GENERAL ARRANGEMENTS.
The distraction and perplexity of the teacher's life are, as was
explained in the last chapter, almost proverbial. There are other
pressing and exhausting pursuits, which wear away the spirit by the
ceaseless care which they impose, or perplex and bewilder the intellect
by the multiplicity and intricacy of their details. But the business of
teaching, by a pre-eminence not very enviable, stands, almost by common
consent, at the head of the catalogue.
I have already alluded to this subject in the preceding chapter; and
probably the greater majority of actual teachers will admit the truth of
the view there presented. Some will however, doubtless say, that they do
not find the business of teaching so perplexing and exhausting an
employment. They take things calmly. They do one thing at a time, and
that without useless solicitude and anxiety. So that teaching, with
them, though it has, indeed, its solicitudes and cares, as every other
responsible employment must necessarily have, is, after all, a calm and
quiet pursuit, which they follow from month to month, and from year to
year, without any extraordinary agitations, or any unusual burdens of
anxiety and care.
There are indeed such cases, but they are exceptions; and unquestionably
an immense majority, especially of those who are beginners in the work,
find it such as I have described. I think it need not be so; or rather,
I think the evil may be avoided to _a very great degree_. In this
chapter I shall endeavor to show how order may be produced out of that
almost inextricable mass of confusion, into which so many teachers, on
commencing their labors, find themselves plunged.
The objects then, to be aimed at in the general arrangements of schools,
are two-fold.
1. That the teacher may be left uninterrupted, to attend to one thing at
a time.
2. That the individual scholars may have constant employment, and such
an amount and such kinds of study, as shall be suited to the
circumstances and capacities of each.
I shall examine each in their order.
1. The following are the principal things which, in a vast number of
schools, are all the time pressing upon the teacher: or rather, they are
the things which must, every where, press upon the teacher, except so
far as, by the skill of his arrangements, he contrives to remove them.
1. Giving leave to whisper or to leave seats.
2. Mending pens.
3. Answering questions in regard to studies.
4. Hearing recitations.
5. Watching the behavior of the scholars.
6. Administering reproof and punishment for offences as they occur.
A pretty large number of objects of attention and care, one would say,
to be pressing upon the mind of the teacher at one and the same
time,--and _all the time_, too! Hundreds and hundreds of teachers in
every part of our country, there is no doubt, have all these, crowding
upon them from morning to night, with no cessation, except perhaps some
accidental and momentary respite. During the winter months, while the
principal common schools in our country are in operation, it is sad to
reflect how many teachers come home, every evening, with bewildered and
aching heads, having been vainly trying all the day, to do six things at
a time, while He, who made the human mind, has determined that it shall
do but one. How many become discouraged and disheartened by what they
consider the unavoidable trials of a teacher's life, and give up in
despair, just because their faculties will not sustain a six-fold task.
There are multitudes who, in early life, attempted teaching, and, after
having been worried, almost to distraction, by the simultaneous pressure
of these multifarious cares, gave up the employment in disgust, and
forever afterwards wonder how any body can like teaching. I know
multitudes of persons to whom the above description will exactly apply.
I once heard a teacher who had been very successful, even in large
schools, say that he could hear two classes recite, mend pens, and watch
his school, all at the same time; and that, without any distraction of
mind, or any unusual fatigue. Of course the recitations in such a case
must be memoriter. There are very few minds however, which can thus
perform triple or quadruple work, and probably none which can safely be
tasked so severely. For my part, I can do but one thing at a time; and I
have no question that the true policy for all, is, to learn, not _to do
every thing at once_, but so to classify and arrange their work, that
_they shall have but one thing to do_. Instead of vainly attempting to
attend simultaneously to a dozen things, they should so plan their work,
that only one will demand attention.
Let us then examine the various particulars above mentioned in
succession, and see how each can be disposed of, so as not to be a
constant source of interruption and derangement.
1. _Whispering and leaving seats._ In regard to this subject, there are
very different methods, now in practice in different schools. In some,
especially in very small schools, the teacher allows the pupils to act
according to their own discretion. They whisper and leave their seats
whenever they think it necessary. This plan may possibly be admissible
in a very small school; that is, in one of ten or twelve pupils. I am
convinced, however, that it is very bad here. No vigilant watch, which
it is possible for any teacher to exert, will prevent a vast amount of
mere talk, entirely foreign to the business of the school. I tried this
plan very thoroughly, with high ideas of the dependence which might be
placed upon conscience and a sense of duty, if these principles are
properly brought out to action in an effort to sustain the system. I was
told by distinguished teachers, that it would not be found to answer.
But predictions of failure in such cases only prompt to greater
exertions, and I persevered. But I was forced at last to give up the
point, and adopt another plan. My pupils would make resolutions enough;
they understood their duty well enough. They were allowed to leave their
seats and whisper to their companions, whenever, in _their honest
judgment, it was necessary for the prosecution of their studies_. I knew
that it sometimes would be necessary, and I was desirous to adopt this
plan to save myself the constant interruption of hearing and replying to
requests. But it would not do. Whenever, from time to time, I called
them to account, I found that a large majority, according to their own
confession, were in the habit of holding daily and deliberate
communication with each other, on subjects entirely foreign to the
business of the school. A more experienced teacher would have predicted
this result; but I had very high ideas of the power of cultivated
conscience; and in fact, still have. But then, like most other persons
who become possessed of a good idea, I could not be satisfied without
carrying it to an extreme.
Still it is necessary to give pupils, sometimes, the opportunity to
whisper and leave seats. Cases occur where this is unavoidable. It
cannot therefore be forbidden altogether. How then, you will ask, can
the teacher regulate this practice, so as to prevent the evils which
will otherwise flow from it, without being continually interrupted by
the request for permission?
By a very simple method. _Appropriate particular times at which all this
business is to be done, and forbid it altogether_ at every other time.
It is well on other accounts to give the pupils of a school a little
respite, at least every hour; and if this is done, an intermission of
study for two minutes each time, will be sufficient. During this time,
_general_ permission should be given to speak or to leave seats,
provided they do nothing at such a time to disturb the studies of
others. This has been my plan for two or three years, and no arrangement
which I have ever made, has operated for so long a time, so
uninterruptedly, and so entirely to my satisfaction as this. It of
course will require some little time, and no little firmness, to
establish the new order of things, where a school has been accustomed
to another course; but where this is once done, I know no one plan so
simple and so easily put into execution, which will do so much towards
relieving the teacher of the distraction and perplexity of his pursuits.
In making the change, however, it is of fundamental importance that the
pupils should themselves be interested in it. Their cooperation, or
rather the cooperation of the majority, which it is very easy to obtain,
is absolutely essential to success. I say this is very easily obtained.
Let us suppose that some teacher, who has been accustomed to require his
pupils to ask and obtain permission, every time they wish to speak to a
companion, is induced by these remarks to introduce this plan. He says
accordingly to his school:
"You know that you are now accustomed to ask me whenever you wish to
obtain permission to whisper to a companion, or to leave your seats: now
I have been thinking of a plan which will be better for both you and me.
