The Teacher Part 10

Under the t.i.tle which I have placed at the head of this chapter, I intend to discuss the methods by which the teacher is to secure a moral ascendency over his pupils, so that he may lead them to do what is right, and bring them back to duty, when they do what is wrong. I shall use, in what I have to say, a very plain and familiar style; and as very much depends, not only on the general principles by which the teacher is actuated, but also on the tone and manner in which, in cases of discipline, he addresses his pupils, I shall describe particular cases, real and imaginary, because by this method, I can better ill.u.s.trate the course to be pursued. I shall also present and ill.u.s.trate the various principles which I consider important, and in the order in which they occur to my mind.

1. The first duty then, of the teacher, when he enters his school, is, to beware of the danger of making an unfavorable impression, at first, upon his pupils. Many years ago, when I was a child, the teacher of the school where my early studies were performed, closed his connexion with the establishment, and, after a short vacation, another was expected. On the appointed day, the boys began to collect, some from curiosity, at an early hour, and many speculations were started, as to the character of the new instructer. We were standing near a table, with our hats on,--and our position, and the exact appearance of the group is indelibly fixed on my memory,--when a small and youthful looking man, entered the room, and walked up towards us. Supposing him to be some stranger, or rather, not making any supposition at all, we stood looking at him as he approached, and were thunder-struck at hearing him accost us with a stern voice and sterner brow, "Take off your hats. Take off your hats, and go to your seats." The conviction immediately rushed upon our minds, that this must be our new teacher. The first emotion was that of surprise, and the second was that of the ludicrous; though I believe we contrived to smother the laugh, until we got out into the open air.

So long since was this little occurrence, that I have entirely forgotten the name of the teacher, and have not the slightest recollection of any other act in his administration of the school. But this recollection of his first greeting of his pupils, and the expression of his countenance at the moment, will go with me to the end of life. So strong are first impressions.

Be careful, then, when you first see your pupils, that you meet them with a smile. I do not mean a pretended cordiality, which has no existence in the heart, but think of the relation, which you are to sustain to them, and think of the very interesting circ.u.mstances, under which, for some months at least, your destinies are to be united to theirs, until you cannot help feeling a strong interest in them. Shut your eyes, for a day or two, to their faults, if possible, and take an interest in all their pleasures and pursuits, that the first att.i.tude, in which you exhibit yourself before them, may be one, which shall allure, not repel.

2. In endeavoring to correct the faults of your pupils, do not, as many teachers do, seize only upon _those particular cases_ of transgression, which may happen to come under your notice. These individual instances are very few, probably, compared with the whole number of faults, against which you ought to exert an influence. And though you perhaps ought not to neglect those, which may accidentally come under your notice, yet the observing and punishing such cases, is a very small part of your duty.

You accidentally hear, I will suppose, as you are walking home from school, two of your boys in earnest conversation, and one of them uses profane language. Now, the course to be pursued in such a case, is most evidently, not to call the boy to you, the next day, and punish him, and there let the matter rest. This would perhaps be better than nothing. But the chief impression which it would make upon the individual, and upon the other scholars, would be, "I must take care how I _let the master hear me_ use such language again." A wise teacher, who takes enlarged and extended views of his duty, in regard to the moral progress of his pupils, would act very differently. He would look at the whole subject. "Does this fault," he would say to himself, "prevail among my pupils? If so, how extensively?" It is comparatively of little consequence to punish the particular transgression. The great point is, to devise some plan to reach the whole evil, and to correct it, if possible.

In one case, where such a circ.u.mstance occurred, the teacher managed it most successfully, in the following way.

He said nothing to the boy, and in fact, the boy did not know that he was overheard. He allowed a day or two to elapse, so that the conversation might be forgotten, and then took an opportunity, one day, after school, when all things had gone on pleasantly, and the school was about to be closed, to bring forward the whole subject. He told the boys that he had something to say to them, after they had laid by their books, and were ready to go. The desks were soon closed, and every face in the room was turned towards the master, with a look of fixed attention. It was almost evening. The sun had gone down. The boys'

labors were over. The day was done, and their minds were at rest, and every thing was favorable for making a deep and permanent impression.

"A few days ago," says the teacher, when all was still, "I accidentally overheard some conversation between two of the boys of this school, and one of them swore."

There was a pause.

"Perhaps you expect that I am now going to call the boy out, and punish him. Is that what I ought to do?"

There was no answer.

"I think a boy who uses bad language of any kind, does what he knows is wrong. He breaks G.o.d's commands. He does what he knows would be displeasing to his parents, and he sets a bad example. He does wrong, therefore, and justly deserves punishment."

