The Teacher Part 31

_Jane._ One dollar.

_Sarah._ Sixty-two cents.

_Several voices._ Wrong.

_Sarah._ Fifty-two cents.

It will be perceived that the same individual who names the article and the price, names also the bill which she would give in payment, and the one who sits next her, who calculated the amount, calculated also the change to be returned. She then proposed her example to the one next in the line, with whom the same course was pursued, and thus it pa.s.sed down the cla.s.s.

The exercise went on for some time in this way, till the pupils had become so familiar with it, that I thought it best to allow them to take higher numbers. They were always interested in it, and made great improvement in a short time, and I, myself, derived great advantage from listening to them.

There is one more circ.u.mstance, I will add, which may contribute to the interest of this account. While the cla.s.s were confined in what they purchased, to the number ten, they were sometimes inclined to turn the exercise into a frolic. The variety of articles which they could find costing less than ten cents was so small, that for the sake of getting something new, they would propose examples really ludicrous, such as these. Three meeting-houses at two cents. Four pianos at nine cents. But I soon found that if I allowed this at all, then attention was diverted from the main object, and occupied in seeking the most diverting and curious examples.

15. ARTIFICES IN RECITATIONS. c. The teacher of a small, newly established school, had all of his scholars cla.s.sed together in some of their studies. At recitations he usually sat in the middle of the room, while the scholars occupied the usual places at their desks, which were arranged around the sides. In the recitation in Rhetoric, the teacher, after a time, observed that one or two of the cla.s.s seldom answered appropriately the questions which came to them; but yet, were always ready with some kind of answer--generally an exact quotation of the words of the book. Upon noticing these individuals more particularly, he was convinced that their books were open before them, in some concealed situation. Another practice not uncommon in the cla.s.s, was that of _prompting_ each other, either by whispers or writing. The teacher took no notice publicly of these practices, for some time, until at the close of an uncommonly good recitation, he remarked, "Well, I think we have had a fine recitation to-day. It is one of the pleasantest things I ever do, to hear a lesson that is learned as well as this. Do you think it would be possible for us to have as good an exercise every day?" "Yes sir," answered several faintly. "Do you think it would be reasonable for me to expect of every member of the cla.s.s, that she should always be able to recite all her lessons, without ever missing a single question?"

"No sir," answered all. "I do not expect it," said the teacher. "All I wish is, that each of you should be faithful in your efforts to prepare your lessons. I wish you to study from a sense of duty, and for the sake of your own improvement. You know I do not punish you for failures. I have no going up or down, no system of marking. Your only reward when you have made faithful preparation for a recitation, is the feeling of satisfaction which you will always experience; and when you have been negligent, your only punishment is a sort of uneasy feeling of self-reproach. I do not expect you all to be invariably prepared with every question of your lessons. Sometimes you will be unavoidably prevented from studying them, and at other times, when you have studied them very carefully, you may have forgotten, or you may fail from some misapprehension of the meaning in some cases. Do not, in such a case, feel troubled because you may not have appeared as well as some individual who has not been half as faithful as yourself. If you have done your duty that is enough. On the other hand, you ought to feel no better satisfied with yourselves when your lesson has not been studied well, because you may have happened to know the parts which came to you.

Have I _done_ well should always be the question, not have I managed to _appear_ well?

"I will say a word here," continued the teacher, "upon a practice, which I have known to be very common in some schools, and which I have been sorry to notice occasionally in this. I mean that of prompting, or helping each other along in some way, at recitations. Now, where a severe punishment is the consequence of a failure, there might seem to be some reasonableness in helping your companions out of difficulty, though even then, such tricks are departures from honorable dealing. But especially when there is no purpose to be served but that of appearing to know more than you do, it certainly must be considered a very mean kind of artifice. I think I have sometimes observed an individual to be prompted, where evidently the a.s.sistance was not desired, and even where it was not needed. To whisper to an individual the answer to a question, is sometimes to pay her rather a poor compliment, at least; for it is the same as saying, 'I am a better scholar than you are; let me help you along a little.'