By our present plan, you are sometimes obliged to wait before I can
attend to your request. Sometimes I think it is unnecessary, and deny
you, when perhaps I was mistaken, and it was really necessary. At other
times, I think it very probable, that when it is quite desirable for you
to leave your seat, you do not ask, because you think you may not obtain
permission, and you do not wish to ask and be refused. Do you, or not,
experience these inconveniences from our present plans?"
The boys would undoubtedly answer in the affirmative.
"I experience great inconvenience, too. I am very frequently interrupted
when busily engaged, and it also occupies a great portion of my time and
attention. It requires as much mental effort to consider and decide
sometimes whether I ought to allow a pupil to leave his seat, as it
would to decide a much more important question; therefore I do not like
our plan, and I have another to propose."
The boys are all attention to know what the new plan is. It will always
be of great advantage to the school, for the teacher to propose his new
plans from time to time to his pupils in such a way as this. It
interests them in the improvement of the school, exercises their
judgment, establishes a common feeling between teacher and pupil, and in
many other ways will assist very much in promoting the welfare of the
school.
"My plan," continues the teacher, "is this:--to allow you all, besides
the recess, a short time, two or three minutes perhaps, every hour;" (or
every half hour, according to the character of the school, the age of
the pupils, or other circumstances, to be judged of by the teacher,)
"during which you may all whisper or leave your seats, without asking
permission."
Instead of deciding the question of the _frequency_ of this general
permission, the teacher may, if he pleases, leave it to the pupils to
decide. It is often useful to leave the decision of such a question to
them. On this subject, however, I shall speak in another place. It is
only necessary, here, to say, that _this_ point may be safely left to
them, since the time is so small which is to be thus appropriated. Even
if they vote to have the general permission to whisper every half hour,
it will make but eight minutes in the forenoon. There being six half
hours in the forenoon, and one of them ending at the close of school,
and another at the recess, only _four_ of these _rests_, as a military
man would call them, would be necessary; and four, of two minutes each,
would make eight minutes. If the teacher thinks that evil would result
from the interruption of the studies so often, he may offer the pupils
_three_ minutes rest every _hour_, instead of _two_ minutes every _half
hour_, and let them take their choice; or he may decide the case
altogether himself.
Such a change, from _particular permission on individual requests to
general permission at stated times_, would unquestionably be popular in
every school, if the teacher managed the business properly. And by
presenting it as an object of common interest,--an arrangement proposed
for the common convenience of teacher and pupils, the latter may be much
interested in carrying the plan into effect. We must not rely, however,
entirely upon their _interest in it_. All that we can expect from such
an effort to interest them, as I have described and recommended, is to
get a _majority_ on our side, so that we may have only a small minority,
to deal with by other measures. Still _we must calculate on having this
minority, and form our plans accordingly_, or we shall be sadly
disappointed. I shall, however, in another place, speak of this
principle of interesting the pupils in our plans, for the purpose of
securing a majority in our favor, and explain the methods by which the
minority is then to be governed. I only mean here to say, that, by such
means, the teacher may easily interest a large proportion of the
scholars, in carrying his plans into effect, and that he must expect to
be prepared with other measures, for those, who will not be governed by
these.
You cannot reasonably expect however, that immediately after having
explained your plan, it will, at once, go into full and complete
operation. Even those who are firmly determined to keep the rule, will,
from inadvertence, for a day or two, make communication with each other.
They must be _trained_, not by threatening and punishment, but by your
good-humored assistance, to their new duties. When I first adopted this
plan in my school, something like the following proceedings took place.
"Do you suppose that you will perfectly keep this rule, from this time?"
"No sir," was the answer.
"I suppose you will not. Some, I am afraid, may not really be determined
to keep it, and others will forget. Now I wish every one would keep an
exact account to day, of all the instances of speaking and leaving
seats, out of the regular times, and be prepared to report them at the
close of the school. Of course, I shall have no punishment for it; but
it will very much assist you to watch yourselves, if you expect to make
a report at the end of the forenoon. Do you like this plan?"
"Yes sir," was the answer, and all seemed to enter into it with spirit.
In order to mark more definitely the times for communication I wrote,
in large letters, on a piece of pasteboard, "STUDY HOURS," and making a
hole over the centre of it, I hung it upon a nail, over my desk. At the
close of each half hour, a little bell was to be struck, and this card
was to be taken down. When it was up, they were, on no occasion
whatever, (except some such extraordinary occurrence as sickness, or my
sending one of them on a message to another, or something clearly out of
the common course,) to speak to each other; but were to wait, whatever
they wanted, until the _Study Card_, as they called it, was taken down.
"Suppose now," said I, "that a young lady has come into school, and has
accidentally left her book in the entry;--the book from which she is to
study during the first half hour of the school: she sits near the door,
and she might, in a moment, slip out and obtain it: if she does not, she
must spend the half hour in idleness, and be unprepared in her lesson.
What is it her duty to do?"
"To go;" "Not to go;" answered the scholars simultaneously.
"It would be her duty _not_ to go; but I suppose it will be very
difficult for me to convince you of it."
"The reason is this," I continued; "if the one case I have supposed,
were the _only_ one, which would be likely to occur, it would
undoubtedly be better for her to go; but if it is understood that, in
such cases, the rule may be dispensed with, there will be many others,
where it will be equally necessary to lay it aside. Scholars will differ
in regard to the degree of inconvenience, which they must submit to,
rather than break the rule. They will gradually do it on slighter and
slighter occasions, until at last the rule will be disregarded entirely.
We must, therefore, draw a _precise line_, and individuals must submit
to a little inconvenience, sometimes, to promote the general good."
At the close of the day, I requested all in the school to rise. While
they were standing, I called them to account in the following manner.
"Now it is very probable that some have, from inadvertence, or from
design, omitted to keep an account of the number of transgressions of
the rule, which they have committed during the day; others, perhaps, do
not wish to make a report of themselves. Now as this is a common and
voluntary effort, I wish to have none render assistance, who do not, of
their own accord, desire to do so; all those, therefore, who are not
able to make a report, from not having been correct in keeping it, and
all those who are unwilling to report themselves, may sit."
A very small number hesitatingly took their seats.
"I am afraid that all do not sit, who really wish not to report
themselves. Now I am honest in saying I wish you to do just as you
please. If a great majority of the school really wish to assist me in
accomplishing the object, why, of course, I am glad; still, I shall not
call upon any for such assistance, unless it is freely and voluntarily
rendered."
One or two more took their seats while these things were saying. Among
such, there would generally be some, who would refuse to have any thing
to do with the measure, just from a desire to thwart and impede the
plans of the teacher. If so, it is best to take no notice of them. If
the teacher can contrive to obtain a great majority upon his side, so as
to let them see that any opposition which they can raise, is of no
consequence, and is not even noticed, they will soon be ashamed of it.
