The Teacher Part 3

"You cannot speak, you know, till the Study Card is down; you may, then."

"But I want to get my lesson now."

"I don't know what you will do, then: I am sorry you don't remember."

"Besides," continues the teacher, looking pleasantly, however, while he says it, "if I knew, I think I ought not to tell you."

"Why, sir?"

"Because, you know, I have said I wish the scholars to remember where the lessons are, and not come to me. You know it would be very unwise for me, after a.s.signing a lesson in the cla.s.s, to spend my time in telling the individuals over again here. Now if I should tell _you_, I should have to tell others, and thus adopt a practice, which I have condemned."

Take another case. You a.s.sign to a cla.s.s of little girls a subject of composition, requesting them to copy their writing upon a sheet of paper, leaving a margin an inch wide at the top, and one of half an inch at the sides and bottom. The cla.s.s take their seats, and, after a short time, one of them comes to you, saying she does not know how long an inch is.

"Don't you know any thing about it?"

"No sir, not much."

"Should you think _that_ is more or less than an inch?" (pointing to a s.p.a.ce on a piece of paper much too large.)

"More."

"Then you know something about it. Now I did not tell you to make the margins _exactly_ an inch, and half an inch, but only as near as you could tell."

"Would that be about right?" asks the girl, showing a distance.

"I must not tell you, because you know I never in such cases help individuals; if that is as near as you can get it, you may make it so."

It may be well, after a.s.signing a lesson to a cla.s.s, to say that all those who do not distinctly understand what they have to do, may remain after the cla.s.s have taken their seats, and ask: the task may then be distinctly a.s.signed again, and the difficulties, so far as they can be foreseen, explained.

By such means, these sources of interruption and difficulty may, like the others, be almost entirely removed. Perhaps not altogether, for many cases may occur, where the teacher may choose to give a particular cla.s.s permission to come to him for help. Such permission, however, ought never to be given, unless it is absolutely necessary, and should never be allowed to be taken, unless it is distinctly given.

4. Hearing recitations. I am aware that many attempt to do something else, at the same time that they are hearing a recitation, and there may perhaps be some individuals, who can succeed in this. If the exercise, to which the teacher is attending, consists merely in listening to the reciting, from memory, some pa.s.sage committed, it can perhaps be done. I hope however to show, in a future chapter, that there are other and far higher objects, which every teacher ought to have in view, and he who understands these objects, and aims at accomplishing them,--who endeavors to _instruct_ his cla.s.s, to enlarge and elevate their ideas, to awaken a deep and paramount interest in the subject which they are examining, will find that his time must be his own, and his attention uninterrupted, while he is presiding at a cla.s.s. All the other exercises and arrangements of the school are, in fact, preparatory and subsidiary to this. Here, that is, in the cla.s.ses, the real business of teaching is to be done. Here, the teacher comes in contact with his scholars, mind with mind, and here, consequently, he must be uninterrupted and undisturbed. I shall speak more particularly on this subject hereafter, under the head of instruction; all I wish to secure in this place, is that the teacher should make such arrangements, that he can devote his exclusive attention to his cla.s.ses, while he is actually engaged with them.

Each recitation, too, should have its specified time, which should be adhered to, with rigid accuracy. If any thing like the plan I have suggested for allowing rests of a minute or two, every half hour, should be adopted, it will mark off the forenoon into parts, which ought to be precisely and carefully observed. I was formerly accustomed to think, that I could not limit the time for my recitations without great inconvenience, and occasionally allowed one exercise to encroach upon the succeeding, and this upon the next, and thus sometimes the last was excluded altogether. But such a lax and irregular method of procedure is ruinous to the discipline of a school. On perceiving it, at last, I put the bell into the hands of a pupil, commissioning her to ring regularly, having, myself, fixed the times, saying that I would show my pupils that I could be confined myself to system, as well as they. At first, I experienced a little inconvenience, but this soon disappeared, and at last the hours and half hours of our artificial division, entirely superseded, in the school-room, the divisions of the clock face.

But in order that I may be specific and definite, I will draw up a plan for the regular division of time, for a common school, not to be _adopted_, but to be _imitated_; i. e. I do not recommend exactly this plan, but that some plan, precise and specific, should be determined upon, and exhibited to the school, by a diagram like the following.