"Let us then hereafter, have only fair, open, honest dealings with each other, no attempts to appear to advantage by little artful manoeuvering;--no prompting,--no peeping into books. Be faithful and conscientious, and then banish anxiety for your success. Do you not think you shall find this the pleasantest course?"--"Yes sir," answered every scholar. "Are you willing to pledge yourselves to adopt it?" "Yes sir." "Those who are, may raise their hands," said the teacher. Every hand was raised; and the pledge, there was evidence to believe, was honorably sustained.

16. KEEPING RESOLUTIONS. The following are notes of a familiar lecture on this subject, given by a teacher at some general exercise in the school. The practice of thus reducing to writing what the teacher may say on such subjects will be attended with excellent effects.

This is a subject upon which young persons find much difficulty.

The question is asked a thousand times, "How shall I ever learn to keep my resolutions?" Perhaps, the great cause of your failures is this. You are not sufficiently _definite_ in forming your purposes.

You will resolve to do a thing, without knowing with certainty whether it is even possible to do it. Again, you make resolutions which are to run on indefinitely, so that of course, they can never be fully kept. For instance, one of you will resolve to _rise earlier in the morning_. You fix upon no definite hour, on any definite number of mornings, only you are going to "_rise earlier_." Morning comes and finds you sleepy and disinclined to rise. You remember your resolution of rising earlier. "But then it is _very early_," you say. You resolved to rise earlier, but you didn't resolve to rise just then. And this, it may be, is the last of your resolution. Or, perhaps you are, for a few mornings, a little earlier; but then at the end of a week or fortnight, you do not know exactly, whether your resolution has been broken or kept, for, you had not decided whether to rise earlier for ten days, or for ten years.

In the same vague and general manner, a person will resolve to be _more studious_, or more diligent. In the case of an individual, of a mature and well-disciplined mind, of acquired firmness of character, such a resolution might have effect. The individual will really devote more time and attention to his pursuits. But, for one of you to make such a resolution, would do no sort of good. It would only be a source of trouble and disquiet. You perceive there is nothing definite,--nothing fixed about it. You have not decided what amount of additional time or attention to give to your studies, or, when you will begin, or when you will end. There is no one time when you will feel that you are breaking your resolution, because there were no particular times when you were to study more.

You waste one opportunity and another, and then, with a feeling of discouragement, and self-reproach, conclude to abandon your resolution. "Oh! it does no good to make resolutions," you say; "I never shall keep them."

Now, if you would have the business of making resolutions a pleasant and interesting, instead of a discouraging, disquieting one, you must proceed in a different manner. Be definite and distinct in your plan,--decide exactly what you will do, and how you will do it--when you will begin and when you will end. Instead of resolving to "rise earlier," resolve to rise at the ringing of the sunrise bells, or at some other definite time. Resolve to try this, as an experiment, for one morning, or for one week, or fortnight. Decide positively, if you decide at all, and then, rise when the time comes, sleepy or not sleepy. Do not stop to repent of your resolution, or to consider the wisdom or folly of it, when the time for acting under it, has once arrived.

In all cases, little and great, make this a principle,--to consider well before you begin to act, but after you have begun to act, never stop to consider. Resolve as deliberately as you please; but be sure to keep your resolution, whether a wise one or an unwise one, after it is once made. Never allow yourself to re-consider the question of getting up, after the morning has come, except it be, for some unforeseen circ.u.mstance. Get up for that time, and be more careful how you make resolutions again.

17. TOPICS. c. The plan of the Topic Exercise, as we called it, is this.

Six or seven topics are given out, information upon which is to be obtained from any source, and communicated verbally before the whole school, or sometimes before a cla.s.s formed for this purpose, the next day. The subjects are proposed both by teacher and scholars, and if approved, adopted. The exercise is intended to be voluntary, but ought to be managed in a way sufficiently interesting to induce all to join.

