The Teacher Part 6

"Yes sir; right;" "Right."

"But I thought you promised me a moment ago," replied the teacher, "not to do any thing, unless I commanded it. Did I ask for pencils?"

A pause.

"I do not blame these boys at all, in this case, still it is better to adhere rigidly to the principle, of _exact obedience_, when numbers are acting together. I thank them, therefore, for being so ready to a.s.sist a companion, but they must put their pencils away, as they were taken out without orders."

Now such a dialogue as this, if the teacher speaks in a good-humored, though decided manner, would be universally well received, in any school. Whenever strictness of discipline is unpopular, it is rendered so, simply by the ill-humored and ill-judged means, by which it is attempted to be introduced. But all children will love strict discipline, if it is pleasantly, though firmly maintained. It is a great, though very prevalent mistake, to imagine, that boys and girls like a lax and inefficient government, and dislike the pressure of steady control. What they dislike is, sour looks and irritating language, and they therefore very naturally dislike every thing introduced or sustained by their means. If, however, exactness and precision in all the operations of a cla.s.s and of the school, are introduced and enforced, in the proper manner, i. e., by a firm, but mild and good-humored authority, scholars will universally be pleased with them. They like to see the uniform appearance,--the straight line,--the simultaneous movement. They like to feel the operation of system, and to realize, while they are at the school room, that they form a community, governed by fixed and steady laws, firmly but pleasantly administered. On the other hand, laxity of discipline, and the disorder which will result from it, will only lead the pupils to contemn their teacher, and to hate their school.

By introducing and maintaining such a discipline as I have described, great facilities will be secured for examining the cla.s.ses. For example, to take a case different from the one before described; let us suppose that a cla.s.s have been performing a number of examples in Addition. They come together to the recitation, and under one mode of managing cla.s.ses, the teacher is immediately beset, by a number of the pupils, with excuses. One had no slate; another was absent when the lesson was a.s.signed; a third performed the work, but it got rubbed out; and a fourth did not know what was to be done. The teacher stops to hear all these, and to talk about them; fretted himself, and fretting the delinquents by his impatient remarks. The rest of the cla.s.s are waiting, and having nothing good to do, the temptation is almost irresistible to do something bad. One boy is drawing pictures on his slate, to make his neighbors laugh; another is whispering, and two more are at play. The disorder continues, while the teacher goes round examining slate after slate, his whole attention being engrossed by each individual, as the pupils come to him successively, while the rest are left to themselves, interrupted only by an occasional harsh or even angry, but utterly useless rebuke from him.

But under _another_ mode of managing cla.s.ses and schools, a very different result would be produced.

A boy approaches the teacher to render an excuse, the teacher replies, addressing himself, however, to the whole cla.s.s, "I shall give all an opportunity to offer their excuses presently. No one must come till he is called."

The cla.s.s then regularly take their places in the recitation seats; the prepared and unprepared together. The following commands are given and obeyed, promptly. They are spoken pleasantly, but still in the tone of command.

"The cla.s.s may rise."

"All those, that are not fully prepared with this lesson, may sit."

A number sit, and others, doubtful whether they are prepared or not, or thinking that there is something peculiar in their cases, which they wish to state, raise their hands, or make any other signal which is customary to indicate a wish to speak. Such a signal ought always to be agreed upon, and understood in school.

The teacher shakes his head; saying "I will hear you presently. If there is, on any account whatever, any doubt whether you are prepared, you must sit."

"Those that are standing may read their answers, to No. 1. Unit figure?"

_Boys._ "Five."

_Teacher._ "Tens?"

_B._ "Six."

_T._ "Hundreds?"

_B._ "Seven."

While these numbers are thus reading, the teacher looks at the boys, and can easily see whether any are not reading their own answers, but only following the rest. If they have been trained to speak exactly together, his ear will also at once detect any erroneous answer, which any one may give. He takes down the figures given by the majority, on his own slate, and reads them aloud.

"This is the answer obtained by the majority: it is, undoubtedly right.

Those, who have different answers may sit."

These directions, if understood and obeyed, would divide the cla.s.s evidently into two portions. Those standing, have their work done, and done correctly, and those sitting, have some excuse or error to be examined. A new lesson may now be a.s.signed, and the first portion may be dismissed; which, in a well regulated school, will be two-thirds of the cla.s.s. Their slates may be slightly examined, as they pa.s.s by the teacher, on their way to their seats, to see that all is fair; but it will be safe to take it for granted, that a result, in which a majority agree, will be right. Truth is consistent with itself, but error, in such a case, never is. This, the teacher can, at any time, show, by comparing the answers that are wrong; they will always be found, not only to differ from the correct result, but to contradict each other.

