _you_ can do it, it is half done already.

You have no idea how much more pleasant the work will be, when you have once learned how to do it. One reason why so many teachers desert the ranks, is the irksomeness produced by want of success. Few things are more intolerable than being obliged to do a thing while conscious of doing it in an awkward and bungling manner. On the other hand, almost any work is a pleasure, which one is conscious of doing well.