CHAPTER IV.

MORAL DISCIPLINE.

Under the title which I have placed at the head of this chapter, I

intend to discuss the methods by which the teacher is to secure a moral

ascendency over his pupils, so that he may lead them to do what is

right, and bring them back to duty, when they do what is wrong. I shall

use, in what I have to say, a very plain and familiar style; and as very

much depends, not only on the general principles by which the teacher is

actuated, but also on the tone and manner in which, in cases of

discipline, he addresses his pupils, I shall describe particular cases,

real and imaginary, because by this method, I can better illustrate the

course to be pursued. I shall also present and illustrate the various

principles which I consider important, and in the order in which they

occur to my mind.

1. The first duty then, of the teacher, when he enters his school, is,

to beware of the danger of making an unfavorable impression, at first,

upon his pupils. Many years ago, when I was a child, the teacher of the

school where my early studies were performed, closed his connexion with

the establishment, and, after a short vacation, another was expected. On

the appointed day, the boys began to collect, some from curiosity, at an

early hour, and many speculations were started, as to the character of

the new instructer. We were standing near a table, with our hats

on,--and our position, and the exact appearance of the group is

indelibly fixed on my memory,--when a small and youthful looking man,

entered the room, and walked up towards us. Supposing him to be some

stranger, or rather, not making any supposition at all, we stood looking

at him as he approached, and were thunder-struck at hearing him accost

us with a stern voice and sterner brow, "Take off your hats. Take off

your hats, and go to your seats." The conviction immediately rushed upon

our minds, that this must be our new teacher. The first emotion was that

of surprise, and the second was that of the ludicrous; though I believe

we contrived to smother the laugh, until we got out into the open air.

So long since was this little occurrence, that I have entirely forgotten

the name of the teacher, and have not the slightest recollection of any

other act in his administration of the school. But this recollection of

his first greeting of his pupils, and the expression of his countenance

at the moment, will go with me to the end of life. So strong are first

impressions.

Be careful, then, when you first see your pupils, that you meet them

with a smile. I do not mean a pretended cordiality, which has no

existence in the heart, but think of the relation, which you are to

sustain to them, and think of the very interesting circumstances, under

which, for some months at least, your destinies are to be united to

theirs, until you cannot help feeling a strong interest in them. Shut

your eyes, for a day or two, to their faults, if possible, and take an

interest in all their pleasures and pursuits, that the first attitude,

in which you exhibit yourself before them, may be one, which shall

allure, not repel.

2. In endeavoring to correct the faults of your pupils, do not, as many

teachers do, seize only upon _those particular cases_ of transgression,

which may happen to come under your notice. These individual instances

are very few, probably, compared with the whole number of faults,

against which you ought to exert an influence. And though you perhaps

ought not to neglect those, which may accidentally come under your

notice, yet the observing and punishing such cases, is a very small part

of your duty.

You accidentally hear, I will suppose, as you are walking home from

school, two of your boys in earnest conversation, and one of them uses

profane language. Now, the course to be pursued in such a case, is most

evidently, not to call the boy to you, the next day, and punish him,

and there let the matter rest. This would perhaps be better than

nothing. But the chief impression which it would make upon the

individual, and upon the other scholars, would be, "I must take care how

I _let the master hear me_ use such language again." A wise teacher, who

takes enlarged and extended views of his duty, in regard to the moral

progress of his pupils, would act very differently. He would look at the

whole subject. "Does this fault," he would say to himself, "prevail

among my pupils? If so, how extensively?" It is comparatively of little

consequence to punish the particular transgression. The great point is,

to devise some plan to reach the whole evil, and to correct it, if

possible.

In one case, where such a circumstance occurred, the teacher managed it

most successfully, in the following way.

He said nothing to the boy, and in fact, the boy did not know that he

was overheard. He allowed a day or two to elapse, so that the

conversation might be forgotten, and then took an opportunity, one day,

after school, when all things had gone on pleasantly, and the school was

about to be closed, to bring forward the whole subject. He told the boys

that he had something to say to them, after they had laid by their

books, and were ready to go. The desks were soon closed, and every face

in the room was turned towards the master, with a look of fixed

attention. It was almost evening. The sun had gone down. The boys'

labors were over. The day was done, and their minds were at rest, and

every thing was favorable for making a deep and permanent impression.

"A few days ago," says the teacher, when all was still, "I accidentally

overheard some conversation between two of the boys of this school, and

one of them swore."

There was a pause.

"Perhaps you expect that I am now going to call the boy out, and punish

him. Is that what I ought to do?"

There was no answer.

"I think a boy who uses bad language of any kind, does what he knows is

wrong. He breaks God's commands. He does what he knows would be

displeasing to his parents, and he sets a bad example. He does wrong,

therefore, and justly deserves punishment."

There were, of course, many boys, who felt that they were in danger.

Every one, who had used profane language, was aware that he might be the

one, who had been overheard, and, of course, all were deeply interested

in what the teacher was saying.

"He might, I say," continued the teacher, "justly be punished, but I am

not going to punish him; for if I should, I am afraid that it would only

make him a little more careful hereafter, not to commit this sin when I

could possibly be within hearing, instead of persuading him, as I wish

to, to avoid such a sin, in future, altogether. I am satisfied that that

boy would be far happier, even in this world, if he would make it a

principle always to do his duty, and never, in any case, to do wrong.

And then when I think how soon he, and all of us will be in another

world, where we shall all be judged for what we do here, I feel strongly

desirous of persuading him to abandon entirely this practice. I am

afraid that punishing him now, would not do that."

"Besides," continues the teacher, "I think it very probable that there

are many other boys in this school, who are sometimes guilty of this

fault, and I have thought that it would be a great deal better and

happier for us all, if, instead of punishing this particular boy, whom I

have accidentally overheard, and who probably is not more to blame than

many other boys in school, I should bring up the whole subject, and

endeavor to persuade all to reform."

I am aware that there are, unfortunately, in our country, a great many

teachers, from whose lips, such an appeal as this, would be wholly in

vain. The man who is accustomed to scold, and storm, and punish, with

unsparing severity, every transgression, under the influence of

irritation and anger, must not expect that he can win over his pupils to

confidence in him, and to the principles of duty, by a word. But such an

appeal will not be lost, when it comes from a man, whose daily and

habitual management corresponds with it. But to return to the story:

The teacher made some farther remarks, explaining the nature of the sin,

not in the language of execration, and affected abhorrence, but calmly,

temperately, and without any disposition to make the worst of the

occurrence which had taken place. In concluding what he said, he

addressed the boys as follows:

"Now boys, the question is, do you wish to abandon this habit, or not;

if you do, all is well. I shall immediately forget all the past, and

will do all I can to help you resist and overcome temptation in future.

But all I can do, is, only to help you; and the first thing to be done,

if you wish to engage in this work of reform, is, to acknowledge your

fault; and I should like to know how many are willing to do this."