The reports then of those who remained standing, were called for; first,
those who had whispered only once were requested to sit; then those who
had whispered more than once, and less than five times, &c. &c., until
at last all were down. In such a case, the pupils might, if thought
expedient, again be requested to rise, for the purpose of asking some
other questions, with reference to ascertaining whether they had spoken
most in the former or latter part of the forenoon. The number who had
spoken inadvertently, and the number who had done it by design, might be
ascertained. These inquiries accustom the pupils to render honest and
faithful accounts of themselves. They become, by such means,
familiarized to the practice, and by means of it, the teacher can, many
times, receive most important assistance.
All however, should be done in a pleasant tone, and with a pleasant and
cheerful air. It should be considered by the pupils, not a reluctant
confession of guilt, for which they are to be rebuked or punished, but
the voluntary and free report of the result of an _experiment_, in which
all are interested.
Some will have been dishonest in their reports: to diminish the number
of these, the teacher may say, after the report is concluded:
"We will drop the subject here to-day. To-morrow we will make another
effort, when we shall be more successful. I have taken your reports as
you have offered them, without any inquiry, because I had no doubt, that
a great majority of this school would be honest, at all hazards. They
would not, I am confident, make a false report, even if, by a true one,
they were to bring upon themselves punishment; so that I think I may
have confidence that nearly all these reports have been faithful. Still,
it is very probable, that, among so large a number, some may have made a
report, which, they are now aware, was not perfectly fair and honest. I
do not wish to know who they are; if there are any such cases, I only
wish to say to the rest, how much pleasanter it is for you that you have
been honest and open. The business is now all ended; you have done your
duty; and though you reported a little larger number than you would, if
you had been disposed to conceal, yet you go away from school with a
quiet conscience. On the other hand, how miserable must any boy feel, if
he has any nobleness of mind whatever, to go away from school, to-day,
thinking that he has not been honest; that he has been trying to conceal
his faults, and thus to obtain a credit which he did not justly deserve.
Always be honest, let the consequence be what it may."
The reader will understand that the object of such measures is, simply
_to secure as large a majority as possible_, to make _voluntary_ efforts
to observe the rule. I do not expect that by such measures, _universal_
obedience can be exacted. The teacher must follow up the plan, after a
few days, by other measures, for those who will not yield to such
inducements as these. Upon this subject, however, I shall speak more
particularly at a future time.
In my own school, it required two or three weeks to exclude whispering
and communication by signs. The period necessary to effect the
revolution will be longer or shorter, according to the circumstances of
the school, and the dexterity of the teacher; and, after all, the
teacher must not hope _entirely_ to exclude it. Approximation to
excellence is all that we can expect; for unprincipled and deceiving
characters will perhaps always be found, and no system whatever can
prevent their existence. Proper treatment may indeed be the means of
their reformation, but before this process has arrived at a successful
result, others similar in character will have entered, so that the
teacher can never expect perfection in the operation of any of his
plans.
I found so much relief from the change which this plan introduced, that
I soon took measures for rendering it permanent; and though I am not
much in favor of efforts to bring all teachers and all schools to the
same plans, this principle of _whispering at limited and prescribed
times alone_, seems to me well suited to universal adoption.
The following simple apparatus has been used in several schools where
this principle has been adopted. A drawing and description of it is
inserted here, as by this means, some teachers, who may like to try the
course here recommended, may be saved the time and trouble of contriving
something of the kind themselves.
The figure _a a a a_ is a board, about 18 inches by 12, to which the
parts are to be attached, and which is to be nailed against the wall, at
the height of about 8 feet, _b c d c_ is a plate of tin or brass, 8
inches by 12, of the form represented in the drawing. At _c c_, the
lower extremities of the parts at the sides, the metal is bent round, so
as to clasp a wire which runs from _c_ to _c_, the ends of which wire
are bent at right angles and run into the board. The plate will
consequently turn on this axis, as on a hinge. At the top of the plate
_d_, a small projection of the tin turns inwards, and to this, one end
of the cord _m m_ is attached. This cord passes back from _d_ to _a_
small pulley at the upper part of the board, and at the tower end of it
a tassel, loaded so as to be an exact counterpoise to the card, is
attached. By raising the tassel, the plate will of course fall over
forward till it is stopped by the part _b_ striking the board, when it
will be in a horizontal position. On the other hand, by pulling down the
tassel, the plate will be raised and drawn upwards against the board, so
as to present its convex surface, with the words STUDY HOURS upon it,
distinctly to the school. In the drawing it is represented in an
inclined position, being not quite drawn up, that the parts might more
easily be seen. At _d_, there is a small projection of the tin upwards,
which touches the clapper of the bell suspended above, every time the
plate passes up or down, and thus give notice of its motions.
[Illustration]
Of course the construction may be varied very much, and it may be more
or less expensive, according to the wishes of the teacher. In the first
apparatus of this kind which I used, the plate was simply a card of
pasteboard, from which the machine took its name. This was cut out with
a penknife, and after being covered with marble paper, a strip of white
paper was pasted along the middle, with the inscription upon it. The
wire _c c_ and a similar one at the top of the plate, were passed
through a perforation in the pasteboard, and then passed into the
board. Instead of a pulley, the cord, which was a piece of twine, was
passed through a little staple made of wire and driven into the board.
The whole was made in one or two recesses in school, with such tools and
materials as I could then command. The bell was a common table bell,
with a wire passing through the handle. The whole was attached to such a
piece of pine board as I could get on the occasion. This coarse
contrivance was, for more than a year, the grand regulator of all the
movements of the school.
I afterwards had one made in a better manner. The plate is of tin,
gilded, the border and the letters of the inscription being black. A
parlor bell rope passes over a brass pulley, and then runs downward in a
groove made in the mahogany board to which the card is attached.
A little reflection will, however, show the teacher that the form and
construction of the apparatus for marking the times of study and of
rest, may be greatly varied. The chief point is simply to secure the
_principle_, of whispering at definite and limited times, and at those
alone. If such an arrangement is adopted, and carried faithfully into
effect, it will be found to relieve the teacher of more than half of the
confusion and perplexity, which would otherwise be his hourly lot. I
have detailed thus particularly the method to be pursued in carrying
this principle into effect, because I am convinced of its importance,
and the incalculable assistance which such an arrangement will afford to
the teacher in all his plans. Of course, I would not be understood to
recommend its adoption, in those cases, where, teachers, from their own
experience, have devised and adopted _other_ plans, which accomplish as
effectually the same purpose. All that I mean, is to insist upon the
absolute necessity of _some_ plan, to remove this very common source of
interruption and confusion, and I recommend this mode where a better is
not known.
2. The second of the sources of interruption, as I have enumerated them,
is mending pens. This business ought, if possible, to have a specific
time assigned to it. Scholars are in general far too particular in
regard to their pens. The teacher ought to explain to them that, in the
transaction of the ordinary business of life, they cannot, always, have
exactly such a pen as they would like. They must learn to write with
various kinds of pens, and when furnished with one that the teacher
himself would consider suitable to write a letter to a friend with, he
must be content. They should understand that the _form_ of the letters
is what is important in learning to write, not the smoothness and
clearness of the hair lines; and that though writing looks better, when
executed with a perfect pen, a person may _learn_ to write, nearly as
well with one, which is not absolutely perfect. So certain is this,
though often overlooked, that a person would perhaps learn faster with
chalk upon a black board, than with the best goose-quill ever sharpened.
