The Teacher Part 23

They rose.

"The distributors may collect the papers."

The officers then pa.s.sed round in regular order, each through her own division, and collected the papers.

"Deliver them at the Accountant's desk."

They were accordingly carried there, and received by the Accountants.

In the same manner the others were collected and received by the Accountants, but kept separate.

"I wish now the second Accountant would copy these in a little book I have prepared for the purpose, arranging them alphabetically, referring all doubtful cases again to me."

The second Accountant then arranged the papers, and prepared them to go into the book, and the writer who belongs to the department copied them fairly.

I describe this case, because it was one which occurred at the time I was writing the above description, and not because there is any thing otherwise peculiar in it. Such cases are continually taking place, and by the division of labor above ill.u.s.trated, I am very much a.s.sisted in a great many of the duties, which would otherwise consume a great portion of my time.

Any of the scholars may, at any time, make suggestions in writing, to any of these officers, or to the whole school. And if an officer should be partial, or unfaithful, or negligent in her duty, any scholar may propose her impeachment. After hearing what she chooses to write in her defence, a vote is taken on sustaining the impeachment. If it is sustained, she is deprived of the office and another appointed to fill her place.

V. THE COURT.

I have already described how all serious cases of doing wrong or neglect of duty are managed in the school. I manage them myself, by coming as directly and as openly as I can, to the heart and conscience of the offender. There are, however, a number of little transgressions, too small to be individually worthy of serious attention, but which are yet troublesome to the community, when frequently repeated. These relate chiefly to _order in the school rooms_. These misdemeanors are tried, half in jest, and half in earnest, by a sort of _court_, whose forms of process might make a legal gentleman smile. They however fully answer our purpose. I can best give you an idea of the court, by describing an actual trial. I ought however first to say, that any young lady, who chooses to be free from the jurisdiction of the court, can signify that wish to me, and she is safe from it. This however is never done. They all see the useful influence of it, and wish to sustain it.

Near the close of school, I find perhaps on my desk a paper of which the following may be considered a copy. It is called the indictment.

We accuse Miss A. B. of having waste papers in the aisle opposite her desk, at 11 o'clock, on Friday, Oct. 12.

C. D. } E. F. } Witnesses.

I give notice after school that a case is to be tried. Those interested, twenty or thirty perhaps, gather around my desk, while the sheriff goes to summon the accused and the witnesses. A certain s.p.a.ce is marked off as the precincts of the court, within which no one must enter in the slightest degree, on pain of imprisonment, i. e. confinement to her seat until the court adjourns.

"Miss A. B.; you are accused of having an untidy floor about your desk.

Have you any objection to the indictment?"

While she is looking over the indictment, to discover a misspelled word, or an error in the date, or some other latent flaw, I appoint any two of the bystanders, jury. The jury come forward to listen to the cause.

The accused returns the indictment, saying, she has no objection, and the witnesses are called upon to present their testimony.

Perhaps the prisoner alleges in defence that the papers were out _in the aisle_, not _under her desk_, or that she did not put them there, or that they were too few, or too small, to deserve attention.

My charge to the jury would be somewhat as follows.

"You are to consider and decide whether she was guilty of disorder; taking into view the testimony of the witnesses, and also her defence.

It is considered here that each young lady is responsible not only for the appearance of the carpet _under her desk_, but also for the _aisle opposite to it_, so that her first ground of defence must be abandoned.

So also with the second, that she did not put them there. She ought not to _have_ them there. Each scholar must keep her own place in a proper condition;--so that if disorder is found there, no matter who made it, she is responsible, if she only had time to remove it. As to the third, you must judge whether enough has been proved by the witnesses to make out real disorder." The jury write _guilty_ or _not guilty_ upon the paper, and it is returned to me. If sentence is p.r.o.nounced it is usually confinement to the seat, during a recess, or part of a recess, or something that requires slight effort or sacrifice, for the public good. The sentence is always something _real_, though always _slight_, and the court has a great deal of influence in a double way; making amus.e.m.e.nt, and preserving order.

The cases tried are very various, but none of the serious business of the school is entrusted to it. Its sessions are always held out of school hours; and in fact it is hardly considered by the scholars as a const.i.tuent part of the arrangements of the school. So much so, that I hesitated much about inserting an account of it in this description.

VI. RELIGIOUS INSTRUCTION.

In giving you this account, brief as it is, I ought not to omit to speak of one feature of our plan, which we have always intended should be one of the most prominent and distinctive characteristics of the school. The gentlemen who originally interested themselves in its establishment, had mainly in view the exertion, by the Princ.i.p.al, of a decided moral and religious influence over the hearts of the pupils. Knowing, as they did, how much more dutiful and affectionate at home you would be, how much more successful in your studies at school, how much happier in your intercourse with each other, and in your prospects for the future both here and hereafter, if your hearts could be brought under the influence of Christian principle, they were strongly desirous that the school should be so conducted, that its religious influence, though gentle and alluring in its character, should be frank, and open, and decided. I need not say that I myself entered very cordially into these views. It has been my constant effort, and one of the greatest sources of my enjoyment, to try to win my pupils to piety, and to create such an atmosphere in school, that conscience, and moral principle, and affection for the unseen Jehovah, should reign here. You can easily see hew much pleasanter it is for me to have the school controlled by such an influence, than if it were necessary for we to hire you to diligence in duty, by prizes or rewards, or to deter you from neglect or from transgression, by reproaches, and threatenings, and punishments.