FORENOON.

IX X XI XII +-------------+--------------------+-----------------+ | Reading. | Writing. R. G. | Arithmetic. | +-------------+--------------------+-----------------+ | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | +-------------+--------------------+-----------------+

AFTERNOON.

II III IV V +-------------+--------------------+-----------------+ | Grammar. | Writing. R. G. | Geography. | +-------------+--------------------+-----------------+ | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | +-------------+--------------------+-----------------+

A drawing on a large sheet, made by some of the older scholars, (for a teacher should never do any thing of this kind which his scholars can do for him,) should be made and pasted up to view, the names of the cla.s.ses being inserted in the columns, under their respective heads. At the double lines at ten and three, there might be a rest of two minutes; an officer appointed for the purpose, ringing a bell at each of the parts marked on the plan, and making the signal for the _rest_, whatever signal might be determined upon. It is a good plan to have a bell rung five minutes before each half hour expires, and then exactly at its close. The first one would be to notify the teacher, or teachers, if there are more than one in the school, that the time for their respective recitations is drawing to a close. At the second bell the new cla.s.ses should take their places without waiting to be called for. The scholars will thus see that the arrangements of the school are based upon system, to which the teacher himself conforms, and not subjected to his own varying will. They will thus not only go on more regularly, but they will yield more easily and pleasantly to the necessary arrangements.

The fact is, children love system and regularity. Each one is sometimes a little uneasy under the restraint, which it imposes upon him individually, but they all love to see its operation upon others, and they are generally very willing to submit to its laws, if the rest of the community are required to submit too. They show this in their love of military parade; what allures them is chiefly the _order_ of it: and even a little child creeping upon the floor will be pleased when he gets his playthings in a row. A teacher may turn this principle to most useful account, in forming his plans for his school.

It will be seen by reference to the foregoing plan, that I have marked the time for the recesses, by the letter R. at the top. Immediately after them, both in the forenoon and in the afternoon, twenty minutes are left, marked G., the initial standing for General exercise. They are intended to denote periods during which all the scholars are in their seats with their work laid aside, ready to attend to what the teacher has to bring before the whole. There are so many occasions, on which it is necessary to address the whole school, that it is very desirable to appropriate a particular time for it. In most of the best schools, I believe this plan is adopted. I will mention some of the subjects, which would come up at such a time.

1. There are some studies, which can be advantageously attended to by the whole school together; such as Punctuation, and, to some extent, Spelling.

2. Cases of discipline, which it is necessary to bring before the whole school, ought to come up at a regularly appointed time. By attending to them here, there will be a greater importance attached to them. Whatever the teacher does, will seem to be more deliberate, and, in fact, _will be_ more deliberate.

3. General remarks, bringing up cla.s.ses of faults which prevail; also general directions, which may at any time be needed: and in fact any business relating to the general arrangements of the school.

4. Familiar lectures from the teacher, on various subjects,--very familiar in their form, and perhaps accompanied by questions addressed to the whole. The design of such lectures should be to extend the _general knowledge_ of the pupils in regard to those subjects on which they will need information in their progress through life. In regard to each of these particulars I shall speak more particularly hereafter, in the chapters to which they respectively belong. My only object, here, is to show, in the general arrangements of the school, how a place is to be found for them. My practice has been, to have two periods, of short duration, each day, appropriated to these objects. The first to the _business of the school_, and the second to such studies or lectures as could be most profitably attended to at such a time.

We come now to one of the most important subjects, which present themselves to the teacher's attention, in settling the principles upon which he shall govern his school. I mean the degree of influence which the boys themselves shall have in the management of its affairs. Shall the government of school be a _monarchy_ or a _republic_? To this question, after much inquiry and many experiments, I answer, a monarchy; an absolute, unlimited monarchy; the teacher possessing exclusive power, as far as the pupils are concerned, though strictly responsible to the committee, or to the trustees, under whom he holds his office.