I do not make these remarks to show that it is of no consequence,
whether scholars have good or bad pens, but only that this subject
deserves very much less of the time and attention of the teacher,
than it usually receives. When the scholars are allowed, as they
very generally are, to come, when they please, to present their
pens, some four, five or six times in a day--breaking in upon any
business--interrupting any classes--perplexing and embarrassing the
teacher, however he may be employed,--there is a very serious
obstruction to the progress of the scholars, which is by no means
repaid by the improvement in this branch.
There are several ways by which this evil may be remedied, or at least
be very effectually curtailed. Some teachers take their pens with them,
and mend them in the evening at home. For various reasons, this cannot
always be practised. There may, however, be a time set apart in the
school specially for this purpose. But the best plan is, for the teacher
not to mend the pens himself.
Let him choose from among the older and more intelligent of his
scholars, four or five, whom he will teach. They will be very glad to
learn, and to mend every day twenty-five or fifty pens each. Very little
ingenuity will be necessary to devise some plan, by which the scholars
may be apportioned among these, so that each shall supply a given
number, and the teacher be relieved entirely.
3. Answering questions about studies. A teacher who does not adopt some
system in regard to this subject, will be always at the mercy of his
scholars. One boy will want to know how to parse a word, another where
the lesson is, another to have a sum explained, and a fourth will wish
to show his work, to see if it is right. The teacher does not like to
discourage such inquiries. Each one, as it comes up, seems necessary:
each one too is answered in a moment; but the endless number, and the
continual repetition of them consume his time and exhaust his patience.
There is another view of the subject, which ought to be taken. Perhaps
it would not be far from the truth, to estimate the average number of
scholars in the schools in our country, at fifty. At any rate, this will
be near enough for our present purpose. There are three hours in each
session, making one hundred and eighty minutes, which, divided among
fifty, give about three minutes and a half to each individual. If the
reader has, in his own school, a greater or a less number, he can easily
correct the above, so as to adapt it to his own case, and ascertain the
portion, which may justly be appropriated to each pupil. It will
probably vary from two to four minutes. Now a period of four minutes
slips away very fast while a man is looking over perplexing problems,
and if he exceeds that time at all, he is doing injustice to his other
pupils. I do not mean that a man is to confine himself, rigidly, to the
principle suggested by this calculation, of cautiously appropriating no
more time to any one of his pupils, than such a calculation would assign
to each; but simply that this is a point which should be kept in view,
and have a very strong influence in deciding how far it is right to
devote attention, exclusively, to individuals. It seems to me that it
shows very clearly, that one ought to teach his pupils, as much as
possible, _in masses_, and as little as possible, by private attention
to individual cases.
The following directions will help the teacher to carry these
principles into effect. When you assign a lesson, glance over it
yourself, and consider what difficulties are likely to arise. You know
the progress which your pupils have made, and can easily anticipate
their difficulties. Tell them all together, in the class, what their
difficulties will be, and how they may surmount them. Give them
directions how they are to act in the emergencies, which will be likely
to occur. This simple step will remove a vast number of the questions,
which would otherwise become occasions for interrupting you. With regard
to other difficulties, which cannot be foreseen and guarded against,
tell them to bring them to the class, the next recitation. Half a dozen
might, and very probably would meet with the same difficulty. If they
bring it to you one by one, you have to answer it over and over again,
whereas, when it is brought to the class, one explanation answers for
all.
As to all questions about the lesson,--where it is, and what it is, and
how long it is,--never answer them. Require each pupil to remember for
himself, and if he was absent when the lesson was assigned, let him ask
his class mate in a recess.
You may refuse to give particular individuals the private assistance
they ask for, in such a way as to discourage and irritate them, but it
is not necessary. It can be done in such a manner, that the pupil will
see the propriety of it, and acquiesce pleasantly in it.
A child comes to you, for example, and says,
"Will you tell me, sir, where the next lesson is?"
"Were you not in the class at the time?"
"Yes sir, but I have forgotten."
"Well, I have forgotten too. I have a great many classes to hear, and of
course a great many lessons to assign, and I never remember them; it is
not necessary far me to remember."
"May I speak to one of the class, to ask about it?"
"You cannot speak, you know, till the Study Card is down; you may,
then."
"But I want to get my lesson now."
"I don't know what you will do, then: I am sorry you don't remember."
"Besides," continues the teacher, looking pleasantly, however, while he
says it, "if I knew, I think I ought not to tell you."
"Why, sir?"
"Because, you know, I have said I wish the scholars to remember where
the lessons are, and not come to me. You know it would be very unwise
for me, after assigning a lesson in the class, to spend my time in
telling the individuals over again here. Now if I should tell _you_, I
should have to tell others, and thus adopt a practice, which I have
condemned."
Take another case. You assign to a class of little girls a subject of
composition, requesting them to copy their writing upon a sheet of
paper, leaving a margin an inch wide at the top, and one of half an inch
at the sides and bottom. The class take their seats, and, after a short
time, one of them comes to you, saying she does not know how long an
inch is.
"Don't you know any thing about it?"
"No sir, not much."
"Should you think _that_ is more or less than an inch?" (pointing to a
space on a piece of paper much too large.)
"More."
"Then you know something about it. Now I did not tell you to make the
margins _exactly_ an inch, and half an inch, but only as near as you
could tell."
"Would that be about right?" asks the girl, showing a distance.
"I must not tell you, because you know I never in such cases help
individuals; if that is as near as you can get it, you may make it so."
It may be well, after assigning a lesson to a class, to say that all
those who do not distinctly understand what they have to do, may remain
after the class have taken their seats, and ask: the task may then be
distinctly assigned again, and the difficulties, so far as they can be
foreseen, explained.
By such means, these sources of interruption and difficulty may, like
the others, be almost entirely removed. Perhaps not altogether, for many
cases may occur, where the teacher may choose to give a particular
class permission to come to him for help. Such permission, however,
ought never to be given, unless it is absolutely necessary, and should
never be allowed to be taken, unless it is distinctly given.
4. Hearing recitations. I am aware that many attempt to do something
else, at the same time that they are hearing a recitation, and there may
perhaps be some individuals, who can succeed in this. If the exercise,
to which the teacher is attending, consists merely in listening to the
reciting, from memory, some passage committed, it can perhaps be done. I
hope however to show, in a future chapter, that there are other and far
higher objects, which every teacher ought to have in view, and he who
understands these objects, and aims at accomplishing them,--who
endeavors to _instruct_ his class, to enlarge and elevate their ideas,
to awaken a deep and paramount interest in the subject which they are
examining, will find that his time must be his own, and his attention
uninterrupted, while he is presiding at a class. All the other exercises
and arrangements of the school are, in fact, preparatory and subsidiary
to this. Here, that is, in the classes, the real business of teaching is
to be done. Here, the teacher comes in contact with his scholars, mind
with mind, and here, consequently, he must be uninterrupted and
undisturbed. I shall speak more particularly on this subject hereafter,
under the head of instruction; all I wish to secure in this place, is
that the teacher should make such arrangements, that he can devote his
exclusive attention to his classes, while he is actually engaged with
them.