There were, of course, many boys, who felt that they were in danger.

Every one, who had used profane language, was aware that he might be the one, who had been overheard, and, of course, all were deeply interested in what the teacher was saying.

"He might, I say," continued the teacher, "justly be punished, but I am not going to punish him; for if I should, I am afraid that it would only make him a little more careful hereafter, not to commit this sin when I could possibly be within hearing, instead of persuading him, as I wish to, to avoid such a sin, in future, altogether. I am satisfied that that boy would be far happier, even in this world, if he would make it a principle always to do his duty, and never, in any case, to do wrong.

And then when I think how soon he, and all of us will be in another world, where we shall all be judged for what we do here, I feel strongly desirous of persuading him to abandon entirely this practice. I am afraid that punishing him now, would not do that."

"Besides," continues the teacher, "I think it very probable that there are many other boys in this school, who are sometimes guilty of this fault, and I have thought that it would be a great deal better and happier for us all, if, instead of punishing this particular boy, whom I have accidentally overheard, and who probably is not more to blame than many other boys in school, I should bring up the whole subject, and endeavor to persuade all to reform."

I am aware that there are, unfortunately, in our country, a great many teachers, from whose lips, such an appeal as this, would be wholly in vain. The man who is accustomed to scold, and storm, and punish, with unsparing severity, every transgression, under the influence of irritation and anger, must not expect that he can win over his pupils to confidence in him, and to the principles of duty, by a word. But such an appeal will not be lost, when it comes from a man, whose daily and habitual management corresponds with it. But to return to the story:

The teacher made some farther remarks, explaining the nature of the sin, not in the language of execration, and affected abhorrence, but calmly, temperately, and without any disposition to make the worst of the occurrence which had taken place. In concluding what he said, he addressed the boys as follows:

"Now boys, the question is, do you wish to abandon this habit, or not; if you do, all is well. I shall immediately forget all the past, and will do all I can to help you resist and overcome temptation in future.

But all I can do, is, only to help you; and the first thing to be done, if you wish to engage in this work of reform, is, to acknowledge your fault; and I should like to know how many are willing to do this."

"I wish all those who are willing to tell me whether they use profane language, would rise."

Every individual but one, rose.

"I am very glad to see so large a number," said the teacher; "and I hope you will find that the work of confessing and forsaking your faults, is, on the whole, pleasant, not painful business. Now those who can truly and honestly say, that they never do use profane language, of any kind, may take their seats."

Three only, of the whole number, which consisted of not far from 20, sat down. It was in a sea-port town, where the temptation to yield to this vice is even greater, than would be, in the interior of our country, supposed possible.

"Those who are now standing," pursued the teacher, "admit that they do, sometimes at least, commit this sin. I suppose all, however, are determined to reform; for I do not know what else should induce you to rise and acknowledge it here, unless it is a desire, hereafter to break yourselves of the habit. But do you suppose that it will be enough for you merely to resolve here, that you will reform?"

"No sir," said the boys.

"Why? If you now sincerely determine never more to use a profane word, will you not easily avoid it?"

The boys were silent. Some said faintly, "No sir."

"It will not be easy for you to avoid the sin hereafter," continued the teacher, "even if you do now, sincerely and resolutely, determine to do so. You have formed the habit of sin, and the habit will not be easily overcome. But I have detained you long enough now. I will try to devise some method, by which you may carry your plan into effect, and to-morrow I wilt tell you what it is."

So they were dismissed for the day. The pleasant countenance and cheerful tone of the teacher conveying to them the impression, that they were engaging in the common effort to accomplish a most desirable purpose, in which they were to receive the teacher's help; not that he was pursuing them, with threatening and punishment, into the forbidden practice into which they had wickedly strayed. Great caution is however, in such a case, necessary, to guard against the danger, that the teacher, in attempting to avoid the tones of irritation and anger, should so speak of the sin, as to blunt their sense of its guilt, and lull their consciences into a slumber.

At the appointed time, on the following day, the subject was again brought before the school, and some plans proposed, by which the resolutions now formed, might be more certainly kept. These plans were readily and cheerfully adopted by the boys, and in a short time, the vice of profaneness was, in a great degree, banished from the school.

This whole account is substantially fact.

I hope the reader will keep in mind the object of the above ill.u.s.tration, which is to show, that it is the true policy of the teacher, not to waste his time and strength, in contending against _such accidental instances_ of transgression, as may chance to fall under his notice, but to take an enlarged and extended view of the whole ground, endeavoring to remove _whole cla.s.ses of faults_,--to elevate and improve _mult.i.tudes, together_.

