OPENING EXERCISES.
No period of the day is so important in its influence on the day’s
work or so rich in opportunities for good in after life as the first
fifteen minutes after school is called in the morning. The teacher’s
task is not an easy one. Before her are as many dispositions as there
are pupils. Before her are the physical, mental and moral defects
of inheritance and the pernicious habits of home neglect and wrong
training. The rich and the poor, the high and the low, the proud
and the humble, the good and the bad, a heterogeneous group all are
there--and out of these the teacher is to construct the working unit,
the school.
The spoiled babe, the father’s favorite, the mother’s pet, the orphan
and the outcast, all meet here on common ground. The hope of a
democracy is based upon this meeting and mingling. The perpetuity of
our institutions must stand or fall by the results of such meeting.
Each here learns to estimate the other and the estimate is usually
the par value of the pupil. The banker’s boy must measure brains
with the bootblack and often each gets the best lesson of life in
that measurement. The banker’s boy often finds a worthy rival in the
bootblack and unconsciously rates him higher than if they had never
met. The bootblack may have higher hopes and ambitions kindled,
together with a better estimate of his own innate worth and this is
uplifting. Blood tells, but it as often tells weakness as strength,
and often the best lesson of a wealthy boy’s life is when he is
wallowed--wallowed physically as well as mentally--by some poor,
humble widow’s son upon whom he had always looked with contempt.
Out of this group of individuals, the teacher is each day to construct
the working unit, the school. They gather from various homes and
conditions, some gorged with indigestible dainties, others with
appetites hardly appeased with the plainest of food, some bubbling over
with fun and mischief, and others sour and sullen, all these are to
become a unit for the day’s work. To focus these minds, to draw them
from the petty home incidents of the morning, to put them into harmony
with the work of the day, the tuning of these minds is the one great
purpose of the daily opening exercises of the school.
But in the very process of the exercise there comes numerous
opportunities for the richest lessons of the school course. It gives
the opportunity for teaching lessons of patience, patriotism, duty,
love, respect, obedience, gratitude and devotion. Kindness to animals,
appreciation of the beautiful in art and nature and literature, higher
ideals of life, faith and hope and charity, and greatest of all the
criterion of the really educated person, liberal-mindedness--all of
these should find food in the unifying process of the school, the
opening exercise.
Perhaps, the one thing that will bear repetition oftenest and grow in
its good results by repetition in the opening exercise is singing. I
discriminate between singing and a lesson in music. A lesson in music
may not be one whit better for unifying the minds of the pupils than a
lesson in grammar or arithmetic. But singing is better. An angry pupil
cannot sing. In the singing he forgets his anger. Nothing so quickly
recalls the wandering minds of pupils and gets them into harmony
with the purpose of school, and makes them forget petty troubles,
as a good, soul-stirring song in which all unite. Patriotic songs,
devotional songs, folk songs, songs of the home and the heart, nature
songs--the list is long--all have their use in the opening exercise.
Glad or sad, as the teacher desires to stir the pupils, so let the
morning song be in opening exercise.
Even if the teacher sings but little, there will be found always the
faithful half dozen who can and will sing. The others will follow.
Choose the songs that nearly all like and sing with enthusiasm. For
the opening exercises not many songs are needed. If music is taught,
new songs may be learned, and the favorite ones added to the list for
morning use. Let me emphasize the fact that it is not the new and the
difficult, but the old, the familiar, the soul-stirring song that is
most useful in opening exercise. Something that all like, something
that all can sing, something that appeals to the emotions--these are
the songs for the opening of school.
It is well if the teacher is leader in music, it is well if you have an
organ or piano or other good instrument, it is well if you have song
books, but sing even if you have none of these. A few pupils will be
found who can lead, and many of the best music teachers advocate that
pupils should be taught to sing alone and not with the teacher. The
instrument is good, but not absolutely essential. Song books are very
valuable indeed, and most schools can obtain them, but if you do not
have them have each pupil make a copy of the words of a song in their
opening exercise note book and commit the words to memory. By all means
sing at the opening exercises of the day. Nothing will more quickly
drive out the peevishness, relieve the sullenness, and make glad the
whole school than the morning song well sung.
The opening exercise requires study, planning, and skill on the part
of the teacher. No lesson needs more planning and in no lesson will
you get better results if you do plan wisely and well. You must
know in advance what you will present, not leave it to the impulse
of the moment. Then, too, there must be variety. Children tire of
sameness. If pupils know weeks in advance just what to expect at the
opening exercise they will care less to be on time, especially if
this particular exercise does not happen to appeal to them. If there
is variety, if they feel that something new and good may occur any
morning, they are more apt to be on time. Tardiness will decrease as
the opening exercise increases in interest and value.