Each recitation, too, should have its specified time, which should be
adhered to, with rigid accuracy. If any thing like the plan I have
suggested for allowing rests of a minute or two, every half hour, should
be adopted, it will mark off the forenoon into parts, which ought to be
precisely and carefully observed. I was formerly accustomed to think,
that I could not limit the time for my recitations without great
inconvenience, and occasionally allowed one exercise to encroach upon
the succeeding, and this upon the next, and thus sometimes the last was
excluded altogether. But such a lax and irregular method of procedure is
ruinous to the discipline of a school. On perceiving it, at last, I put
the bell into the hands of a pupil, commissioning her to ring regularly,
having, myself, fixed the times, saying that I would show my pupils that
I could be confined myself to system, as well as they. At first, I
experienced a little inconvenience, but this soon disappeared, and at
last the hours and half hours of our artificial division, entirely
superseded, in the school-room, the divisions of the clock face.
But in order that I may be specific and definite, I will draw up a plan
for the regular division of time, for a common school, not to be
_adopted_, but to be _imitated_; i. e. I do not recommend exactly this
plan, but that some plan, precise and specific, should be determined
upon, and exhibited to the school, by a diagram like the following.
FORENOON.
IX X XI XII
+-------------+--------------------+-----------------+
| Reading. | Writing. R. G. | Arithmetic. |
+-------------+--------------------+-----------------+
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
+-------------+--------------------+-----------------+
AFTERNOON.
II III IV V
+-------------+--------------------+-----------------+
| Grammar. | Writing. R. G. | Geography. |
+-------------+--------------------+-----------------+
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
+-------------+--------------------+-----------------+
A drawing on a large sheet, made by some of the older scholars, (for a
teacher should never do any thing of this kind which his scholars can do
for him,) should be made and pasted up to view, the names of the
classes being inserted in the columns, under their respective heads. At
the double lines at ten and three, there might be a rest of two minutes;
an officer appointed for the purpose, ringing a bell at each of the
parts marked on the plan, and making the signal for the _rest_, whatever
signal might be determined upon. It is a good plan to have a bell rung
five minutes before each half hour expires, and then exactly at its
close. The first one would be to notify the teacher, or teachers, if
there are more than one in the school, that the time for their
respective recitations is drawing to a close. At the second bell the new
classes should take their places without waiting to be called for. The
scholars will thus see that the arrangements of the school are based
upon system, to which the teacher himself conforms, and not subjected to
his own varying will. They will thus not only go on more regularly, but
they will yield more easily and pleasantly to the necessary
arrangements.
The fact is, children love system and regularity. Each one is sometimes
a little uneasy under the restraint, which it imposes upon him
individually, but they all love to see its operation upon others, and
they are generally very willing to submit to its laws, if the rest of
the community are required to submit too. They show this in their love
of military parade; what allures them is chiefly the _order_ of it: and
even a little child creeping upon the floor will be pleased when he gets
his playthings in a row. A teacher may turn this principle to most
useful account, in forming his plans for his school.
It will be seen by reference to the foregoing plan, that I have marked
the time for the recesses, by the letter R. at the top. Immediately
after them, both in the forenoon and in the afternoon, twenty minutes
are left, marked G., the initial standing for General exercise. They are
intended to denote periods during which all the scholars are in their
seats with their work laid aside, ready to attend to what the teacher
has to bring before the whole. There are so many occasions, on which it
is necessary to address the whole school, that it is very desirable to
appropriate a particular time for it. In most of the best schools, I
believe this plan is adopted. I will mention some of the subjects, which
would come up at such a time.
1. There are some studies, which can be advantageously attended to by
the whole school together; such as Punctuation, and, to some extent,
Spelling.
2. Cases of discipline, which it is necessary to bring before the whole
school, ought to come up at a regularly appointed time. By attending to
them here, there will be a greater importance attached to them. Whatever
the teacher does, will seem to be more deliberate, and, in fact, _will
be_ more deliberate.
3. General remarks, bringing up classes of faults which prevail; also
general directions, which may at any time be needed: and in fact any
business relating to the general arrangements of the school.
4. Familiar lectures from the teacher, on various subjects,--very
familiar in their form, and perhaps accompanied by questions addressed
to the whole. The design of such lectures should be to extend the
_general knowledge_ of the pupils in regard to those subjects on which
they will need information in their progress through life. In regard to
each of these particulars I shall speak more particularly hereafter, in
the chapters to which they respectively belong. My only object, here, is
to show, in the general arrangements of the school, how a place is to be
found for them. My practice has been, to have two periods, of short
duration, each day, appropriated to these objects. The first to the
_business of the school_, and the second to such studies or lectures as
could be most profitably attended to at such a time.
* * * * *
We come now to one of the most important subjects, which present
themselves to the teacher's attention, in settling the principles upon
which he shall govern his school. I mean the degree of influence which
the boys themselves shall have in the management of its affairs. Shall
the government of school be a _monarchy_ or a _republic_? To this
question, after much inquiry and many experiments, I answer, a
monarchy; an absolute, unlimited monarchy; the teacher possessing
exclusive power, as far as the pupils are concerned, though strictly
responsible to the committee, or to the trustees, under whom he holds
his office.
While, however, it is thus distinctly understood that the power of the
teacher is supreme, that all the power rests in him, and that he alone
is responsible for its exercise, there ought, to be a very free and
continual _delegation_ of power to the pupils. As much business as is
possible, should be committed to them. They should be interested as much
as possible in the affairs of the school, and led to take an active part
in carrying them forward; though they should, all the time, distinctly
understand, that it is only _delegated_ power which they exercise, and
that the teacher can, at any time, revoke what he has granted, and alter
or annul at pleasure, any of their decisions. By this plan, we have the
responsibility resting where it ought to rest, and yet the boys are
trained to business, and led to take an active interest in the welfare
of the school. Trust is reposed in them, which may be greater or less,
as they are able to bear. All the good effects of reposing trust and
confidence, and committing the management of important business to the
pupils will be secured, without the dangers which would result from the
entire surrender of the management of the institution into their hands.
There have been, in several cases, experiments made with reference to
ascertaining how far a government, strictly republican, would be
admissible in a school. A very fair experiment of this kind was made at
the Gardiner Lyceum, in Maine. At the time of its establishment, nothing
was said of the mode of government which it was intended to adopt. For
some time, the attention of the Instructers was occupied in arranging
the course of study, and attending to the other concerns of the
Institution, and in the infant state of the Lyceum, few cases of
discipline occurred, and no regular system of government was necessary.
Before long, however, complaints were made that the students at the
Lyceum were guilty of breaking windows in an old building used as a
town-house. The Principal called the students together, mentioned the
reports, and said that he did not know, and did not wish to know who
were the guilty individuals. It was necessary, however, that the thing
should be examined, and that restitution should be made; and relying on
their faithfulness and ability, he should leave them to manage the
business alone. For this purpose, he nominated one of the students as
judge, some others as jury-men, and appointed the other officers
necessary, in the same manner. He told them, that, in order to give them
time to make a thorough investigation, they were excused from farther
exercises during the day.
