Life in the Pemberton High School seemed stale to Charles Rembrandt. He
secured two faithful aids and planned an event that would add some “pep”
to life.
[Sidenote: High School Tricks]
Si Jones milked at 4:30 a.m. and was off to work by 5:30. The three boys
procured two pairs of old pants and an old blanket and stealthily
slipped into Si’s barn after Si’s disappearance and before daylight. In
twenty minutes’ time the cow was “dressed.” The rope seemed to be
securely tied, so the boys quickly departed one by one, not leaving any
clue to their identity.
Old Blossom labored with her togs with some moderation for an hour or
two, but when they began to come to pieces her desperation rose to
excitement and violence.
When the children were gathering for school, the climax was reached, for
Blossom tore away from her stall, broke out of the barn and yard and
went dashing down toward town. Her flight was a triumph of sensation, as
you may well believe.
Si Jones returned late in the afternoon, hunted up his cow and kept
silence. The next morning he met one of the high school teachers.
“Did you know what the boys did to my cow yesterday?”
“Yes, and they are going to get a good hard penalty of some sort, just
as soon as we find out who they are.”
“Just see here,” said Jones in a confidential way. “I want you to leave
that matter in my hands.”
As Si was working on his fence, Tom Scanlan edged up toward him and
remarked:
“What tore your fence down, Mr. Jones?”
“Why, my Jersey broke out yesterday; didn’t you see her? Nearly
everybody else did. And she’s nearly ruined.”
Tom looked off a moment and said: “I told Charley not to do it.”
During the conversation several hints cropped out and Si knew enough to
start his campaign.
Several of the boys came around in groups, but Jones kept his own
counsel, gathering items all the while.
Days later he met Charles alone.
“I have been waiting for you to talk to me, Charles, about my Jersey
cow.”
“We didn’t mean to have your cow get away, Mr. Jones.”
“Well, I’m spending ten dollars on repairs. I’ve decided to tear this
old fence down and build a better one. I’ve got to do it out of working
hours. You say there were two others with you. If you fellows will give
me a lift on this job, I’ll be mighty glad to have it. If you’ll do
that, we’ll call it square.”
“We’ll do it, Mr. Jones. I’ll get the boys this afternoon and we’ll be
there when you come home.”
This saved the boys and protected Si Jones for years to come, and the
school teacher learned a lesson from a laboring man on how to avoid
raising the tattling issue.
[Sidenote: First Grade]
(5) _Swearing and vile language._ Swearing or the use of offensive and
vulgar language can be very troublesome among even small children. One
boy who swears or uses bad language can teach an entire school to do the
same. In homes where such language is employed, the children will use it
away from home, and unfortunately, in unguarded moments, will use it on
the school grounds or in play and other activities. At the outset the
teacher must learn that in such instances she cannot effect a cure. All
she can do is to prevent it on the school grounds and in school. There
is but one way to do that, namely, to supervise all activities at the
school.
On the other hand, a child that comes from a home where the use of
offensive language is prohibited, is easily controlled. Close
supervision will usually eliminate the practice at school. If the
teacher’s attitude coincides with that of the home, the difficulty is
easily overcome.
She can not hope to cure all children who indulge in swearing, but many
will heed her admonitions, and if she uses all her influence against
swearing and vulgar language and supervises her pupils in all their
activities, she has done her duty.
(6) _Obstructed expression—Stammering and stuttering._ Stuttering is not
a misdemeanor, neither are such characteristics of a child as
awkwardness, slowness, or some slight deformity. However, the other
pupils often are thoughtless and make fun of the child that stutters or
who in some other way is unlike his playmates, until he can do no work
satisfactorily and perhaps, finally, stops school. Thus, whatever is
done to help the child will lessen the necessity of disciplining other
pupils.
[Sidenote: First Grade]
Although stuttering is not an immoral act, it is a very trying
difficulty when it presents itself to the teacher in the first grade. It
is known that stuttering is due to an improper control of certain
muscles, and that anything which excites or draws attention to the
afflicted child will cause him to stutter more than usual. It is in the
first grade that the habit becomes exaggerated; that is, a child that
stutters very little when he enters school may have the difficulty
intensified during his first year in school. This is due to the large
amount of attention given to the child by the other pupils and by the
teacher.