"I wish all those who are willing to tell me whether they use profane

language, would rise."

Every individual but one, rose.

"I am very glad to see so large a number," said the teacher; "and I hope

you will find that the work of confessing and forsaking your faults, is,

on the whole, pleasant, not painful business. Now those who can truly

and honestly say, that they never do use profane language, of any kind,

may take their seats."

Three only, of the whole number, which consisted of not far from 20, sat

down. It was in a sea-port town, where the temptation to yield to this

vice is even greater, than would be, in the interior of our country,

supposed possible.

"Those who are now standing," pursued the teacher, "admit that they do,

sometimes at least, commit this sin. I suppose all, however, are

determined to reform; for I do not know what else should induce you to

rise and acknowledge it here, unless it is a desire, hereafter to break

yourselves of the habit. But do you suppose that it will be enough for

you merely to resolve here, that you will reform?"

"No sir," said the boys.

"Why? If you now sincerely determine never more to use a profane word,

will you not easily avoid it?"

The boys were silent. Some said faintly, "No sir."

"It will not be easy for you to avoid the sin hereafter," continued the

teacher, "even if you do now, sincerely and resolutely, determine to do

so. You have formed the habit of sin, and the habit will not be easily

overcome. But I have detained you long enough now. I will try to devise

some method, by which you may carry your plan into effect, and to-morrow

I wilt tell you what it is."

So they were dismissed for the day. The pleasant countenance and

cheerful tone of the teacher conveying to them the impression, that they

were engaging in the common effort to accomplish a most desirable

purpose, in which they were to receive the teacher's help; not that he

was pursuing them, with threatening and punishment, into the forbidden

practice into which they had wickedly strayed. Great caution is however,

in such a case, necessary, to guard against the danger, that the

teacher, in attempting to avoid the tones of irritation and anger,

should so speak of the sin, as to blunt their sense of its guilt, and

lull their consciences into a slumber.

At the appointed time, on the following day, the subject was again

brought before the school, and some plans proposed, by which the

resolutions now formed, might be more certainly kept. These plans were

readily and cheerfully adopted by the boys, and in a short time, the

vice of profaneness was, in a great degree, banished from the school.

This whole account is substantially fact.

I hope the reader will keep in mind the object of the above

illustration, which is to show, that it is the true policy of the

teacher, not to waste his time and strength, in contending against _such

accidental instances_ of transgression, as may chance to fall under his

notice, but to take an enlarged and extended view of the whole ground,

endeavoring to remove _whole classes of faults_,--to elevate and improve

_multitudes, together_.

By these means, his labors will not only be more effectual, but far more

pleasant. You cannot come into collision with an individual scholar, to

punish him for a mischievous spirit, or even to rebuke him for some

single act, by which he has given you trouble, without an uncomfortable

and uneasy feeling, which makes, in ordinary cases, the discipline of a

school, the most unpleasant part of a teacher's duty. But you can plan a

campaign against a whole class of faults, and put into operation a

system of measures to correct them, and watch from day to day the

operation of that system, with all the spirit and interest of a game. It

is in fact a game, where your ingenuity and moral power are brought into

the field, in opposition to the evil tendencies of the hearts which are

under your influence. You will notice the success or the failure of the

means you may put into operation, with all the interest with which the

experimental philosopher observes the curious processes he guides;

though your interest may be much purer and higher; for he works upon

matter, but you are experimenting upon mind.

Remember then, as, for the first time you take your new station, that it

is not your duty, simply to watch with an eagle eye for those accidental

instances of transgression, which may chance to fall under your notice;

you are to look over the whole ground; you are to make yourself

acquainted, as soon as possible, with the classes of character, and

classes of faults, which may prevail in your dominions, and to form

deliberate and well digested plans, for improving the one and correcting

the other.

And this is to be the course pursued, not only with great delinquencies,

such as those to which I have already alluded, but to every little

transgression against the rules of order and propriety. You can correct

them far more easily and pleasantly in the mass, than in detail.

To illustrate this principle by another case. A teacher, who takes the

course I am condemning, approaches the seat of one of his pupils, and

asks to see one of his books. As the boy opens his desk, the teacher

observes that it is in complete disorder. Books, maps, papers,

playthings, are there in promiscuous confusion; and from the impulse of

the moment, the displeased teacher pours out upon the poor boy a torrent

of reproach.

"What a looking desk! Why, John! I am really ashamed of you. Look,"

continues he, holding up the lid, so that the boys in the neighborhood

can look in; "see what a mass of disorder and confusion. If ever I see

your desk in such a state again, I shall most certainly punish you."

The boys around laugh; very equivocally, however, for with the feeling

of amusement, there is mingled the fear that the angry master may take

it into his head to inspect their dominions. The boy accidentally

exposed, looks sullen, and begins to throw his books into some sort of

arrangement, just enough to shield himself from the charge of absolutely

disobeying, and there the matter ends.

Another teacher takes no apparent notice of the confusion he thus

accidentally witnesses. "I must take up," thinks he to himself, "the

subject of order, before the whole school. I have not yet spoken of it."

He thanks the boy for the book he borrowed, and goes away. He makes a

memorandum of the subject, and the boy does not know that the condition

of his desk was noticed; perhaps he does not even know that there was

any thing amiss.

A day or two after, at a time regularly appropriated to such subjects,

he addresses the boys as follows:

"In our efforts to improve the school as much as possible, there is one

subject, which we must not forget. I mean the order of the desks."

The boys all begin to open their desk lids.

"You may stop a moment," says the teacher. "I shall give you all an

opportunity to examine your desks presently."

"I do not know what the condition of your desks is. I have not examined

them, and have not, in fact, seen the inside of more than one or two. As

I have not brought up this subject before, I presume that there are a

great many, which can be arranged better than they are. Will you all now

look into your desks, and see whether you consider them in good order.

Stop a moment however. Let me tell you what good order is. All those

things which are alike, should be arranged together. Books should be in

one place, papers in another, and thus every thing should be classified.

Again, every thing should be so placed that it can be taken out without

disturbing other _things_. There is another principle also, which I will

mention, the various articles should have _constant_ places,--that is,

they should not be changed from day to day. By this means, you soon

remember where every thing belongs, and you can put away your things

much more easily every night, than if you had every night to arrange

them in a new way. Now will you look into your desks, and tell me

whether they are, on these three principles, well arranged."

The boys of most schools, where this subject had not been regularly

attended to, would nearly all answer in the negative.

"I will allow you then, some time to-day, fifteen minutes to arrange

them, and I hope you will try to keep them in good order hereafter. A

few days hence, I shall examine them. If any of you wish for assistance

or advice from me, in putting them in order, I shall be happy to render

it."

By such a plan, which will occupy but little more time than the

irritating and useless scolding, which I supposed in the other case, how

much more will be accomplished. Such an address would, of itself,

probably, be the means of putting in order, and keeping in order, at

least one half; and following up the plan in the same manner, and in the

same spirit, with which it was begun, would secure the rest.