The Principal then left them, and they entered on the trial. The result
was, that they discovered the guilty individuals, ascertained the amount
of mischief done by each, and sent to the selectmen a message, by which
they agreed to pay a sum equal to three times the value of the injury
sustained.
The students were soon after informed that this mode of bringing
offenders to justice would, hereafter, be always pursued, and
arrangements were made for organizing a _regular republican government_,
among the young men. By this government, all laws which related to the
internal police of the Institution, were to be made, all officers were
appointed, and all criminal cases were to be tried. The students finding
the part of a judge too difficult for them to sustain, one of the
Professors was appointed to hold that office, and, for similar reasons,
another of the Professors was made President of the Legislative
assembly. The Principal was the Executive, with power to _pardon_, but
not to _sentence_, or even _accuse_.
Some time after this, a student was indicted for profane swearing; he
was tried, convicted, and punished. After this he evinced a strong
hostility to the government. He made great exertions to bring it into
contempt, and when the next trial came on, he endeavored to persuade the
witnesses that giving evidence was dishonorable, and he so far
succeeded, that the defendant was acquitted for want of evidence, when
it was generally understood that there was proof of his guilt, which
would have been satisfactory, if it could have been brought forward. For
some time after this, the prospect was rather unfavorable, though many
of the students themselves opposed with great earnestness these efforts,
and were much alarmed lest they should lose their free government,
through the perverseness of one of their number. The attorney general,
at this juncture, conceived the idea of indicting the individual alluded
to, for an attempt to overturn the government. He obtained the
approbation of the Principal, and the Grand Jury found a bill. The
Court, as the case was so important, invited some of the Trustees of the
Lyceum who were in town, to attend the trial. The parent of the
defendant was also informed of the circumstances and requested to be
present, and he accordingly attended. The prisoner was tried, found
guilty, and sentenced, if I mistake not, to an expulsion. At his earnest
request, however, to be permitted to remain in the Lyceum, and redeem
his character, he was pardoned and restored, and became perfectly
exemplary in his conduct and character. After this occurrence, the
system went on in successful operation, for some time.
The legislative power was vested in the hands of a general committee,
consisting of eight or ten, chosen by the students from their own
number. They met about once a week to transact such business as
appointing officers, making and repealing regulations, and inquiring
into the state of the Lyceum. The Instructers had a negative upon all
their proceedings, but no direct and positive power. They could pardon,
but they could assign no punishments, nor make laws inflicting any.
Now such a plan as this may succeed for a short time, and under very
favorable circumstances; and the circumstance, which it is chiefly
important should be favorable, is, that the man who is called to preside
over such an association, should possess such a share of _generalship_,
that he can really manage the institution _himself_, while the power is
_nominally_ and _apparently_ in the hands of the boys. Should this not
be the case, or should the teacher, from any cause, lose his personal
influence in the school, so that the institution should really be
surrendered into the hands of the pupils, things must be on a very
unstable footing. And accordingly where such a plan has been adopted, it
has, I believe, in every instance, been ultimately abandoned.
_Real self-government_ is an experiment sufficiently hazardous among
men; though Providence, in making a daily supply of food necessary for
every human being, has imposed a most-powerful check upon the tendency
to anarchy and confusion. Let the populace of London materially
interrupt the order, and break in upon the arrangements of the
community, and, in eight and forty hours, nearly the whole of the mighty
mass will be in the hands of the devourer, hunger; and they will be soon
brought to submission. On the other hand, a month's anarchy and
confusion in a college or an academy, would be delight to half the
students, or else times have greatly changed, since I was within college
walls.
Although it is thus evident that the important concerns of a literary
institution cannot be safely committed into the hands of the students,
very great benefits will result from calling upon them to act upon, and
to decide questions relative to the school, within such limits, and
under such restrictions, as may appear best. Such a practice will assist
the teacher very much, if he manages it with any degree of dexterity:
for it will interest his pupils in the success of the school, and
secure, to a very considerable extent, their cooperation. It will teach
them self-control and self-government, and will accustom them to submit
to the majority,--that lesson, which, of all others, it is important for
a republican to learn.
In endeavoring to interest the pupils of a school in the work of
cooperating with the teacher in its administration, no little dexterity
will be necessary, at the outset. In all probability, the formal
announcement of this principle, and the endeavor to introduce it, by a
sudden revolution, would totally fail. Boys, like men, must be gradually
prepared for power, and they must exercise it only so far as they are
prepared. This however can, very easily, be done. The teacher should
say nothing of his general design, but when some suitable opportunity
presents, he should endeavor to lead his pupils to cooperate with him,
in some particular instance.
For example, let us suppose that he has been accustomed to distribute
the writing-books with his own hand, when the writing hour arrives, and
that he concludes to delegate this simple business, first, to his
scholars. He accordingly states to them, just before the writing
exercise of the day on which he proposes the experiment, as follows.
"I have thought that time will be saved, if you will help me distribute
the books, and I will accordingly appoint four distributors, one for
each division of the seats, who may come to me, and receive the books
and distribute them, each to his own division. Are you willing to adopt
this plan?"
The boys answer, "Yes sir," and the teacher then looks carefully around
the room, and selects four pleasant and popular boys,--boys who, he
knows, would gladly assist him, and who would, at the same time, be
agreeable to their school mates. This latter point is necessary, in
order to secure the popularity and success of the plan.
Unless the boys are very different from any I have ever met with, they
will be pleased with the duty thus assigned them. They will learn system
and regularity by being taught to perform this simple duty in a proper
manner. After a week, the teacher may consider their term of service as
having expired, and thanking them, in public for the assistance they
have rendered him, he may ask the scholars, if they are willing to
continue the plan, and if the vote is in favor of it, as it
unquestionably would be, each boy probably hoping that he should be
appointed to the office, the teacher may nominate four others, including
perhaps upon the list, some boy popular among his companions, but whom
he has suspected to be not very friendly to himself or the school. I
think the most scrupulous politician would not object to securing
influence, by conferring office in such a case. If any difficulties
arise from the operation of such a measure, it can easily be dropped,
or modified. If it is successful, it may be continued, and the principle
extended, till it very considerably modifies all the arrangements, and
the whole management of the school.
Or let us imagine the following scene to have been the commencement of
the introduction of the principle of limited self-government, into a
school.
The preceptor of an academy was sitting at his desk, at the close of
school, while the pupils were putting up their books and leaving the
room; a boy came in with angry looks, and, with his hat in his hands
bruised and dusty, advanced to the master's desk, and complained that
one of his companions had thrown down his hat upon the floor, and had
almost spoilt it.
The teacher looked calmly at the mischief, and then asked how it
happened.
"I don't know sir; I hung it up on my nail, and he pulled it down."
"I wish you would ask him to come here," said the teacher. "Ask him
pleasantly."
