It is safe to say that the most important school year of the child’s
life is the first year. The good taught then may blossom into noble
manhood and womanhood. The wrong taught then may influence a young life
in such a way as to make it a burden to society later on.
Each of the higher grades has a share in molding and shaping the child,
but the foundation will be laid in his first school year. It then
becomes the duty of upper grade teachers to build wisely upon that
foundation. The first grade teacher may have done her work in the best
possible way only to have the results torn down in a very few weeks in
the second grade.
Nowhere in the child’s twelve school years is a more proficient teacher
needed. She need not be deeply versed in the sciences generally, in
mathematics, or in history, but she must have other knowledge greater
than any of the sciences. The unfolding soul of a child is God’s
greatest mystery; the science that deals with developing life is the
science that the primary teacher must know. The little minds of her
pupils are like strangers in a strange land. The teacher is the guide.
Her responsibility is of the greatest.
(1) _The first day._ Important as is the first year, the first day of
school is equally so. Not merely the first day of the first year, but
the first day of every school year. That “first day” impression that the
teacher makes, often has a far-reaching influence. Very frequently it is
a day of confusion for both pupil and teacher, neither knowing just
exactly what is to be done. There is no surer way to complexities than
to open school without detailed plans.
(2) _Detailed plans._ The simpler the plans the better, but every detail
of the daily program, lesson, assignments, seating, etc., should be
worked out carefully beforehand.
The teacher should meet the pupils with a friendly greeting and without
any hesitancy assign them to their seats, adding such other instructions
as are necessary. However, not too many instructions should be given;
better none than too many.
If parents accompany the pupils, they should be treated with consistent
courtesy and their questions answered firmly. It is always best to say
as little as possible to parents, never forgetting, however, to be
polite. As soon as school is begun, the teacher may tell a story that
will attract the children to her and leave a good impression. Following
the story, lesson assignments should be made. All assignments and
instructions should be simple and plain. If it is necessary to do some
school work, the tasks should be short and so simple as to be entirely
within the ability of the children. Take great care to leave with them
at the close of their first day the feeling of power to do what will be
required of them. In closing the session mention some delightful bit of
work, that “we will do tomorrow.”
In rural schools the first day is even more perplexing than in village
or city schools, because, in the rural school, one teacher has all the
grades. Plans for study, recitations and recesses should all be made so
that any question asked about any phase of the school work can readily
be answered. As in the city school, older pupils should be promptly
assigned to their seats; to allow them to select their own is poor
policy and almost always results in trouble later in the year. If the
teacher knows the names of the pupils, it is a good plan to have the
names on cards placed on the seats in which the teacher wishes to have
the pupils seated. The smaller pupils should also be shown to their
seats and assistance given them in getting their books into the desk in
an orderly manner. After school is called to order the work for the day
should begin at once. The teacher may give an opening talk if he thinks
that is best. However, it is advisable not to do that. At this stage of
the work it is very prudent for the teacher to avoid making set rules or
even feigning authority. Be unassuming. As in the city school, work on
the first day should be simple. The pupils have had no preparation and
cannot respond in recitations. Sometimes teachers ask the pupils to
prepare the lessons first, but they are in new surroundings and not used
to study; it is better to make assignments and explanations, then fill
the remainder of the day with “busy work,” songs and stories. But
whatever the teacher does must be so done that the pupils will feel that
he is in earnest. Try to send the children home that night with the
impression that this term’s work is going to be a very interesting and
happy one.
In the first grade, children tire easily and consequently lose interest.
Therefore, they should have frequent changes from one activity to
another. The lessons should be short, followed by “busy work,” then a
play period, or simply gymnastics. If gymnastics are used the exercises
should be varied. There is such a wide range of possible exercises that
it is easy for any teacher to have plenty of gymnastic drills or simple
games, allowing much activity, which will interest pupils for many
months. None of the exercises of the first grade should be carried so
far as to tire the pupils.
From the foregoing, it is apparent that a well devised daily schedule is
important. It must be workable. There must be no gaps in it wherein the
teacher gives the children idle moments. Material for use during the day
should always be arranged before school opens in the morning.