I repeat it, therefore, make it a principle in all cases, to aim as much

as possible at the correction of those faults which are likely to be

general, by _general measures_. You avoid by this means, a vast amount

of irritation and impatience, both on your own part, and on the part of

your scholars, and you produce at least twenty times the useful effect.

3. The next principle which occurs to me, as deserving the teacher's

attention in the outset of his course, is this:

Interest your scholars in doing something themselves to elevate the

moral character of the school, so as to secure a _decided majority, who

will, of their own accord, co-operate with you_.

Let your pupils understand, not by any formal speech you make to that

effect, but by the manner in which, from time to time, you incidentally

allude to the subject, that you consider the school, when you commence

it, as _at par_, so to speak,--that is, on a level with other schools,

and that your various plans for improving and amending it, are not to be

considered in the light of finding fault, and punishing transgressions,

and controlling evil propensities, so as just to keep things in a

tolerable state; but as efforts to improve and carry forward, to a state

of excellence not yet attained, all the affairs of the institution. Such

is the tone and manner of some teachers, that they never appear to be

more than merely satisfied. When the scholars do right, nothing is said

about it. The teacher seems to consider that a matter of course. It does

not appear to interest or please him at all. Nothing arouses him, but

when they do wrong, and that only excites him to anger and frowns. Now,

in such a case, there can of course be no stimulus to effort on the part

of the pupils, but the cold and heartless stimulus of fear.

Now, it is wrong for the teacher to expect that things will go right in

his school, as a matter of course. All that he can expect, _as a matter

of course_, is, that things should go on as well as they do ordinarily

in schools,--the ordinary amount of idleness,--the ordinary amount of

misconduct. This is the most that he can expect to come as a matter of

course; he should feel this, and then, all he can gain which will be

better than this, will be a source of positive pleasure; a pleasure

which his pupils have procured for him, and which consequently they

should share. They should understand that the teacher is engaged in

various plans for improving the school, in which they should be invited

to engage, not from the selfish desire of thereby saving him trouble,

but because it will really be happy employment for them to engage in

such an enterprise, and because, by such efforts, their own moral powers

will be exerted and strengthened in the best possible way.

In another chapter, I have explained to what extent, and in what manner,

the assistance of the pupils may be usefully and successfully employed,

in carrying forward the general arrangements of the school. The same

_principles_ will apply here, though perhaps a little more careful and

delicate management is necessary, in interesting them in subjects which

relate to moral discipline.

One important method of doing this, is, to present these plans before

the minds of the scholars, as experiments,--moral experiments, whose

commencement, progress, and results, they may take a great interest in

witnessing. Let us take, for example, the case alluded to under the last

head,--the plan of effecting a reform in regard to keeping desks in

order. Suppose the teacher were to say, when the time had arrived, at

which he had promised to give them an opportunity to put them in order,

"I think it would be a good plan to keep some account of our efforts for

improving the school in this respect. We might make a record of what we

do to-day, noting the day of the month, and the number of desks which

may be found to be disorderly. Then at the end of any time you may

propose, we will have the desks examined again, and see how many are

disorderly. We can then see how much improvement has been

made, in that time. Should you like to adopt the plan?"

If the boys should appear not much interested in the proposal, the

teacher might, at his own discretion, waive it. In all probability,

however, they would like it, and would indicate their interest by their

countenances, or perhaps by a response. If so, the teacher might

proceed.

"You may all examine your desks then, and decide whether they are in

order, or not. I do not know, however, but that we ought to appoint a

committee to examine them; for perhaps all the boys would not be honest,

and report their desks as they really are."

"Yes sir;" "Yes sir;" say the boys.

"Do you mean that you will be honest, or that you would like to have a

committee appointed?"

There was a confused murmur. Some answer one, and some the other.

"I think," proceeds the teacher, "the boys will be honest, and report

their desks just as they are. At any rate, the number of dishonest boys

in this school, cannot be so large as materially to affect the result. I

think we had better take your own statements. As soon as the desks are

all examined, those who have found theirs in a condition which does not

satisfy them, are requested to rise and be counted."

The teacher then looks around the room, and selecting some intelligent

boy who has influence among his companions, and whose influence he is

particularly desirous of enlisting on the side of good order, says,

"Shall I nominate some one to keep an account of this plan?"

"Yes sir," say the boys.

"Well, I nominate William Jones. How many are in favor of requesting

William Jones to perform this duty?"

"It is a vote. William, I will thank you to write upon a piece of paper,

that on the 8th of December, the subject of order in the desks was

brought up, and that the boys resolved on making an effort to improve

the school in this respect. Then say, that the boys reported all their

desks which they thought were disorderly, and that the number was 35;

and that after a week or two, the desks are to be examined again, and

the disorderly ones counted, that we may see how much we have improved.

After you have written it, you may bring it to me, and I will: tell you

whether it is right."

"How many desks do you think will be found to be disorderly, when we

come to make the examination?"

The boys hesitate.

The teacher names successively several numbers, and asks, whether they

think the real number will be greater or less. He notices their votes

upon them, and at last fixes upon one, which seems to be about the

general sense of the school. Then the teacher, himself mentions the

number, which he supposes will be found to be disorderly. His estimate

will ordinarily be larger than that of the scholars; because he knows

better how easily resolutions are broken. This number too, is recorded,

and then the whole subject is dismissed.

Now, of course, no reader of these remarks, will understand me to be

recommending, by this imaginary dialogue, (for the whole of it is

imaginary,) a particular course to be taken in regard to this subject,

far less the particular language to be used. All I mean is, to show by

a familiar illustration, how the teacher is to endeavor to enlist the

interest, and to excite the curiosity of his pupils, in his plans for

the improvement of his school, by presenting them as moral experiments,

which they are to assist him in trying,--experiments, whose progress

they are to watch, and whose results they are to predict. If the precise

steps which I have described, should actually be taken, although it

would occupy but a few minutes, and would cause no thought, and no

perplexing care, yet it would undoubtedly be the means of awakening a

very general interest in the subject of order, throughout the school.

All would be interested in the work of arrangement.

All would watch, too, with interest, the progress and the result of the

experiment; and if, a few days after, the teacher should accidentally,

in recess, see a disorderly desk, a pleasant remark, made with a smile,

to the bystanders, "I suspect my prediction will turn out the correct

one," would have far more effect, than the most severe reproaches, or

the tingling of a rap over the knuckles with a rattan.

I know, from experience, that scholars of every kind, can be led, by

such measures as these, or rather by such a spirit as this, to take an

active interest, and to exert a most powerful influence, in regard to

the whole condition of the institution. I have seen the experiment

successful in boys' schools, and in girls' schools; among very little

children, and among the seniors and juniors at college.