The accused soon came in, and the two boys stood together before the
master.
"There seems to be some difficulty between you boys, about a nail to
hang your hats upon. I suppose each of you think it is your own nail."
"Yes sir," said both the boys.
"It will be more convenient for me to talk with you about this
to-morrow, than to-night, if you are willing to wait. Besides, we can
examine it more calmly, then. But if we put it off till then, you must
not talk about it in the meantime, blaming one another, and keeping up
the irritation that you feel. Are you both willing to leave it just
where it is, till to-morrow, and try to forget all about it till then? I
expect I shall find you both a little to blame."
The boys rather reluctantly consented. The next day the master heard the
case and settled it, so far as it related to the two boys. It was easily
settled in the morning, for they had had time to get calm, and were,
after sleeping away their anger, rather ashamed of the whole affair, and
very desirous to have it forgotten.
That day, when the hour for the transaction of business came, the
teacher stated to the school, that it was necessary to take some
measures to provide each boy with a nail for his hat. In order to show
that it was necessary, he related the circumstances of the quarrel which
had occurred the day before. He did this, not with such an air and
manner as to convey the impression that his object was to find fault
with the boys, or to expose their misconduct, but to show the necessity
of doing something to remedy the evil, which had been the cause of so
unpleasant an occurrence. Still, though he said nothing in the way of
reproach or reprehension, and did not name the boys, but merely gave a
cool and impartial narrative of the facts,--the effect, very evidently,
was to bring such quarrels into discredit. A calm review of misconduct,
after the excitement has gone by, will do more to bring it into
disgrace, than the most violent invectives and reproaches, directed
against the individuals guilty of it.
"Now boys," continued the master, "will you assist me in making
arrangements to prevent the recurrence of all temptations of this kind
hereafter? It is plain that every boy ought to have a nail appropriated
expressly to his use. The first thing to be done is, to ascertain
whether there are enough for all. I should like, therefore, to have two
committees appointed; one, to count and report the number of nails in
the entry, and also how much room there is for more; the other, to
ascertain the number of scholars in school. They can count all who are
here, and by observing the vacant desks, they can ascertain the number
absent. When this investigation is made, I will tell you what to do
next."
The boys seemed pleased with the plan, and the committees were
appointed, two members on each. The master took care to give the
quarrellers some share in the work, apparently forgetting, from this
time, the unpleasant occurrence which had brought up the subject.
When the boys came to tell him their results, he asked them to make a
little memorandum, in writing, as he might forget, before the time came
for reading them. They brought him presently a rough scrap of paper,
with the figures marked upon it. He told them he should forget which
was the number of nails, and which the number of scholars, unless they
wrote it down.
"It is the custom among men," said he, "to make out their report, in
such a case, fully, so that it would explain itself; and I should like
to have you, if you are willing, to make out yours a little more
distinctly."
Accordingly, after a little additional explanation, the boys made
another attempt, and presently returned, with something like the
following:
"The Committee for counting the nails report as follows:
Number of nails 35
Room for 15."
The other report was very similar, though somewhat rudely written and
expressed, and both were perfectly satisfactory to the preceptor, as he
plainly showed by the manner in which he received them.
I need not finish the description of this case, by narrating,
particularly, the reading of the reports, the appointment of a committee
to assign the nails, and to paste up the names of the scholars, one to
each. The work, in such a case, might be done in recesses, and out of
school hours, and though, at first, the teacher will find, that it is as
much trouble to accomplish business in this way, as it would be to
attend to it directly himself,--yet after a very little experience, he
will find that his pupils will acquire dexterity and readiness, and will
be able to render him very material assistance in the accomplishment of
his plans.
This, however, _the assistance rendered to the teacher_, is not the
object. The main design is to _interest the pupils_, in the management
and the welfare of the school,--to identify them, as it were, with it.
It will accomplish this object; and every teacher, who will try the
experiment, and carry it into effect, with any tolerable degree of
skill, will find that it will, in a short time, change the whole aspect
of the school, in regard to the feelings subsisting between himself and
his pupils.
Each teacher, who tries such an experiment, will find himself insensibly
repeating it, and after a time he may have quite a number of officers
and committees, who are entrusted with various departments of business.
He will have a secretary, chosen by ballot, by the scholars, to keep a
record of all the important transactions in the school, for each day. At
first, he will dictate to the secretary, telling him precisely what to
say, or even writing it for him, and merely requiring him to copy it
into the book provided for the purpose. Afterwards he will give him less
and less assistance, till he can keep the record properly himself. The
record of each day will be read on the succeeding, at the hour for
business. He will have a committee of one or two to take care of the
fire, and another to see that the room is constantly in good order. He
will have distributors for each division of seats, to distribute books,
and compositions, and pens, and to collect votes. And thus, in a short
time, his school will become _regularly organized, as a society_, or
_legislative assembly_. The boys will learn submission to the majority,
in such unimportant things as may be committed to them: they will learn
system and regularity; and every thing else that belongs to the science
of political self government.
There are dangers, however. What useful practice has not its dangers?
One of these is, that the teacher will allow these arrangements to take
up too much time. He must guard against this. I have found from
experience that fifteen minutes each day, with a school of 135, is
enough. This ought never to be exceeded.
Another danger is, that the boys will be so engaged in the duties of
their _offices_, as to neglect their _studies_. This would be, and ought
to be, fatal to the whole plan. Avoid it in this manner. State publicly
that you will not appoint any to office, who are not good scholars,
always punctual, and always prepared; and when any boy, who holds an
office, is going behind hand in his studies, say to him kindly, "You
have not time to get your lessons, and I am afraid it is owing to the
time you spend in helping me. Now if you wish to resign your office, so
as to have a little more time for your lessons, you can. In fact, I
think you ought to do it. You may try it for a day or two, and I will
notice how you recite, and then we can decide."
Such a communication will generally be found to have a powerful effect.
If it does not remedy the evil, the resignation must be insisted on. A
few decided cases of this kind, will effectually remove the evil I am
considering.
* * * * *
Another difficulty, which is likely to attend the plan of allowing the
pupils of the school to decide some of the cases which occur, is, that
it may tend to make them insubordinate; so that they will, in many
instances, submit, with less good humor, to such decisions as you may
consider necessary. I do not mean that this will be the case with all,
but that there will be a few, who will be ungenerous enough, if you
allow them to decide, sometimes, to endeavor to make trouble, or at
least to show symptoms of impatience and vexation, because you do not
allow them to decide always.
Sometimes this feeling may show itself by the discontented looks, or
gestures, or even words, with which some unwelcome decision will be
received. Such a spirit should be immediately and decidedly checked. It
will not be difficult to check, and even entirely to remove it. On one
occasion, when, after learning the wishes of the scholars on some
subject which had been brought before them, I decided contrary to it,
there arose a murmur of discontent, all over the room. This was the more
distinct, because I have always accustomed my pupils to answer questions
asked, and to express their wishes and feelings on any subject I may
present to them, with great freedom.
I asked all those, who had expressed their dissatisfaction, to rise.
About one third of the scholars arose.