At the commencement of the exercise the teacher calls upon all who have any information in regard to the topic a.s.signed, suppose, for example it is _Alabaster_, to rise. Perhaps twenty individuals out of forty rise.

The teacher may, perhaps, say to those in their seats,

"Do you not know any thing of this subject? Have you neither seen nor heard of Alabaster, and had no means of ascertaining any thing in regard to it? If you have, you ought to rise. It is not necessary that you should state a fact altogether new and unheard of, but if you tell me its color, or some of the uses to which it is applied, you will be complying with my request."

After these remarks, perhaps a few more rise, and possibly the whole school. Individuals are then called upon at random, each to state only one particular in regard to the topic in question. This arrangement is made so as to give all an opportunity to speak: If any scholar, after having mentioned one fact, has something still farther to communicate, she remains standing till called upon again. As soon as an individual has exhausted her stock of information, or if the facts that she intended to mention are stated by another, she takes her seat.

The topics at first most usually selected, are the common objects by which we are surrounded; for example, gla.s.s, iron, mahogany, &c. The list will gradually extend itself, until it will embrace a large number of subjects.

The object of this exercise is to induce pupils to seek for general information in an easy and pleasant manner, as by the perusal of books, newspapers, periodicals, and conversation with friends. It induces care and attention in reading, and discrimination in selecting the most useful and important facts from the ma.s.s of information. As individuals are called upon, also, to express their ideas _verbally_, they soon acquire by practice, the power of expressing their ideas with clearness and force, and communicating with ease and confidence the knowledge they possess.

18. MUSIC. c. The girls of our school often amused themselves in recess by collecting into little groups for singing. As there seemed to be a sufficient power of voice and a respectable number who were willing to join in the performance, it was proposed one day, that singing should be introduced as a part of the devotional exercises of the school.

The first attempt nearly resulted in a failure; only a few trembling voices succeeded in singing Old Hundred, to the words, "Be thou," &c. On the second day, Peterborough was sung with much greater confidence on the part of the increased number of singers. The experiment was tried with greater and greater success for several days, when the Teacher proposed that a systematic plan should be formed, by which there night be singing regularly at the close of school. It was then proposed, that a number of Singing books be obtained, and one of the scholars, who was well acquainted with common tunes, be appointed as chorister. Her duty should be, to decide what particular tune may be sung each day, inform the Teacher of the metre of the hymn, and take the lead in the exercise.

This plan being approved of by the scholars, was adopted, and put into immediate execution. Several brought copies of the Sabbath School Hymn Book which they had in their possession, and the plan succeeded beyond all expectation. The greatest difficulty in the way was to get some one to lead. The chorister, however, was somewhat relieved from the embarra.s.sment which she would naturally feel in making a beginning, by the appointment of one or two individuals with herself, who were to act as her a.s.sistants. These const.i.tuted the leading Committee, or as it was afterwards termed, _Singing Committee_.

Singing now became a regular and interesting exercise of the school, and the Committee succeeded in managing the business themselves.

19. TABU. c. An article was one day read in a school relating to the "Tabu" of the Sandwich Islanders. Tabu is a term with them which signifies consecrated,--not to be touched--to be let alone--not to be violated. Thus according to their religious observances, a certain day will be proclaimed _Tabu_, that is, one upon which there is to be no work, or no going out.

A few days after this article was read, the scholars observed one morning, a flower stuck up in a conspicuous place against the wall, with the word TABU in large characters above it. This excited considerable curiosity. The teacher informed them, in explanation, that the flower was a very rare and beautiful specimen brought by one of the scholars, which he wished all to examine. "You would naturally feel a disposition to examine it by the touch;" said he, "but you will all see, that by the time it was touched by sixty individuals, it would be likely to be injured, if not destroyed. So I concluded to label it, _Tabu_. And it has occurred to me that this will be a convenient mode of apprising you generally, that any article had better not be handled. You know we sometimes have some apparatus exposed, which would be liable to injury from disturbance, where there are so many persons to touch it. I shall in such a case, just mention that an article is Tabu, and you will understand that it is not only not to be _injured_, but not even _touched_."