The teacher may now, if be pleases, after the majority of the cla.s.s have gone, hear the reasons of those who were unprepared, and look for the errors of those whose work was incorrect; but it is better to spend as little time as possible, in such a way. If a scholar is not prepared, it is not of much consequence, whether it is because he forgot his book, or mistook the lesson; or if it is ascertained that his answer is incorrect, it is, ordinarily, a mere waste of time, to search for the particular error.

"I have looked over my work, sir," says the boy, perhaps, "and I cannot find where it is wrong." He means by it, that he does not believe that it is wrong.

"It is no matter if you cannot," would be the proper reply, "since it certainly is wrong; you have made a mistake in adding, somewhere, but it is not worth while for me to spend two or three minutes apiece with all of you, to ascertain where. Try to be careful next time."

The cases of those who are unprepared at a recitation, ought, by no means, to be pa.s.sed by, unnoticed, although it would be unwise to spend much time in examining each, in detail.

"It is not of much consequence," the teacher might say, "whether you have good excuses, or bad, so long as you are not prepared. In future life, you will certainly be unsuccessful, if you fail, no matter for what reason, to discharge the duties which devolve upon you. A carpenter, for instance, would certainly lose his work, if he should not perform it faithfully, and in season. Excuses, no matter how reasonable, will do him little good. So in this school. I want good recitations, not good excuses. I hope every one will be prepared to-morrow."

It is not probable, however, that every one would be prepared the next day, in such a case; but, by acting steadily on these principles, the number of delinquencies would be so much diminished, that the very few which should be left, could easily be examined in detail, and the remedies applied.

Simultaneous recitation, by which I mean the practice of addressing a question to all the cla.s.s, to be answered by all together, is a practice, which has been for some years rapidly extending in our schools, and, if adopted with proper limits and restrictions, is attended with great advantage. The teacher must guard against some dangers, however, which will be likely to attend it.

1. Some will answer very eagerly, instantly after the question is completed. They wish to show their superior readiness. Let the teacher mention this, expose, kindly, the motive which leads to it, and tell them it is as irregular to answer before the rest, as after them.

2. Some will defer their answers, until they can catch those of their comrades, for a guide. Let the teacher mention this fault, expose the motive which leads to it, and tell them that, if they do not answer independently, and at once, they had better not answer at all.

3. Some will not answer at all. The teacher can tell by looking around the cla.s.s who do not, for they cannot counterfeit the proper motion of the lips, with promptness and decision, unless they know what the answer is to be. He ought occasionally to say to such an one, "I perceive you do not answer;" and ask him questions individually.

4. In some cases, there is danger of confusion in the answers, from the fact that the question may be of such a nature, that the answer is long, and may, by different individuals, be differently expressed. This evil must be guarded against, by so shaping the question, as to admit of a reply in a single word. In reading large numbers, for example, each figure may be called for by itself, or they may be given one after another, the pupils keeping exact time. When it is desirable to ask a question to which the answer is necessarily long, it may be addressed to an individual, or the whole cla.s.s may write their replies, which may then be read in succession.

In a great many cases where simultaneous answering is practised, after a short time, the evils above specified are allowed to grow, until at last some half dozen bright members of a cla.s.s answer for all, the rest dragging after them, echoing their replies, or ceasing to take any interest in an exercise, which brings no personal and individual responsibility upon them. To prevent this the teacher should exercise double vigilance, at such a time. He should often address questions to individuals alone, especially to those most likely to be inattentive and careless, and guard against the ingress of every abuse, which might, without close vigilance, appear.

With these cautions, the method here alluded to will be found to be of very great advantage in many studies; for example, all the arithmetical tables may be recited in this way; words may be spelled, answers to sums given; columns of figures added, or numbers multiplied; and many questions in History, Geography, and other miscellaneous studies, answered, especially the general questions asked for the purpose of a review.

But besides being useful as a mode of examination, this plan of answering questions simultaneously, is a very important means of fixing in the mind, any facts, which the teacher may communicate to his pupils.

If, for instance, he says some day to a cla.s.s, that Vasco de Gama was the discoverer of the pa.s.sage round the Cape of Good Hope, and leaves it here, in a few days, not one in twenty, will recollect the name. But let him call upon them all to spell it, simultaneously, and then to p.r.o.nounce it distinctly, three or four times in concert, and the word will be very strongly impressed upon the mind. The reflecting teacher will find a thousand cases, in the instruction of his cla.s.ses, and in his general exercises, in the school, in which this principle will be of great utility. It is universal in its application. What we _say_, we fix by the very act of saying it, in the mind. Hence reading aloud, though a slower, is a far more thorough method, than reading silently; and it is better, in almost all cases, whether in the family, or in sabbath, or common schools, when general instructions are given, to have the leading points fixed in the mind, by questions, answered simultaneously.