"Perhaps you understood, that when I put the question to vote, I meant
to abide by your decision, and that, consequently, I ought not to have
reversed it, as I did, afterwards?"
"Yes sir;" "yes sir;" they replied.
"Do you suppose it would be safe to leave the decision of important
questions to the scholars in this school?"
"Yes sir;" "No sir." The majority were, however, in the affirmative.
Thus far, only those who were standing, had answered. I told them, that
as they were divided in opinion, they might sit, and I would put the
question to the whole school.
"You know," I continued, addressing the whole, "what sort of persons the
girls, who compose this school are. You know about how many are
governed, habitually, by steady principle, and how many by impulse and
feeling. You know too, what proportion have judgment and foresight
necessary to consider and decide independently, such questions as
continually arise in the management of a school. Now suppose I should
resign the school into your own hands, as to its management, and only
come in to give instruction to the classes, leaving all general control
of its arrangements with you; would it go on safely or not?"
As might have been foreseen, there was, when the question was fairly
proposed, scarcely a solitary vote in favor of government by scholars.
They seemed to see clearly the absurdity of such a scheme.
"Besides," I continued, "the Trustees of this school have committed it
to my charge; they hold me responsible; the public hold me responsible,
not you. Now if I should surrender it into your hands, and you, from any
cause, should manage the trust unfaithfully, or unskilfully, I should
necessarily be held accountable. I could never shift the responsibility
upon you. Now it plainly is not just or right, that one party should
hold the power, and another be held accountable for its exercise. It is
clear, therefore, in every view of the subject, that I should retain the
management of this school in my own hands. Are you not satisfied that it
is?"
The scholars universally answered, "Yes sir." They seemed satisfied; and
doubtless were.
It was then stated to them, that the object in asking them to vote, was,
in some cases, to obtain an expression of their opinion or their wishes,
in order to help _me_ decide; and only in those cases where it was
expressly stated, did I mean to give the final decision to them.
Still, however, if cases are often referred to them, the feeling will
gradually creep in, that the school is managed on republican principles,
as they call it; and they will, unless this point is specially guarded,
gradually lose that spirit of entire and cordial subordination, so
necessary for the success of any school. It should often be distinctly
explained to them, that a republican government is one, where the power
essentially resides in the community, and is exercised by a ruler, only
so far as the community delegates it to him; whereas in the school, the
government is based on the principle, that the power, primarily and
essentially, resides in the teacher, the scholars exercising only such
as he may delegate to them.
With these limitations and restrictions, and with this express
understanding, in regard to what is, in all cases, the ultimate
authority, I think there will be no danger in throwing a very large
share of the business which will, from time to time, come up in the
school, upon the scholars, for decision. In my own experience, this plan
has been adopted with the happiest results. A small red morocco wrapper
lies constantly on a little shelf, accessible to all. By its side, is a
little pile of papers, about one inch by six, on which any one may write
her motion, or her _proposition_, as they call it, whatever it may be,
and when written, it is enclosed in the wrapper, to be brought to me at
the appointed time for attending to the general business of the school.
Through this wrapper, all questions are asked, all complaints entered,
all proposals made. Is there discontent in the school? It shows itself
by "_propositions_" in the wrapper. Is any body aggrieved or injured? I
learn it through the wrapper. In fact it is a little safety valve, which
lets off, what, if confined, might threaten explosion,--an index,--a
thermometer, which reveals to me, from day to day, more of the state of
public opinion in the little community, than any thing beside.
These propositions are generally read aloud; some cases are referred to
the scholars for decision; some I decide myself; others are laid aside
without notice of any kind; others still, merely suggest remarks on the
subjects to which they allude.
The principles, then, which this chapter has been intended to establish,
are simply these: in making your general arrangements, look carefully
over your ground, consider all the objects which you have to accomplish,
and the proper degree of time and attention, which each deserves. Then
act upon system. Let the mass of particulars which would otherwise crowd
upon you in promiscuous confusion, be arranged and classified. Let each
be assigned to its proper time and place; that your time may be your
own,--under your own command,--and not, as is too often the case, at the
mercy of the thousand accidental circumstances, which may occur.
In government, be yourself supreme, and let your supremacy be that of
_authority_. But delegate power, as freely as possible, to those under
your care. Show them that you are desirous of reposing trust in them,
just so far as they show themselves capable of exercising it. Thus
interest them in your plans, and make them feel, that they participate
in the honor or the disgrace of success or failure.
I have gone much into detail in this chapter, proposing definite
measures by which the principles I have recommended, may be carried into
effect. I wish, however, that it may be distinctly understood, that all
I contend for, is the _principles_ themselves; no matter what the
particular measures are, by which they are secured. Every good school
must be systematic; but they need not all be on precisely the same
system. As this work is intended almost exclusively for beginners, much
detail has been admitted, and many of the specific measures here
proposed, may perhaps be safely adopted, where no others are
established. There may also perhaps be cases, where teachers, whose
schools are already in successful operation, may engraft, upon their own
plans, some things which are here proposed. If they should attempt it,
it must be done cautiously and gradually. There is no other way by which
they can be safely introduced or even introduced at all. This is a point
of so much importance, that I must devote a paragraph to it, before
closing the chapter.
Let a teacher propose to his pupils, formally, from his desk, the plan
of writing propositions, for example, and procure his wrapper, and put
it in its place;--and what would be the result? Why, not a single
paper, probably, could he get, from one end of the week to the other.
But let him, on the other hand, when a boy comes to him to ask some
question, the answer to which many in the school would equally wish to
hear, say to the inquirer:
"Will you be so good as to write that question, and put it on my desk,
and then, at the regular time, I will answer it to all the school."
When he reads it, let him state, that it was written at his request, and
give the other boys permission to leave their proposals or questions on
his desk, in the same way. In a few days, he will have another, and thus
the plan may be gently and gradually introduced.
So with officers. They should be appointed among the scholars, only _as
fast as they are actually needed_, and the plan should thus be
cautiously carried only so far as it proves good on trial. Be always
cautious about innovations and changes. Make no rash experiments on a
large scale, but always test your principle in the small way, and then,
if it proves good, gradually extend its operation, as circumstances seem
to require.
By thus cautiously and slowly introducing plans, founded on the
systematic principles here brought to view, a very considerable degree
of quiet, and order, and regularity may be introduced into the largest
and most miscellaneous schools. And this order and quiet are absolutely
necessary, to enable the teacher to find that interest and enjoyment in
his work, which were exhibited in the last chapter; the pleasure of
_directing and controlling mind_, and doing it, not by useless and
anxious complaints, or stern threats and painful punishments; but by
regarding the scene of labor in its true light, as a community of
intellectual and moral beings, and governing it by moral and
intellectual power. It is, in fact, the pleasure of exercising power. I
do not mean arbitrary, personal authority, but the power to produce, by
successful but quiet contrivance, extensive and happy results;--the
pleasure of calmly considering every difficulty, and without irritation
or anger, devising the proper moral means to remedy the moral evil: and
then the interest and pleasure of witnessing its effects.