While, however, it is thus distinctly understood that the power of the teacher is supreme, that all the power rests in him, and that he alone is responsible for its exercise, there ought, to be a very free and continual _delegation_ of power to the pupils. As much business as is possible, should be committed to them. They should be interested as much as possible in the affairs of the school, and led to take an active part in carrying them forward; though they should, all the time, distinctly understand, that it is only _delegated_ power which they exercise, and that the teacher can, at any time, revoke what he has granted, and alter or annul at pleasure, any of their decisions. By this plan, we have the responsibility resting where it ought to rest, and yet the boys are trained to business, and led to take an active interest in the welfare of the school. Trust is reposed in them, which may be greater or less, as they are able to bear. All the good effects of reposing trust and confidence, and committing the management of important business to the pupils will be secured, without the dangers which would result from the entire surrender of the management of the inst.i.tution into their hands.

There have been, in several cases, experiments made with reference to ascertaining how far a government, strictly republican, would be admissible in a school. A very fair experiment of this kind was made at the Gardiner Lyceum, in Maine. At the time of its establishment, nothing was said of the mode of government which it was intended to adopt. For some time, the attention of the Instructers was occupied in arranging the course of study, and attending to the other concerns of the Inst.i.tution, and in the infant state of the Lyceum, few cases of discipline occurred, and no regular system of government was necessary.

Before long, however, complaints were made that the students at the Lyceum were guilty of breaking windows in an old building used as a town-house. The Princ.i.p.al called the students together, mentioned the reports, and said that he did not know, and did not wish to know who were the guilty individuals. It was necessary, however, that the thing should be examined, and that rest.i.tution should be made; and relying on their faithfulness and ability, he should leave them to manage the business alone. For this purpose, he nominated one of the students as judge, some others as jury-men, and appointed the other officers necessary, in the same manner. He told them, that, in order to give them time to make a thorough investigation, they were excused from farther exercises during the day.

The Princ.i.p.al then left them, and they entered on the trial. The result was, that they discovered the guilty individuals, ascertained the amount of mischief done by each, and sent to the selectmen a message, by which they agreed to pay a sum equal to three times the value of the injury sustained.

The students were soon after informed that this mode of bringing offenders to justice would, hereafter, be always pursued, and arrangements were made for organizing a _regular republican government_, among the young men. By this government, all laws which related to the internal police of the Inst.i.tution, were to be made, all officers were appointed, and all criminal cases were to be tried. The students finding the part of a judge too difficult for them to sustain, one of the Professors was appointed to hold that office, and, for similar reasons, another of the Professors was made President of the Legislative a.s.sembly. The Princ.i.p.al was the Executive, with power to _pardon_, but not to _sentence_, or even _accuse_.

Some time after this, a student was indicted for profane swearing; he was tried, convicted, and punished. After this he evinced a strong hostility to the government. He made great exertions to bring it into contempt, and when the next trial came on, he endeavored to persuade the witnesses that giving evidence was dishonorable, and he so far succeeded, that the defendant was acquitted for want of evidence, when it was generally understood that there was proof of his guilt, which would have been satisfactory, if it could have been brought forward. For some time after this, the prospect was rather unfavorable, though many of the students themselves opposed with great earnestness these efforts, and were much alarmed lest they should lose their free government, through the perverseness of one of their number. The attorney general, at this juncture, conceived the idea of indicting the individual alluded to, for an attempt to overturn the government. He obtained the approbation of the Princ.i.p.al, and the Grand Jury found a bill. The Court, as the case was so important, invited some of the Trustees of the Lyceum who were in town, to attend the trial. The parent of the defendant was also informed of the circ.u.mstances and requested to be present, and he accordingly attended. The prisoner was tried, found guilty, and sentenced, if I mistake not, to an expulsion. At his earnest request, however, to be permitted to remain in the Lyceum, and redeem his character, he was pardoned and restored, and became perfectly exemplary in his conduct and character. After this occurrence, the system went on in successful operation, for some time.

The legislative power was vested in the hands of a general committee, consisting of eight or ten, chosen by the students from their own number. They met about once a week to transact such business as appointing officers, making and repealing regulations, and inquiring into the state of the Lyceum. The Instructers had a negative upon all their proceedings, but no direct and positive power. They could pardon, but they could a.s.sign no punishments, nor make laws inflicting any.