But we are wandering a little from our subject; which is, in this part of our chapter, the methods of _examining_ a cla.s.s, not of giving or fixing instructions.

Another mode of examining cla.s.ses, which it is important to describe, consists in requiring _written answers_ to the questions asked. The form and manner, in which this plan may be adopted, is various. The cla.s.s may bring their slates to the recitation, and the teacher may propose questions successively, the answers to which all the cla.s.s may write, numbering them carefully. After a dozen answers are written, the teacher may call, at random, for them; or he may repeat a question, and ask each pupil to read the answer he had written; or he may examine the slates. Perhaps this method may be very successfully employed in reviews, by dictating to the cla.s.s, a list of questions, relating to the ground they have gone over, for a week, and to which they are to prepare answers, written out at length, and to be brought in at the next exercise. This method may be made more formal still, by requiring a cla.s.s to write a full and regular abstract of all they have learned, during a specified time. The practice of thus reducing to writing what has been learned, will be attended with many advantages, so obvious that they need not be described.

It will be perceived that three methods of examining cla.s.ses have now been named, and these will afford the teacher the means of introducing a very great variety, in his mode of conducting his recitations, while he still carries his cla.s.s forward steadily in their prescribed course.

Each is attended with its peculiar advantages. The _single replies_, coming from individuals specially addressed, are more rigid, and more to be relied upon;--but they consume a great deal of time, and while one is questioned, it requires much skill, to keep up interest in the rest. The _simultaneous answers_ of a cla.s.s awaken more general interest, but it is difficult, without special care, to secure, by this means, a thorough examination of all. The _written replies_, are more thorough, but they require more time, and attention, and while they habituate the pupil to express his thoughts in writing, they would, if exclusively adopted, fail to accustom him to an equally important practice, that of the oral communication of his thoughts. A constant variety, of which these three methods should be the elements, is unquestionably the best mode. We not only, by this means, secure in a great degree the advantages which each is fitted to produce, but we gain, also, the additional advantage and interest of variety.

By these, and perhaps by other means, it is the duty of the teacher to satisfy himself that his pupils are really attentive to their duties. It is not perhaps necessary, that every individual should be, every day, minutely examined; this is, in many cases, impossible. But the system of examination should be so framed, and so administered, as to be daily felt by all, and to bring upon every one, a daily responsibility.

We come now to consider the second general head, which was to be discussed in this chapter.

The study of books alone, is insufficient to give knowledge to the young. In the first stage, learning to read, a book is of no use whatever, without the voice of the living teacher. The child cannot take a step alone. As the pupil, however, advances in his course, his dependence upon his teacher for guidance and help, continually diminishes, until, at last, the scholar sits in his solitary study, with no companion but his books, and desiring, for a solution of every difficulty, nothing but a larger library. In schools, however, the pupils have made so little progress in this course, that they all need more or less of this oral a.s.sistance. Difficulties must be explained; questions must be answered; the path must be smoothed, and the way pointed out, by a guide, who has travelled it before, or it will be impossible for the pupil to go on. This is the part of our subject, which we now approach.

The great principle which is to guide the teacher, in this part of his duty, is this; _a.s.sist your pupils, in such a way, as to lead them, as soon as possible, to do without a.s.sistance_. This is fundamental. In a short time they will be away from your reach; they will have no teacher to consult; and unless you teach them how to understand books themselves, they must necessarily stop suddenly in their course, the moment you cease to help them forward. I shall proceed, therefore, to consider the subject, in the following plan:--

1. Means of exciting interest in study.

2. The kind and degree of a.s.sistance to be rendered.

3. Miscellaneous suggestions.

1. Interesting the pupils in their studies. There are various principles of human nature, which may be of great avail, in accomplishing this object. Making intellectual effort, and acquiring knowledge, are always pleasant to the human mind, unless some peculiar circ.u.mstances render them otherwise. The teacher has, therefore, only to remove obstructions, and sources of pain, and the employment of his pupils will be, of itself, a pleasure.

"I am going to give you a new exercise to-day," said a teacher to a cla.s.s of boys, in Latin. "I am going to have you pa.r.s.e your whole lesson, in writing. It will be difficult, but I think you may be able to accomplish it."