In one of the colleges of New England, a new and beautiful edifice was

erected. The lecture rooms were fitted up in handsome style, and the

officers, when the time for the occupation of the building approached,

were anticipating with regret, what seemed to be the unavoidable

defacing, and cutting, and marking of the seats and walls. It was

however thought, that if the subject was properly presented to the

students, they would take an interest in preserving the property from

injury. They were accordingly addressed somewhat as follows:

"It seems, young gentlemen, to be generally the custom in colleges, for

the students to ornament the walls and benches of their recitation

rooms, with various inscriptions and carricatures, so that after the

premises have been for a short time in the possession of a class, every

thing within reach, which will take an impression from a penknife, or a

trace from a pencil, is covered with names, and dates, and heads, and

inscriptions of every kind. The faculty do not know what you wish in

this respect, in regard to the new accommodations which the Trustees

have now provided for you, and which you are soon to enter. They have

had them fitted up for you handsomely, and if you wish to have them kept

in good order, we will assist you. If the students think proper to

express by a vote, or in any other way, their wish to keep them in good

order, we will engage to have such incidental injuries, as may from time

to time occur, immediately repaired. Such injuries will, of course, be

done; for whatever may be the wish and general opinion of the whole, it

is not to be expected that every individual, in so large a community,

will be careful. If, however, as a body, you wish to have the building

preserved in its present state, and will, as a body, take the necessary

precautions, we will do our part."

The students responded to this appeal most heartily. They passed a vote,

expressing a desire to preserve the premises in order, and for many

years, and for ought I know, to the present hour, the whole is kept as a

room occupied by gentlemen should be kept. At some other colleges, and

those, too, sustaining the very highest rank among the institutions of

the country, the doors of the public buildings are sometimes _studded

with nails, as thick as they can possibly be driven, and then covered

with a thick coat of sand, dried into the paint, as a protection from

the knives of the students_!!

The particular methods, by which the teacher is to interest his pupils

in his various plans for their improvement, cannot be very fully

described here. In fact, it does not depend so much on the methods he

adopts, as upon the view which he himself takes of these plans, and the

_tone and manner in which he speaks of them to his pupils_.

A teacher, for example, perhaps on the first day of his labors in a new

school, calls a class to read. They pretend to form a line, but it

crooks in every direction. One boy is leaning back against a desk;

another comes forward as far as possible, to get near the fire; the rest

lounge in every position and in every attitude. John is holding up his

book high before his face, to conceal an apple, from which he is

endeavoring to secure an enormous bite. James is by the same sagacious

device, concealing a whisper, which he is addressing to his next

neighbor, and Moses is seeking amusement by crowding and elbowing the

little boy who is unluckily standing next him.

"What a spectacle!" says the master to himself, as he looks at this sad

display. "What shall I do?" The first impulse is, to break forth upon

them at once, with all the artillery of reproof, and threatening, and

punishment. I have seen, in such a case, a scolding and frowning master

walk up and down before such a class, with a stern and angry air,

commanding this one to stand back, and that to come forward, ordering

one boy to put down his book, and scolding at a second for having lost

his place, and knocking the knees of another with his rule, because he

was out of the line. The boys scowl at their teacher, and, with

ill-natured reluctance, they obey, just enough to escape punishment.

Another teacher looks calmly at the scene, and says to himself, "What

shall I do to remove effectually these evils? If I can but interest the

boys in reform, it will be far more easy to effect it, than if I attempt

to accomplish it by the mere exercise of my authority."

In the meantime, things go on, during the reading, in their own way. The

teacher simply _observes_. He is in no haste to commence his operations.

He looks for the faults; watches, without seeming to watch, the

movements which he is attempting to control. He studies the materials

with which he is to work, and lets their true character develope itself.

He tries to find something to approve in the exercise, as it proceeds,

and endeavors to interest the class, by narrating some fact, connected

with the reading, or making some explanation which interests the boys.

At the end of the exercise, he addresses them, perhaps, as follows:

"I have observed, boys, in some military companies, that the officers

are very strict, requiring implicit and precise obedience. The men are

required to form a precise line." (Here there is a sort of involuntary

movement all along the line, by which, it is very sensibly

straightened.) "They make all the men stand erect," (At this word, heads

go up, and straggling feet draw in, all along the class,) "in the true

military posture. They allow nothing to be done in the ranks, but to

attend to the exercise," (John hastily crowds his apple into his

pocket,) "and thus they regulate every thing, in exact and steady

discipline, so that all things go on in a most systematic and scientific

manner. This discipline is so admirable in some countries, especially in

Europe, where much greater attention is paid to military tactics than in

our country, that I have heard it said by travellers, that some of the

soldiers who mount guard at public places, look as much like statues, as

they do like living men.

"Other commanders act differently. They let the men do pretty much as

they please. So you will see such a company lounging into a line, when

the drum beats, as if they took little interest in what was going on.

While the captain is giving his commands, one is eating his luncheon;

another is talking with his next neighbor. Part are out of the line;

part lounge on one foot; they hold their guns in every position; and on

the whole, present a very disorderly and unsoldier-like appearance.

"I have observed, too, that boys very generally prefer to _see_ the

strict companies, but perhaps they would prefer to _belong_ to the lax

ones."

"No sir;" "No sir;" say the boys.

"Suppose you all had your choice either to belong to a company like the

first one I described, where the captain was strict in all his

requirements, or to one like the latter, where you could do pretty much

as you pleased, which should you prefer?"

Unless I entirely mistaken in my idea of the inclinations of boys, it

would be very difficult to get a single honest expression of preference

for the latter. They would say with one voice,

"The first."

"I suppose it would be so. You would be put to some inconvenience by the

strict commands of the captain, but then you would be more than paid by

the beauty of regularity and order, which you would all witness. There

is nothing so pleasant as regularity, and nobody likes regularity more

than boys do. To show this, I should like to have you now form a line as

exact as you can."

After some unnecessary shoving and pushing, increased by the disorderly

conduct of a few bad boys, a line is formed. Most of the class are

pleased with the experiment, and the teacher takes no notice of the few

exceptions. The time to attend to _them_, will come by and by.

"Hands down." The boys obey.

"Shoulders back."

"There;--there is a very perfect line."

"Do you stand easily in that position?"

"Yes sir."

"I believe your position is the military one, now, pretty nearly; and

military men study the postures of the human body, for the sake of

finding the one most easy; for they wish to preserve as much as possible

of the soldiers' strength, for the time of battle. I should like to try

the experiment of your standing thus, at the next lesson. It is a very

great improvement upon your common mode. Are you willing to do it?"

"Yes sir;" say the boys.

"You will get tired, I have no doubt. In fact, I do not expect you will

succeed, the first day, very well. You will probably become restless and

uneasy, before the end of the lesson, especially the smaller boys. I

must excuse it, I suppose, if you do, as it will be the first time."