Now such a plan as this may succeed for a short time, and under very favorable circ.u.mstances; and the circ.u.mstance, which it is chiefly important should be favorable, is, that the man who is called to preside over such an a.s.sociation, should possess such a share of _generalship_, that he can really manage the inst.i.tution _himself_, while the power is _nominally_ and _apparently_ in the hands of the boys. Should this not be the case, or should the teacher, from any cause, lose his personal influence in the school, so that the inst.i.tution should really be surrendered into the hands of the pupils, things must be on a very unstable footing. And accordingly where such a plan has been adopted, it has, I believe, in every instance, been ultimately abandoned.

_Real self-government_ is an experiment sufficiently hazardous among men; though Providence, in making a daily supply of food necessary for every human being, has imposed a most-powerful check upon the tendency to anarchy and confusion. Let the populace of London materially interrupt the order, and break in upon the arrangements of the community, and, in eight and forty hours, nearly the whole of the mighty ma.s.s will be in the hands of the devourer, hunger; and they will be soon brought to submission. On the other hand, a month's anarchy and confusion in a college or an academy, would be delight to half the students, or else times have greatly changed, since I was within college walls.

Although it is thus evident that the important concerns of a literary inst.i.tution cannot be safely committed into the hands of the students, very great benefits will result from calling upon them to act upon, and to decide questions relative to the school, within such limits, and under such restrictions, as may appear best. Such a practice will a.s.sist the teacher very much, if he manages it with any degree of dexterity: for it will interest his pupils in the success of the school, and secure, to a very considerable extent, their cooperation. It will teach them self-control and self-government, and will accustom them to submit to the majority,--that lesson, which, of all others, it is important for a republican to learn.

In endeavoring to interest the pupils of a school in the work of cooperating with the teacher in its administration, no little dexterity will be necessary, at the outset. In all probability, the formal announcement of this principle, and the endeavor to introduce it, by a sudden revolution, would totally fail. Boys, like men, must be gradually prepared for power, and they must exercise it only so far as they are prepared. This however can, very easily, be done. The teacher should say nothing of his general design, but when some suitable opportunity presents, he should endeavor to lead his pupils to cooperate with him, in some particular instance.

For example, let us suppose that he has been accustomed to distribute the writing-books with his own hand, when the writing hour arrives, and that he concludes to delegate this simple business, first, to his scholars. He accordingly states to them, just before the writing exercise of the day on which he proposes the experiment, as follows.

"I have thought that time will be saved, if you will help me distribute the books, and I will accordingly appoint four distributors, one for each division of the seats, who may come to me, and receive the books and distribute them, each to his own division. Are you willing to adopt this plan?"

The boys answer, "Yes sir," and the teacher then looks carefully around the room, and selects four pleasant and popular boys,--boys who, he knows, would gladly a.s.sist him, and who would, at the same time, be agreeable to their school mates. This latter point is necessary, in order to secure the popularity and success of the plan.

Unless the boys are very different from any I have ever met with, they will be pleased with the duty thus a.s.signed them. They will learn system and regularity by being taught to perform this simple duty in a proper manner. After a week, the teacher may consider their term of service as having expired, and thanking them, in public for the a.s.sistance they have rendered him, he may ask the scholars, if they are willing to continue the plan, and if the vote is in favor of it, as it unquestionably would be, each boy probably hoping that he should be appointed to the office, the teacher may nominate four others, including perhaps upon the list, some boy popular among his companions, but whom he has suspected to be not very friendly to himself or the school. I think the most scrupulous politician would not object to securing influence, by conferring office in such a case. If any difficulties arise from the operation of such a measure, it can easily be dropped, or modified. If it is successful, it may be continued, and the principle extended, till it very considerably modifies all the arrangements, and the whole management of the school.

Or let us imagine the following scene to have been the commencement of the introduction of the principle of limited self-government, into a school.

The preceptor of an academy was sitting at his desk, at the close of school, while the pupils were putting up their books and leaving the room; a boy came in with angry looks, and, with his hat in his hands bruised and dusty, advanced to the master's desk, and complained that one of his companions had thrown down his hat upon the floor, and had almost spoilt it.

The teacher looked calmly at the mischief, and then asked how it happened.

"I don't know sir; I hung it up on my nail, and he pulled it down."