By these means, his labors will not only be more effectual, but far more pleasant. You cannot come into collision with an individual scholar, to punish him for a mischievous spirit, or even to rebuke him for some single act, by which he has given you trouble, without an uncomfortable and uneasy feeling, which makes, in ordinary cases, the discipline of a school, the most unpleasant part of a teacher's duty. But you can plan a campaign against a whole cla.s.s of faults, and put into operation a system of measures to correct them, and watch from day to day the operation of that system, with all the spirit and interest of a game. It is in fact a game, where your ingenuity and moral power are brought into the field, in opposition to the evil tendencies of the hearts which are under your influence. You will notice the success or the failure of the means you may put into operation, with all the interest with which the experimental philosopher observes the curious processes he guides; though your interest may be much purer and higher; for he works upon matter, but you are experimenting upon mind.

Remember then, as, for the first time you take your new station, that it is not your duty, simply to watch with an eagle eye for those accidental instances of transgression, which may chance to fall under your notice; you are to look over the whole ground; you are to make yourself acquainted, as soon as possible, with the cla.s.ses of character, and cla.s.ses of faults, which may prevail in your dominions, and to form deliberate and well digested plans, for improving the one and correcting the other.

And this is to be the course pursued, not only with great delinquencies, such as those to which I have already alluded, but to every little transgression against the rules of order and propriety. You can correct them far more easily and pleasantly in the ma.s.s, than in detail.

To ill.u.s.trate this principle by another case. A teacher, who takes the course I am condemning, approaches the seat of one of his pupils, and asks to see one of his books. As the boy opens his desk, the teacher observes that it is in complete disorder. Books, maps, papers, playthings, are there in promiscuous confusion; and from the impulse of the moment, the displeased teacher pours out upon the poor boy a torrent of reproach.

"What a looking desk! Why, John! I am really ashamed of you. Look,"

continues he, holding up the lid, so that the boys in the neighborhood can look in; "see what a ma.s.s of disorder and confusion. If ever I see your desk in such a state again, I shall most certainly punish you."

The boys around laugh; very equivocally, however, for with the feeling of amus.e.m.e.nt, there is mingled the fear that the angry master may take it into his head to inspect their dominions. The boy accidentally exposed, looks sullen, and begins to throw his books into some sort of arrangement, just enough to shield himself from the charge of absolutely disobeying, and there the matter ends.

Another teacher takes no apparent notice of the confusion he thus accidentally witnesses. "I must take up," thinks he to himself, "the subject of order, before the whole school. I have not yet spoken of it."

He thanks the boy for the book he borrowed, and goes away. He makes a memorandum of the subject, and the boy does not know that the condition of his desk was noticed; perhaps he does not even know that there was any thing amiss.

A day or two after, at a time regularly appropriated to such subjects, he addresses the boys as follows:

"In our efforts to improve the school as much as possible, there is one subject, which we must not forget. I mean the order of the desks."

The boys all begin to open their desk lids.

"You may stop a moment," says the teacher. "I shall give you all an opportunity to examine your desks presently."

"I do not know what the condition of your desks is. I have not examined them, and have not, in fact, seen the inside of more than one or two. As I have not brought up this subject before, I presume that there are a great many, which can be arranged better than they are. Will you all now look into your desks, and see whether you consider them in good order.

Stop a moment however. Let me tell you what good order is. All those things which are alike, should be arranged together. Books should be in one place, papers in another, and thus every thing should be cla.s.sified.

Again, every thing should be so placed that it can be taken out without disturbing other _things_. There is another principle also, which I will mention, the various articles should have _constant_ places,--that is, they should not be changed from day to day. By this means, you soon remember where every thing belongs, and you can put away your things much more easily every night, than if you had every night to arrange them in a new way. Now will you look into your desks, and tell me whether they are, on these three principles, well arranged."

The boys of most schools, where this subject had not been regularly attended to, would nearly all answer in the negative.

"I will allow you then, some time to-day, fifteen minutes to arrange them, and I hope you will try to keep them in good order hereafter. A few days hence, I shall examine them. If any of you wish for a.s.sistance or advice from me, in putting them in order, I shall be happy to render it."

By such a plan, which will occupy but little more time than the irritating and useless scolding, which I supposed in the other case, how much more will be accomplished. Such an address would, of itself, probably, be the means of putting in order, and keeping in order, at least one half; and following up the plan in the same manner, and in the same spirit, with which it was begun, would secure the rest.