By such methods as these, the teacher will certainly secure a majority

in favor of all his plans. But perhaps some experienced teacher, who

knows from his own repeated difficulties with bad boys, what sort of

spirits the teacher of district schools has sometimes to deal with, may

ask, as he reads this,

"Do you expect that such a method as this, will succeed in keeping your

school in order? Why, there are boys in almost every school, whom you

would no more coax into obedience and order in this way, than you would

persuade the northeast wind to change its course by reasoning."

I know there are. And my readers are requested to bear in mind, that my

object is not now to show, how the whole government of the school may be

secured, but how one important advantage may be gained, which will

assist in accomplishing the object. All I should expect or hope for, by

such measures as these, is _to interest and gain over to our side, the

majority_. What is to be done with those who cannot be reached by such

kinds of influence, I shall endeavor presently to show. The object now

is, simply to gain the _majority_,--to awaken a general interest, which

you can make effectual in promoting your plans, and thus to narrow the

field of discipline, by getting those right, who can be got right by

such measures.

Thus securing a majority to be on your side in the general

administration of the school, is absolutely indispensable to success. A

teacher may, by the force of mere authority, so control his pupils, as

to preserve order in the school-room, and secure a tolerable progress in

study, but the heart will not be in it. The progress in knowledge must

accordingly be, in ordinary cases, slow, and the cultivation of moral

principle must be, in such a case, entirely neglected. The principles of

duty cannot be inculcated by fear; and though pain and terror must, in

many instances, be called in to coerce an individual offender, whom

milder measures will not reach, yet these agents, and others like them,

can never be successfully employed, as the ordinary motives to action.

They cannot produce any thing but mere external and heartless obedience

in the presence of the teacher, with an inclination to throw off all

restraint, when the pressure of stern authority is removed.

We should all remember that our pupils are, but a very short time, under

our direct control. Even when they are in school, the most untiring

vigilance will not enable us to watch, except for a very small portion

of the time, any individual. Many hours of the day, too, they are

entirely removed from our inspection, and a few months will take them

away from us altogether. Subjecting them then to mere external

restraint, is a very inadequate remedy for the moral evil, to which they

are exposed. What we aim at, is to bring forward and strengthen an

internal principle, which will act, when both parent and teacher are

away, and control where external circumstances are all unfavorable.

I have thus far under this head, been endeavoring to show the importance

of securing, by gentle measures, a majority of the scholars, to

co-operate with the teacher in his plans. The methods of doing this,

demand a little attention.

(1.) The teacher should study human nature as it exhibits itself in the

school-room, by taking an interest in the sports and enjoyments of the

pupils, and connecting, as much as possible, what is interesting and

agreeable, with the pursuits of the school, so as to lead the scholars

to like the place. An attachment to the institution and to the duties of

it, will give the teacher a very strong hold upon the community of mind

which exists there.

(2.) Every thing which is unpleasant in the discipline of the school

should be attended to, as far as possible, privately. Sometimes it is

necessary to bring a case forward in public, for reproof or punishment,

but this is seldom. In some schools, it is the custom to postpone cases

of discipline, till the close of the day, and then, just before the boys

are dismissed at night, all the difficulties are settled. Thus, day

after day, the impression which is last made upon their minds, is

received from a season of suffering, and terror, and tears.

Now such a practice may be attended with many advantages, but it seems

to be, on the whole, unwise. Awing the pupils, by showing them the

consequences of doing wrong, should be very seldom resorted to. It is

far better to allure them, by showing them the pleasures of doing right.

Doing right is pleasant to every body, and no persons are so easily

convinced of this, or rather so easily led to see it, as children. Now

the true policy is, to let them experience the pleasure of doing their

duty, and they will easily be allured to it.

In many cases, where a fault has been publicly committed, it seems, at

first view, to be necessary that it should be publicly punished; but the

end will, in most cases, be answered, if it is noticed publicly, so that

the pupils may know that it received attention, and then the ultimate

disposal of the case, may be made a private affair, between the teacher

and the individual concerned. If, however, every case of disobedience,

or idleness, or disorder, is brought out publicly before the school, so

that all witness the teacher's displeasure, and feel the effects of it,

(for to witness it, is to feel its most unpleasant effects,) the school

becomes, in a short time, hardened to such scenes. Unpleasant

associations become connected with the management of the school, and the

scholars are prepared to do wrong with less reluctance, since the

consequence is only a repetition of what they are obliged to see every

day.

Besides, if a boy does something wrong, and you severely reprove him in

the presence of his class, you punish the class, almost as much as you

do him. In fact, in many cases, you punish them more; for I believe it

is almost invariably more unpleasant for a good boy to stand by and

listen to rebukes, than for a bad boy to take them. Keep these things,

therefore, as much as possible, out of sight. Never bring forward cases

of discipline, except on mature deliberation, and for a distinct and

well-defined purpose.

(3.) Never bring forward a case of discipline of this kind, unless you

are sure that public opinion will go in your favor. If a case comes up,

in which the sympathy of the scholars is excited for the criminal, in

such a way as to be against yourself, it will always do more harm than

good. Now this, unless there is great caution, will often be the case.

In fact, it is probable that a very large proportion of the punishments

which are ordinarily inflicted in schools, only prepare the way for more

offences.

It is, however, possible to bring forward individual cases in such a

way, as to produce a very strong moral effect, of the right kind. This

is to be done by seizing upon those peculiar emergencies, which will

arise in the course of the administration of a school, and which each

teacher must watch for, and discover himself. They cannot be pointed

out. I may, however, give a clearer idea of what is meant, by such

emergencies, by an example. It is a case which actually occurred, as

here narrated.

In a school where nearly all the pupils were faithful and docile, there

were one or two boys, who were determined to find amusement in those

mischievous tricks, so common in schools and colleges. There was one boy

in particular, who was the life and soul of all these plans. Devoid of

principle, idle as a scholar, morose and sullen in his manners, he was,

in every respect, a true specimen of the whole class of mischief-makers,

wherever they are to be found. His mischief consisted, as usual, in such

exploits as stopping up the keyhole, upsetting the teacher's inkstand,

or fixing something to his desk to make a noise, and interrupt the

school.

It so happened, that there was a standing feud between the boys of his

neighborhood, and those of another, situated a mile or two from it. By

his malicious activity, he had stimulated this quarrel to a high pitch,

and was very obnoxious to the boys of the other party. One day, when

taking a walk, the teacher observed a number of boys with excited looks,

and armed with sticks and stones, standing around a shoe-maker's shop,

to which his poor pupil had gone for refuge from them. They had got him

completely within their power, and were going to wait until he should be

wearied with his confinement, and come out, when they were going to

inflict upon him the punishment they thought he deserved.

The teacher interfered, and by the united influence of authority,

management, and persuasion, succeeded in effecting a rescue. The boy

would probably have preferred to owe his safety to any one else, than to

the teacher, whom he had so often tried to tease; but he was glad to

escape in any way. The teacher said nothing about the subject, and the

boy soon supposed it was entirely forgotten.