A little delicate management of this sort will often have more influence over young persons, than the most vehement scolding, or the most watchful and jealous precautions. The Tabu was always most scrupulously regarded, after this, whenever employed.

20. MENTAL a.n.a.lYSIS. Scene; a cla.s.s in Arithmetic at recitation. The teacher gives them an example in addition, requesting them when they have performed it to rise. Some finish it very soon, others are very slow in accomplishing the work.

"I should like to ascertain," says the teacher, "how great is the difference of rapidity, with which different members of the cla.s.s work in addition. I will give you another example, and then notice by my watch, the shortest and longest time required to do it."

The result of the experiment was, that some members of the cla.s.s were two or three times as long in doing it, as others.

"Perhaps you think," said the teacher, "that this difference is altogether owing to difference of skill, but it is not. It is mainly owing to the different methods adopted by various individuals. I am going to describe some of these, and as I describe them, I wish you would notice them carefully, and tell me which you practice.

There are then three modes of adding up a column of figures, which I shall describe."

1. "I shall call the first _counting_. You take the first figure, and then add the next to it, by counting up regularly. There are three distinct ways of doing this.

(a.) Counting by your fingers. ("Yes sir.") You take the first figure,--suppose it is seven, and the one above it, eight. Now you recollect that to add eight, you must count all the fingers of one hand, and all but two again. So you say seven--eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen."

"Yes sir," "Yes sir," said the scholars.

(b.) "The next mode of counting is to do it mentally, without using your fingers at all, but as it is necessary for you to have some plan to secure your adding the right number, you divide the units into sets of two each. Thus you remember that eight consists of four twos, and you accordingly say, when adding eight to seven, seven;--eight, nine;--ten, eleven;--twelve, thirteen;" &c.

(c.) "The third mode is, to add by three, in the same way. You recollect that eight consists of two threes and a two; so you say, seven;--eight, nine, ten;--eleven, twelve, thirteen;--fourteen, fifteen."

The teacher here stops to ascertain how many of the cla.s.s are accustomed to add in either of these modes. It is a majority.

2. "The next general method is _calculating_. That is, you do not unite one number to another by the dull and tedious method of applying the units, one by one, as in the ways described under the preceding head, but you come to a result more rapidly by some mode of calculating. These modes are several.

(a.) Doubling a number, and then adding or subtracting as the case may require. For instance in the example already specified; in order to add seven and eight, you say, "Twice seven are fourteen and one are fifteen;" ("Yes sir," "Yes sir,") or "Twice eight are sixteen, and taking one off, leaves fifteen. ("Yes sir.")

(b.) Another way of calculating is to skip about the column, adding those numbers which you can do most easily, and then bringing in the rest as you best can. Thus, if you see three eights in one column, you say three times eight are twenty-four, and then you try to bring in the other numbers. Often in such cases, you forget what you have added and what you have not, and get confused, ("Yes sir,") or you omit something in your work, and consequently it is incorrect.

(c.) If nines occur, you sometimes add ten, and then take off one, for it is very easy to add ten.

(d.) Another method of calculating, which is, however, not very common, is this. To take our old case, adding eight to seven, you take as much from the eight to add to the seven as will be sufficient to make ten, and then it will be easy to add the rest. Thus, you think in a minute, that three from the eight will make the seven a ten, and then there will be five more to add, which will make fifteen. If the next number was seven, you would say five of it will make twenty, and then there will be two left, which will make twenty-two. This mode, though it may seem more intricate than any of the others, is in fact more rapid than any of them, when one is little accustomed to it.

These are the four princ.i.p.al modes of calculating which occur to me.

Pupils do not generally practice any one of them exclusively, but occasionally resort to each, according to the circ.u.mstances of the particular case."