The very first caution for the teacher is positively to pay no apparent
attention at all to a child’s stuttering. If a teacher can do this, it
will have a marked effect upon the other pupils in making them pay less
heed to it and in due time they will become accustomed to the
peculiarity and not notice it at all. If other children are inclined to
laugh or tease, the teacher should remain serious and the attention of
the children should immediately be directed to another pupil whom she
will call upon to recite.
A stuttering child must have plenty of exercise and fresh air. He should
not be required to sit too long in school. In the middle of the
sessions, the teacher, may ask him to get her something from
out-of-doors or have an arrangement with him that he may leave the room
at a certain time each day and return in so many minutes. The latter is
not so good a plan, and if used, must be used carefully.
The second requirement for a child that stutters is a good physical
condition: that means, he must have good food and clothing. This the
teacher cannot provide, but she can be the means by which the child may
secure the same. No parents surely are so thoughtless regarding the
welfare of their children that they will not join a teacher in effecting
a cure for stuttering. The teacher can explain the methods she intends
to use and then ask the parents to see that the child has good food and
clothing and is kept in a good physical condition. If a teacher can cure
the stuttering of a first grade child, she is accomplishing a good for
his entire life; one that will win life-long gratitude.
The teacher must guard the child against exciting situations, especially
those in which he must say something. Under such conditions he would
certainly stutter. He can be allowed to enter into exciting games
providing he will not need to talk. The teacher as much as possible
should cut short the conversation which is likely to cause stuttering.
It is quite necessary that the teacher should watch very closely to see
that the child gets no chance to indulge in lengthy conversations.
Whenever the teacher talks with him,—and the teacher should talk often
with a stuttering child,—she should conduct her part of the conversation
in such a way that it will require only short responses from the child.
Even then, if he should begin to stutter, the teacher should repeat the
response with him to the close of the sentence, and then drop the
conversation. A child that stutters will often succeed in speaking a
sentence if someone else repeats the sentence with him. The teacher can
do much effective work with the child by thus repeating with him the
replies he wishes to make.
For the sake of the teacher who may be confronted with a child that
stutters, definite directions are given regarding specific subjects,—so
definite that if carried out, the child will be materially aided and in
most cases cured.
The teacher must have the very best methods at hand and understand their
application in order to help a child that stutters. She must remember
that every method she uses will be of no avail if the child knows that
she is “using a method.” Therefore, in whatever she does there should be
no ostentation.
In the first grade there is little work that requires oral recitations
other than the first crude attempts at reading, numbers and language. In
busy work, drawing and writing, the child need say nothing.
[Sidenote: Learning to Read]
In the reading, the teacher must be careful not to have the child read
too long sentences by himself. The teacher should read with him; by so
doing she helps him along without the irritation of stuttering. She must
read in a firm, even tone of voice. A teacher who has a harsh voice will
often do more harm than good, if she doesn’t control her voice. One of
the very best things to do, during the first week of school, is to have
all the pupils memorize several easy songs and poems. When the teacher
first calls up the class, she may say, “Now, children, we will all say
our poem together.” The teacher must speak it with the pupils for the
first week or two. The stuttering child must be watched to be sure that
he repeats the poem with the others. Speaking it with the others carries
the child along and he can say in concert what he could not utter alone
without stuttering. Then the teacher may say to some other pupils, “Mary
you and I will speak the poem together.” The teacher should choose the
pupil who has memorized the poem best and who has a good voice. Next she
may repeat it with Mary and the stuttering child and finally alone with
the stuttering child. By this plan the afflicted child will not once
suspect that an effort is being made to help him personally. Such a
drill can be given at the beginning of every lesson and will materially
help the stutterer. The lesson following the drill should always be
simple. Care should be taken that any sentence he is asked to read or
repeat is not too long and that it is clearly understood.
Nothing is better for speech drill than number work. In counting, have
the child count slowly and plainly. Never require him to count farther
than he knows. If he can count to ten, have him count to ten, then say,
“Now, you and I will count together to twelve.” Then count with him to
and including twelve. Repeat the counting; then say to the child, “Now
you count to twelve by yourself.” As soon as he shows the least tendency
to stutter, count with him. The counting can be prolonged little by
little. Counting in concert will also be helpful.