But it was not forgotten. The teacher knew perfectly well that the boy

would, before long, be at his old tricks again, and was reserving this

story as the means of turning the whole current of public opinion

against such tricks should they again occur.

One day he came to school, in the afternoon, and found the room filled

with smoke; the doors and windows were all closed, though, as soon as he

came in, some of the boys opened them. He knew by this circumstance,

that it was roguery, not accident, which caused the smoke. He appeared

not to notice it, however, said he was sorry it smoked, and asked the

mischievous boy, for he was sure to be always near in such a case, to

help him fix the fire. The boy supposed it was understood to be

accidental, and perhaps secretly laughed at the dulness of his master.

In the course of the afternoon, the teacher ascertained, by private

inquiries, that his suspicions were correct, as to the author of the

mischief. At the close of school, when the studies were ended, and the

books laid away, he told the scholars that he wanted to tell them a

story.

He then, with a pleasant tone and manner, gave a very minute, and, to

the boys, a very interesting narrative of his adventure, two or three

weeks before, when he rescued this boy from his danger. He called him,

however, simply _a boy_, without mentioning his name, or even hinting

that he was a member of the school. No narrative could excite a stronger

interest among an audience of school-boys, than such an one as this; and

no act of kindness from a teacher, would make as vivid an impression, as

interfering to rescue a trembling captive, from such a situation as the

one this boy had been in.

The scholars listened with profound interest and attention, and though

the teacher said little about his share in the affair, and spoke of what

he did, as if it were a matter of course, that he should thus befriend a

boy in distress, an impression, very favorable to himself, must have

been made. After he had finished his narrative, he said,

"Now should you like to know who this boy was?"

"Yes sir;" "Yes sir;" said they, eagerly.

"It was a boy that you all know."

The boys looked around upon one another. Who could it be?

"He is a member of this school."

There was an expression of fixed, and eager, and increasing interest, on

every face in the room.

"He is here now," said the teacher, winding up the interest and

curiosity of the scholars, by these words, to the highest pitch.

"But I cannot tell you his name; for what return do you think he made to

me? To be sure it was no very great favor that I did him; I should have

been unworthy the name of teacher, if I had not done it for him, or for

any boy in my school. But at any rate, it showed my good wishes for

him,--it showed that I was his friend, and what return do you think he

made me for it? Why, to-day he spent his time between schools in filling

the room with smoke, that he might torment his companions here, and give

me trouble, and anxiety and suffering, when I should come. If I should

tell you his name, the whole school would turn against him for his

ingratitude."

The business ended here, and it put a stop, a final stop to all

malicious tricks in the school. Now it is not very often that so fine an

opportunity occurs, to kill, by a single blow, the disposition to do

wilful, wanton injury, as this circumstance afforded; but the principle

illustrated by it,--bringing forward individual cases of transgression,

in a public manner, only for the sake of the general effect, and so

arranging what is said and done as to produce the desired effect upon

the public mind, in the highest degree, may very frequently be acted

upon. Cases are continually occurring, and if the teacher will keep it

constantly in mind, that when a particular case comes before the whole

school, the object is an influence upon the whole, and not the

punishment or reform of the guilty individual, he will insensibly so

shape his measures, as to produce the desired result.

(4.) There should be a great difference made between the _measures you

take_ to prevent wrong, and the _feelings of displeasure_ against wrong,

when it is done. The former should be strict, authoritative, unbending;

the latter should be mild and gentle. Your measures, if uniform and

systematic will never give offence, however powerfully you may restrain

and control. It is the morose look, the harsh expression, the tone of

irritation and fretfulness which is so unpopular in school. The sins of

childhood are by nine tenths of mankind enormously overrated, and

perhaps none overrate them, more extravagantly, than teachers. We

confound the trouble they give us, with their real moral turpitude, and

measure the one by the other. Now if a fault prevails in school, one

teacher will scold and fret himself about it, day after day, until his

scholars are tired both of school and of him: and yet he will do nothing

effectual to remove it. Another will take efficient and decided

measures, and yet say very little on the subject, and the whole evil

will be removed, without suspending for a moment, the good humor, and

pleasant feeling, which should prevail in school.

The expression of your displeasure on account of any thing that is

wrong, will seldom or never do any good. The scholars consider it

scolding; it is scolding, and though it may, in many cases, contain many

sound arguments and eloquent expostulations, it operates simply as a

punishment. It is unpleasant to hear it. General instruction must indeed

be given, but not general reproof.

(5.) Feel that, in the management of the school, _you_ are under

obligation as well as the scholars, and let this feeling appear in all

that you do. Your scholars wish you to dismiss school earlier than usual

on some particular occasion, or to allow them an extra holiday. Show by

the manner in which you consider and speak of the question, that your

main inquiry is what is _your duty_. Speak often of your responsibility

to your employers, not formally, but incidentally and naturally as you

will speak, if you feel this responsibility.

It will assist very much too, in securing cheerful, good-humored

obedience to the regulations of the school, if you extend their

authority over yourself. Not that the teacher is to have no liberty from

which the scholars are debarred; this would be impossible. But the

teacher should submit, himself, to every thing which he requires of his

scholars, unless it is in cases where a different course is

_necessary_.

Suppose for instance, a study card, like the one described in a

preceding chapter, is made, so as to mark the time of recess and of

study. The teacher near the close of recess, is sitting with a group of

his pupils around him, telling them some story. They are all interested,

and they see he is interested. He looks at his watch, and shows by his

manner, that he is desirous of finishing what he is saying, but that he

knows that the striking of the bell will cut short his story. Perhaps he

says not a word about it, but his pupils see that he is submitting to

the control which is placed over them: and when the card goes up, and he

stops instantly in the middle of his sentence, and rises with the rest,

each one to go to his own place, to engage at once in their several

duties, he teaches them a most important lesson, and in the most

effectual way. Such a lesson of fidelity and obedience, and such an

example of it, will have more influence, than a half hour's scolding

about whispering without leave, or a dozen public punishments. At least

so I find it, for I have tried both.

Show then continually, that you see and enjoy the beauty of system and

strict discipline, and that you submit to it yourself, as well as

require it of others.

(6.) Lead your pupils to see that they must share with you, the credit

or the disgrace, which success or failure may bring. Lead them to feel

this, not by telling them so, for there are very few things which can be

impressed upon children by direct efforts to impress them; but by so

speaking of the subject, from time to time, as to lead them to see that

you understand it so.