The influence which the school has thus exerted has always been cordially welcomed by my pupils, and approved, so far as I have known, by their parents, though four or five denominations, and fifteen or twenty different congregations have been, from time to time, represented in the school. There are few parents who would not like to have their children _Christians_;--sincerely and practically so;--for every thing which a parent can desire in a child is promoted, just in proportion as she opens her heart to the influence of the spirit of piety. But that you may understand what course is taken, I shall describe, first what I wish to effect in the hearts of my pupils, and then what means I take to accomplish the object.

1. A large number of young persons of your age, and in circ.u.mstances similar to those in which you are placed perform with some fidelity their various outward duties, _but maintain no habitual and daily communion with G.o.d_. It is very wrong for them to live thus without G.o.d, but they do not see,--or rather do not feel the guilt of it. They only think of their accountability to _human beings_ like themselves, for example their parents, teachers, brothers and sisters, and friends.

Consequently they think most of their _external_ conduct, which is all that human beings can see. Their _hearts_ are neglected and become very impure,--full of evil thoughts, and desires, and pa.s.sions, which are not repented of, and consequently not forgiven. Now what I wish to accomplish in regard to all my pupils is, that they should begin to _feel their accountability to G.o.d_, and to act according to it. That they should explore their _hearts_ and ask G.o.d's forgiveness for all their past sins, through Jesus Christ, who died for them that they might be forgiven; and that they should from this time, try to live _near to G.o.d_, feel his presence, and enjoy that solid peace and happiness which flows from a sense of his protection. When such a change takes place, it relieves the mind from that constant and irritating uneasiness, which the great ma.s.s of mankind feel as a constant burden; the ceaseless forebodings of a troubled conscience, reproaching them for their past acc.u.mulated guilt, and warning them of a judgment to come. The change which I endeavor to promote, relieves the heart-both of the present suffering and of the future danger.

After endeavoring to induce you to begin to act from Christian principle, I wish to explain to you, your various duties to yourselves, your parents, and to G.o.d.

2. The measures to which I resort to accomplish these objects are three.

First. _Religious Exercises in School._ We open and close the school with a very short prayer, and one or two verses of a hymn. Sometimes I occupy ten or fifteen minutes at one of the general exercises, or at the close of the school, in giving instruction upon practical religious duty. The subjects are sometimes suggested by a pa.s.sage of scripture read for the purpose, but more commonly in another way.

You will observe often at the close of the school or at an appointed general exercise, that a scholar will bring to my desk a dark-colored morocco wrapper, containing several small strips of paper upon which questions relating to moral or religious duty, or subjects for remarks from me, or anecdotes, or short statements of facts, giving rise to inquiries of various kinds, are written. This wrapper is deposited in a place accessible to all the scholars, and any one who pleases, deposits in it any question or suggestion on religious subjects which may occur to her. You can, at any time, do this yourself, thus presenting any doubt, or difficulty, or inquiry, which may at any time occur to you.

Second. _Religious Exercise on Sat.u.r.day afternoon._ In order to bring up more distinctly and systematically the subject of religious duty, I established a long time ago, a religious meeting on Sat.u.r.day afternoon.

It is intended for those who feel interested in receiving such instruction, and who can conveniently attend at that time. If you have not other engagements, and if your parents approve of it, I should be happy to have you attend. There will be very little to interest you except the subject itself, for I make all the instructions which I give there as plain, direct, and practical as is in my power. A considerable number of the scholars usually attend, and frequently bring with them many of their female friends. You can at any time invite any one whom you please, to come to the meeting. It commences at half past three and continues about half an hour.

Third. _Personal religious instruction._ In consequence of the large number of my pupils, and the constant occupation of my time in school, I have scarcely any opportunity of religious conversation with them, even with those who particularly desire it. The practice has therefore arisen, and gradually extended itself almost universally in school, of writing to me on the subject. These communications are usually brief notes, expressing the writer's interest in the duties of piety, or bringing forward her own peculiar practical difficulties, or making specific inquiries, or asking particular instruction in regard to some branch of religious duty. I answer in a similar way,--very briefly and concisely however,--for the number of notes of this kind which I receive, is very large, and the time which I can devote to such a correspondence necessarily limited. I should like to receive such communications from all my pupils; for advice or instruction communicated in reply, being directly personal, is far more likely to produce effect. Besides my remarks being in writing, can be read a second time, and be more attentively considered and re-considered, than when words are merely spoken. These communications must always be begun by the pupil. I never, (unless there may be occasional exceptions in some few very peculiar cases) commence. I am prevented from doing this both by my unwillingness to obtrude such a subject personally upon those who might not welcome it, and by want of time. I have scarcely time to write to all those who are willing first to write to me. Many cases have occurred where individuals have strongly desired some private communication with me, but have hesitated long, and shrunk reluctantly from the first step. I hope it will not be so with you. Should you ever wish to receive from me any direct religious instruction, I hope you will write immediately and freely. I shall very probably not even notice that it is the first time I have received such a communication from you.