In language work the greatest care must be exercised. It is difficult
for the best of pupils in the first grade to tell a story, much more so
for the stuttering child. Even though he may know the story, it would
not be helping him to have him tell it, for just as soon as he becomes
confused in thought, he will begin to stutter, and since the teacher
does not know just what the child wishes to say next, she can not help
him. The situation differs in this case from that of number work and
reading; for the teacher can repeat what the child wants to say in those
subjects knowing what comes next. However, the child must be taught
something in language; he dare not be neglected. He is too young to
write the story; hence it is necessary to give him special work. Special
work has its drawback because the child notices that he does not do what
the other children are doing and begins to feel that he is being singled
out for particular work, and that is especially to be avoided; hence the
teacher must use such work as can be employed for the other pupils.
The following plan has been used in the very best of primary schools,
and is, perhaps, one of the most effective methods for first grade
language work: a method that will secure correct and exact expression,
just the thing that should be emphasized in oral English.
[Sidenote: Pictures]
The teacher selects story pictures; not gaudy or highly colored ones,
but such as are simple and full of real life—“Can’t You Talk?” “Kiss
Me,” “Village Blacksmith,” “Feeding the Hens,” “Friends or Foes,”
“Lessons in Boat Building,” “Oversleeping,” “No Thoroughfare,” “Which Do
You Like,” “Family Cares,” “Saved,” and a well chosen Madonna or two.
These pictures can be obtained from the Perry Pictures Collection at one
cent each; they come in soft grays and browns. The teacher can ask,
“What do you see?” Have each child hold up his hand when he sees
something. Instruct the children to begin their statements with “I see,
etc.” Call first upon one of the best pupils. He will no doubt say, “I
see a little girl.” Then if the stuttering child has his hand up, call
upon him. He will say, “I see a dog.” He will utter this easily because
he has had time to think what he wishes to say. Then the teacher may ask
what the pupils think the little girl is saying. Give each pupil plenty
of time to think. As the hands go up, call upon the best pupil first.
Have the child begin the statement, “I think the little girl is
saying....” Allow each child to express himself, including the child
that stutters. Never call upon the stuttering child first. At this point
the teacher may tell the class to be seated while she relates the story
of the picture.
The teacher should avoid such pictures as “Washington Crossing the
Delaware,” “The Landing of the Pilgrims,” “The Signing of the
Declaration of Independence,” etc. They are full of action, to be sure,
but too difficult for the children to understand.
Whatever the subject taught, the general rule is this: When calling on
the child who stutters, let the teacher ask some question which can be
easily and quickly answered. As for instance in a geography lesson:
“Does Ohio lie east or west of Virginia?” Upon receiving the answer let
her approve if the right answer is given, and in either case,
immediately center attention upon some other pupil. You will find that
elation over your approval will help the stutterer to get into the habit
of reciting when you call upon him, especially if attention is
immediately centered upon some other pupil, so that he may lose
self-consciousness over his speech defect in reciting before the class.
It is asking much from a teacher to work so patiently each day of a
school year to cure a stuttering child. It is infringing upon the other
pupils’ time; but teacher and pupils should all be glad to sacrifice
enough to help one child for life over a defect that will make or mar
his success and happiness.
A few general rules must be remembered by the teacher who attempts to
remedy the defect of stuttering.
First, never call upon the child to recite suddenly. That tends to
excite him and will cause him to stutter.
Secondly, a pupil can not express what he does not fully have in mind.
Another child may be able to think while speaking, but the stutterer can
not. To try to think while he speaks will make him stutter. Always give
plenty of time to get into mind what is to be said, and then call upon
him to say it. The chances are that he will express himself without
stuttering. Even when the child holds up his hand, wait a few seconds so
he will be sure to know what he wants to say.
Thirdly, the stuttering child will learn slowly. He should not be
hurried. What he learns should all be so learned that he will have no
indefinite ideas. He can not express what he does not fully understand.
Lastly, a teacher must not lose patience with a child that stutters. If
he does not know the lesson, have him reproduce something from a past
lesson, something he knows well. Approve his effort and say nothing
about the lesson he did not know.
It may be added also that there is no better school exercise for a
stuttering child than singing. He can sing without stuttering what he
cannot express otherwise.