Repeat, with judicious caution, what is said of the school, both for and

against it, and thus endeavor to interest the scholars in its public

reputation. This feeling of interest in the institution may very easily

be awakened. It sometimes springs up, spontaneously, and where it is not

guided aright by the teacher, sometimes produces very bad effects upon

the minds of the pupils, in rival institutions. When two schools are

situated near each other, evil consequences will result from this

feeling, unless the teacher manages it so as to deduce good

consequences. I recollect, that, in my boyish days, there was a standing

quarrel between the boys of a town school and an academy, which were in

the same village. We were all ready, at any time, when out of school, to

fight for the honor of our respective institutions, but very few were

ready to be diligent and faithful, when in it, though it would seem that

that might have been rather a more effectual means of establishing the

point. If the scholars are led to understand that the school is to a

great extent their institution, that they must assist to sustain its

character, and that they share the honor if any honor is acquired, a

feeling will prevail in the school, which may be turned to a most useful

account.

(7.) In giving instruction on moral duty, the subject should be taken up

generally, in reference to imaginary cases, or cases which are unknown

to most of the scholars. If this is done, the pupils feel that the

object of bringing up the subject is to do good; whereas, if questions

of moral duty are only brought up, from time to time, when some

prevailing or accidental fault in school calls for it, the feeling will

be that the teacher is only endeavoring to remove from his own path a

source of inconvenience and trouble. The most successful mode of giving

general moral instruction that I have known, and which has been adopted

in many schools, with occasional variations of form, is the following.

When the time has arrived a subject is assigned, and small papers are

distributed to the whole school, that all may write something concerning

it. These are then read and commented on by the teacher, and are made

the occasion of any remarks, which he may wish to make. The interest is

strongly excited to hear the papers read, and the instruction which the

teacher may give, produces a deeper effect, when engrafted thus, upon

something which originates in the minds of the pupils.

To take a particular case; a teacher addressed his scholars thus. "The

subject for the moral exercise to day, is _Prejudice_. Each one may take

one of the papers which have been distributed, and you may write upon

them any thing you please relating to the subject. As many as have

thought of any thing to write, may raise their hands."

One or two only of the older scholars gave the signal.

"I will mention the kinds of communications you can make, and perhaps

what I say will suggest something to you. As fast as you think of any

thing, you may raise your hands, and as soon as I see a sufficient

number up, I will give directions to begin. You can describe any case in

which you have been prejudiced, yourselves, either against persons or

things."

Here a number of the hands went up.

"You can mention any facts relating to antipathies of any kind, or any

cases where you know other persons to be prejudiced. You can ask any

questions in regard to the subject, questions about the nature of

prejudice, or the causes of it, or the remedy for it."

As he said this, many hands were successively raised, and at last,

directions were given for them to begin to write. Five minutes were

allowed, and at the end of that time the papers were collected and read.

The following specimens, transcribed verbatim from the originals, with

the remarks made, as nearly as they could be remembered immediately

after the exercise, will give an idea of the ordinary operation of this

plan.

"I am very much prejudiced against spiders, and every insect in the

known world, with scarcely an exception. There is a horrid

sensation created by their ugly forms, that makes me wish them all

to Jericho. The butterfly's wings are pretty, but he is dreadful

ugly. There is no affectation in this, for my pride will not permit

me to show this prejudice to any great degree, when I can help it.

I do not fear the little wretches; but I do hate them.

Anti-Spider-Sparer."

"This is not expressed very well, the phrases, "_to Jericho_" and

"_dreadful ugly_," are vulgar, and in very bad taste. Such a dislike too

is more commonly called an antipathy, than a prejudice, though perhaps

it comes under the general head of prejudices."

"How may we overcome prejudice? I think that when we are prejudiced

against a person, it is the hardest thing in the world to overcome

it."

"A prejudice is usually founded on some unpleasant association

connected with the subject of it. The best way to overcome the

prejudice, therefore, is to connect some pleasant association with it.

"For example, (to take the case of the antipathy to the spider, alluded

to in the last article,) the reason why that young lady dislikes

spiders, is undoubtedly because she has some unpleasant idea associated

with the thought of that animal, perhaps for example, the idea of their

crawling upon her--which is certainly not a very pleasant one for any

body. Now the way to correct such a prejudice, is to try to connect some

pleasant thoughts with the sight of the animal.

"I once found a spider in an empty apartment, hanging in its web on the

wall, with a large ball of eggs which it had suspended by its side. My

companion and myself cautiously brought up a tumbler under the web, and

pressed it suddenly against the wall, so as to enclose both spider and

eggs within it. We then contrived to run in a pair of shears, so as to

cut off the web, and let both the animal and its treasure fall down into

the tumbler. We put a book over the top, and walked off with our prize,

to a table, to see what it would do.

"At first it tried to climb up the side of the tumbler, but its feet

slipped, from the smooth glass. We then inclined the glass, so as to

favor its climbing and to enable it to reach the book at the top. As

soon as it touched the book, it was safe. It could cling to the book

easily, and we placed the tumbler again upright, to watch its motions.

"It attached a thread to the book and let itself down by it to the

bottom of the tumbler, and walked round and round the ball of eggs,

apparently in great trouble. Presently it ascended by its thread, and

then came down again. It attached a new thread to the ball, and then

went up, drawing the ball with it. It hung the ball at a proper distance

from the book, and bound it firmly in its place by threads running from

it, in every direction, to the parts of the book which were near, and

then the animal took its place, quietly by its side.

"Now I do not say, that if any body had a strong antipathy to a spider,

seeing one perform such a work as this would entirely remove it; but it

would certainly soften it. It would _tend_ to remove it. It would

connect an interesting and pleasant association, with the object. So if

she should watch a spider in the fields making his web. You have all

seen those beautiful, regular webs, in the morning dew, ("Yes, sir,"

"Yes sir.") composed of concentric circles, and radii diverging in every

direction. ("Yes sir.") Well, watch a spider when making one of these,

or observe his artful ingenuity and vigilance, when he is lying in wait

for a fly. By thus connecting pleasant ideas, with the sight of the

animal, you will destroy the unpleasant association which constitutes

the prejudice. In the same manner, if I wished to create an antipathy to

a spider, in a child, it would be very easily done. I would tie her

hands behind her, and put three or four upon her, to crawl over her

face.

"Thus you must destroy prejudices in all cases, by connecting pleasant

thoughts and associations with the objects of them."

"I am very often prejudiced against new scholars, without knowing

why?"

"We sometimes hear a person talk in this way, 'I do not like such, or

such a person, at all.'"

"'Why?'

"'Oh I don't know, I do not like her at all. I can't bear her.'

"'But why not. What is your objection to her.'

"'Oh I don't know, I have not any particular reason, but I never did

like her.'

"Now whenever you hear any person talk so, you may be sure that her

opinion, on any subject, is worth nothing at all. She forms opinions in

one case, without grounds, and it depends merely upon accident, whether

she does not, in other cases."

"Why is it that so many of our countrymen are, or seem to be

prejudiced against the unfortunate children of Africa? Almost every

_large white_ boy, who meets a _small black_ boy, insults him, in

some way or other."