So numerous and so frequent are these communications that I seldom observe, when I receive one from any individual for the first time, that it comes from one who has not written me before.

Such are the means to which I resort in endeavoring to lead my pupils to G.o.d and to duty. And you will observe that the whole design of them is to win and to allure, not to compel. The regular devotional exercises of school, are all which you will _necessarily_ witness. These are very short, occupying much less time than many of the pupils think desirable.

The rest is all private and voluntary. I never make any effort to urge any one to attend the Sat.u.r.day meeting, nor do I, except in a few rare and peculiar cases, ever address any one personally, unless she desires to be so addressed. You will be left therefore in this school unmolested,--to choose your own way. If you should choose to neglect religious duty, and to wander away from G.o.d, I shall still do all in my power to make you happy in school, and to secure for you in future life, such a measure of enjoyment, as can fall to the share of one, over whose prospects in another world there hangs so gloomy a cloud. I shall never reproach you, and perhaps may not even know what your choice is. Should you on the other hand prefer the peace and happiness of piety, and be willing to begin to walk in its paths, you will find many both among the teachers and pupils of the Mt. Vernon School to sympathize with you, and to encourage and help you on your way.

CHAPTER VII.

SCHEMING.

The best teachers in our country, or rather those who might be the best, lose a great deal of their time, and endanger, or perhaps entirely destroy their hopes of success, by a scheming spirit, which is always reaching forward to something new. One has in his mind some new school book, by which Arithmetic, Grammar, or Geography are to be taught with unexampled rapidity, and his own purse to be filled, in a much more easy way, than by waiting for the rewards of patient industry. Another has the plan of a school, bringing into operation new principles of management or instruction, which he is to establish on some favored spot, and which is to become in a few years a second Hofwyl. Another has some royal road to learning, and though he is trammeled and held down by what he calls the ignorance and stupidity of his Trustees or his School Committee, yet if he could fairly put his principles and methods to the test, he is certain of advancing the science of Education half a century at least, at a single leap.

Ingenuity in devising new ways, and enterprise in following them, are among the happiest characteristics of a new country rapidly filling with a thriving population. Without these qualities there could be no advance; society must be stationary; and from a stationary to a retrograde condition, the progress is inevitable. The disposition to make improvements and changes may however be too great. If so, it must he checked. On the other hand a slavish attachment to old established practices may prevail. Then the spirit of enterprise and experiment must be awakened and encouraged. Which of these two is to be the duty of a writer at any time, will of course depend upon the situation of the community at the time he writes, and of the cla.s.s of readers for which he takes his pen. Now at the present time, it is undoubtedly true, that, while among the great ma.s.s of teachers there may be too little originality and enterprise, there is still among many a spirit of innovation and change, to which a caution ought to be addressed. But before I proceed, let me protect myself from misconception by one or two remarks.

1. There are a few individuals in various parts of our country, who by ingenuity and enterprise, have made real and important improvements in many departments of our science, and are still making them. The science is to be carried forward by such men. Let them not therefore understand that any thing which I shall say, applies at all to those real improvements which are from time to time, brought before the public. As examples of this there might easily be mentioned, were it necessary, several new modes of study, and new text books, and literary inst.i.tutions on new plans, which have been brought forward within a few years, and proved, on actual trial, to be of real and permanent value.

These are, or rather they were, when first conceived by the original projectors, new schemes; and the result has proved that they were good ones. Every teacher too must hope that such improvements will continue to be made. Let nothing therefore which shall be said on the subject of scheming in this chapter, be interpreted as intended to condemn real improvements of this kind, or to check those which may now be in progress, by men of age or experience, or of sound judgment, who are capable of distinguishing between a real improvement and a whimsical innovation, which can never live any longer than it is sustained by the enthusiasm of the original inventor.

2. There are a great many teachers in our country, who make their business a mere dull and formal routine, through which they plod on, month after month, and year after year, without variety or change, and who are inclined to stigmatize with the appellation of idle scheming, all plans, of whatever kind, to give variety or interest to the exercises of the school. Now whatever may be said in this chapter against unnecessary innovation and change, does not apply to efforts to secure variety in the details of daily study, while the great leading objects are steadily pursued. This subject has already been discussed in the chapter on Instruction, where it has been shown that every wise teacher, while he pursues the same great object, and adopts in substance the same leading measures at all times, will exercise all the ingenuity he possesses, and bring all his inventive powers into requisition to give variety and interest to the minute details.