Make the opening exercise brief, interesting and pointed. I have
tried the various plans given below with success. The interest in
each particular exercise varied with the school, the class and the
conditions. If the pupils were particularly pleased I continued it
longer. If they showed that they were not especially pleased I left it
sooner and came back to it later, else omitted it in the future. These
suggestions worked out will I believe give you abundant material for a
year of school.
1. A cheerful song, or two or three cheerful songs with no
other exercise will often please the pupils. This is
especially true on days when pupils are in the mood to
sing. Choose songs that will suit the mood of the pupils at
the time.
2. A solo from some pupil or person or a duet from two pupils
makes a pleasing change. These will be all the more
pleasing if they come as a surprise to the school.
3. A humorous or pathetic story, either read or related, if
well done, is always interesting and instructive. Do not
spoil it by tacking a long moral to it. Pupils, most of
them, will get their own lesson. Neither grown people nor
children care to be preached to always.
4. Reading from the Scriptures, and without comment, may often
please and is always in place. This may be followed by a
brief prayer if it come from the heart. Religious service
in the public school must be free from sectarianism, and it
is well to guard such exercises carefully.
5. A cheerful devotional song followed by the Lord’s Prayer
given in concert by the school is good. Sincerity must
characterize all exercises of a devotional nature, else
they should be strictly avoided.
6. A brief summary of the world’s news of the week given by
some pupil may be made very interesting in many schools.
This is a splendid exercise for broadening the views and
life of the pupil.
7. Review the life of any great men dying. Prepare the leading
facts of their life carefully and pointedly so that pupils
will remember the facts and gain inspiration from the life.
8. Discuss in the same way the lives of great men yet living.
Avoid over praise and still better over-criticism. The
natural tendency to hero worship in children is an
uplifting force. Cultivate it. The past few years has seen
a tendency in muck-rake quarters to belittle men. There are
spots on the sun and perhaps faults in great men. Teach
pupils to enjoy the warmth and heat without worrying about
the spots. Teach them to look for the best in men rather
than the worst.
9. Discuss social questions such as strikes, elections, social
movements, etc. Be liberal in your views, avoid partisan
statements and bitter criticisms. The great purpose of
education is to make men think and to be charitable and
liberal in their thinking of others.
10. Place a maxim or motto on the board and discuss its meaning
and application with the school. This is very interesting
often and broadening to the views of the class. Many of
our maxims are rich with meaning, but pupils often fail to
grasp the meaning.
11. Perform or have some pupil perform an interesting
experiment in physics or chemistry, one that explains some
scientific fact or principle. This will prove intensely
interesting. It is no trouble to select several such, and
pupils are seldom tardy if they think they may miss such an
exercise.
12. Short queries are good if they are appropriate ones.
13. Information lessons on plants and animals, illustrated when
possible by objects or pictures, will be interesting and
profitable.
14. Discuss the manufacture of common articles, such as pens,
pencils, boots, shoes, buttons, cotton and woolen goods,
etc. If possible, have pupils visit such factories and
describe the processes. If you cannot take the pupils,
visit the factories yourself and observe the processes
carefully that you may describe them accurately and
interestingly.
15. Select famous historic quotations such as “Don’t give up
the ship,” “Millions for defense, but not a cent for
tribute,” and have pupils tell when, by whom and upon what
occasion they were uttered.
16. Give brief descriptions of historic places and things you
have seen. Be modest and be brief.
17. Describe the habits, manners, customs and life of strange
people. Material is easily found for this. Do not read it
to pupils, but prepare it and tell it to them.
18. Select some interesting book and read one or two chapters
each morning. Pupils will be anxious to follow the story
and will be greatly interested.
19. Have pupils give memory gems. This to me has been one of
the most uniformly successful opening exercises I have ever
tried. I have never had a class that tired of it. To have
the minds of pupils stored with beautiful gems of poetry
and prose, little life sermons, means much to the young
persons. One of my former pupils ten years later, himself
then a teacher, told me he valued that above everything
else I gave him. It had been a source of the greatest
pleasure to recall these and to add new ones at intervals.
20. Help pupils to better grasp facts by graphic illustrations
of them. Pupils have no conception of a billion. When we
read in our geography that the United States raised two and
a half billion bushels of corn a few years ago, it makes no
impression on the mind. Have pupils figure out how long a
procession of wagons would be required to haul it, counting
twenty bushels to the load and twenty feet of space for the
wagon and team. How many times would this procession reach
around the earth at the equator? The result may surprise
you unless you have figured on it, and I am sure it will
surprise your pupils. At least it will help them in some
little measure to grasp the enormity of the corn crop.
Then what becomes of all this corn? Another fact that can
be graphically illustrated is to have the class figure out
how many tons of water fell upon the school building last
year. You can find the average rainfall for your state or
locality. A cubic foot of water weighs about 62 1-2 pounds.
Then figure out the number of tons. Get your patrons to
figure on it before you tell them the amount or they may
doubt your veracity, or else your sanity. Dozens of such
topics may be used, and will make the most interesting of
opening exercises.