A harsh voice or a loud tone tends very strongly to provoke school-room
noise. It sets an example; it shows the teacher’s disregard of the
customary rule relative to quiet in the room; it provokes a similar
noisiness for the sake of self-defense.
The well modulated voice not only pleases sensitive ears and gentle
spirits, but it suggests strongly to the pupils what their own voices
may be like. Such a voice says not only, “Do this,” but also “Do it
quietly.”
The voices of most persons are untrained. Teachers usually give little
professional attention to their voices, yet no aspect of their
personality needs greater attention.
The voice is usually a good indicator of character. Miss Peterson
doubtless is no exception. We doubt if any person enjoys her friendship
as much as if she used a sweeter, gentler, lower-pitched voice.
The adoption of some method of voice culture will react on the
character.
Either singing or dramatics will soften the voice and warm up the heart.
If nothing else is available, the reading of well selected poetry with
an attempt at faithful expression has a lasting effect if maintained for
a considerable period.
Public announcement of a mode of punishment for a certain offense often
leads a group to try together the experiment of breaking the rule laid
down. A public talk about a general misdemeanor must be well thought out
and given at an opportune time, with no hint of anger on the part of the
teacher. The pupils will not reason that an angry person’s judgment is
warped, but they will nevertheless, resent a lecture given in any other
than a seriously helpful attitude of mind.
The novice and the failing teacher use direct methods hoping to secure
immediate and adequate results. One teacher says, “I want to use a
method that will bring whispering to a stop at once.”
Human nature rarely consents to such radical methods. Indirect methods
and a little lapse of time are usually necessary to give the human
nervous organism opportunity for readjustment. Such a reorganization of
habits is not closely under the control of the will; rather the lower
nerve centers must actually effect the desired reforms. Intelligent
choice merely supplies the inner stimulus which directs the course of
the rebuilding of habit that is so earnestly longed for.
“The perpetual ill-behavior of many children is itself the consequence
of that chronic irritation in which they are kept by bad management....
That harsh treatment which children of the same family inflict on each
other is often, in great measure, reflex of the harsh treatment they
receive from adults.” (Spencer, Education.)