"It is so hard to _overcome_ prejudices, that we ought to be

careful how we _form_ them."

"When I see a new scholar enter this school and she does not happen

to suit me exactly in her ways and manners, I very often get

prejudiced against her, though sometimes I find her a valuable

friend, after I get acquainted with her."

"There is an inquiry I should like very much to make, though I suppose

it would not be quite right to make it. I should like to ask all those

who have some particular friend in school, and who can recollect the

impression which the individual made upon them when they first saw her,

to rise, and then I should like to inquire in how many cases the first

impression was favorable, and in how many unfavorable."

"Yes sir." "Yes sir."

"Do you mean you would like to have the inquiry made?"

"Yes sir."

"All, then, who have intimate friends, and can recollect the impression

which they first made upon them, may rise."

[About thirty rose; more than two thirds of whom voted that the first

impression made by the persons who had since become their particular

friends, was unfavorable.]

"This shows how much dependence you can justly place on first

impressions."

"It was the next Monday morning, after I had attained the wise age

of 4 years, that I was called up into my mother's room, and told

that I was the next day going to school.

"I called forth all my reasoning powers, and with all the ability

of a child of four years, I reasoned with my mother, but to no

purpose. I told her that I _hated_ the school mistress then; though

I had never seen her. The very first day I tottered under the

weight of the mighty foolscap. I only attended her school two

quarters; with prejudice I went, and with prejudice I came away.

"The old school-house is now torn down, and a large brick house

takes the place of it. But I never pass by without remembering my

teacher. I am prejudiced to [against] the very spot.

* * * * *

"Is it not right to allow prejudice, to have influence over our

minds as far as this? If any thing comes to our knowledge, with

which wrong seems to be connected, and one in whom we have always

felt confidence is engaged in it, is it not right to allow our

prejudice in favor of this individual to have so much influence

over us, as to cause us to believe that all is really right, though

every circumstance which has come to our knowledge is against such

a conclusion? I felt this influence not many weeks since, in a very

great degree."

"No; it would not be prejudice in such a case. That is, a _prejudice_

would not be a sufficient ground to justify withholding blame. Well

grounded confidence in such a person, if there was reason for it, ought

to leave such an effect, but not prejudice."

* * * * *

The above may be considered as a fair specimen of the ordinary operation

of such an exercise. It is taken as an illustration, not by selection

from the large number of similar exercises which I have witnessed, but

simply because it was an exercise occurring at the time when a

description was to be written. Besides the articles quoted above, there

were thirty or forty others, which were read and commented on. The above

will, however, be sufficient to give the reader a clear idea of the

exercise, and to show what is the nature of the moral effect it is

calculated to produce.

The subjects which may be advantageously brought forward in such a way,

are of course very numerous. They are such as the following. In

connexion with each, give the suggestions as to the kind of articles to

be written, which the pupils may receive at the time the subject is

assigned.

1. DUTIES TO PARENTS. Anecdotes of good or bad conduct at home.

Questions. Cases where it is most difficult to obey. Dialogues

between parents and children. Excuses which are often made for

disobedience.

2. SELFISHNESS. Cases of selfishness any of the pupils have

observed. Dialogues they have heard exhibiting it. Questions about

its nature. Indications of selfishness.

3. FAULTS OF THE SCHOOL. Any bad practices the scholars may have

observed in regard to general deportment, recitations, habits of

study, or the scholars' treatment of one another. Each scholar may

write what is his own greatest trouble in school, and whether he

thinks any thing can be done to remove it. Any thing they think can

be improved in the management of the school by the Teacher.

Unfavorable things they have heard said about it, out of school,

though without names.

4. EXCELLENCES OF THE SCHOOL. Good practices, which ought to be

persevered in. Any little incidents the scholars may have noticed

illustrating good character. Cases which have occurred in which

scholars have done right, in temptation, or when others around were

doing wrong. Favorable reports in regard to the school, in the

community around.

5. THE SABBATH. Any thing the scholars may have known to be done on

the Sabbath which they doubt whether right or wrong. Questions in

regard to the subject. Various opinions they have heard expressed.

Difficulties they have in regard to proper ways of spending the

Sabbath.

(8.) We have one other method to describe, by which a favorable moral

influence may be exerted in school. The method can, however, go into

full effect, only where there are several pupils who have made

considerable advances in mental cultivation.

It is to provide a way, by which teachers and pupils may write,

anonymously, for the school. This may be done by having a place of

deposit for such articles as may be written, where any person may leave

what he wishes to have read, nominating, by a memorandum, upon the

article itself, the reader. If a proper feeling on the subject of good

discipline, and the formation of good character, prevails in school,

many articles, which will have a great deal of effect upon the pupils,

will find their way through such an avenue, once opened. The teacher can

himself often bring forward, in this way, his suggestions, with more

effect than he otherwise could do. Such a plan is, in fact like the plan

of a newspaper for an ordinary community, where sentiments and opinions

stand on their own basis, and influence the community just in proportion

to their intrinsic merits, unassisted by the authority of the writer's

name, and unimpeded by any prejudice which may exist against him. In my

own school, this practice has had a very powerful effect. I have,

myself, often thus anonymously addressed my pupils, and I have derived

great assistance from communications which many of the pupils have

written. Sometimes we have had full discussions of proposed measures,

and at others, criticisms of the management of the school, or of

prevailing faults. Sometimes good humored satires, and sometimes simple

descriptions. 'Tis true the practice is not steadily kept up. Often,

for months together, there is not an article offered. Still the place of

deposit remains, and, after a time, some striking communication is made,

which awakens general attention, and calls out other pens, until the

fifteen minutes, corresponding to the afternoon General Exercise, in the

plan provided in a preceding chapter, (which is all which is allowed to

be devoted to such purposes,) is not sufficient to read what is daily

offered. Of course, in such a plan as this, the teacher must have the

usual editorial powers, to comment upon what is written, or to alter or

suppress it at pleasure.[A]

[Footnote A: The following articles, which were really offered for such

a purpose, will serve as specimens. One or two were written by teachers.

I do not know the authors of the others. I do not offer them as

remarkable compositions: every teacher will see that they are not so.

The design of inserting them is merely to show that the ordinary

literary ability to be found in every school, may be turned to useful

account, by simply opening a channel for it, and to furnish such

teachers as may be inclined to try the experiment, the means of making

the plan clearly understood by their pupils.

MARKS OF A BAD SCHOLAR.

"At the time when she should be ready to take her seat at school,

she commences preparation for leaving home. To the extreme

annoyance of those about her, all is now hurry and bustle and ill

humor. Thorough search is to be made for every book or paper, for

which she has occasion; some are found in one place, some in

another, and others are forgotten altogether. Being finally

equipped, she casts her eye at the clock, hopes to be in tolerable

good season, (notwithstanding that the hour for opening the school

has already arrived,) and sets out, in the most violent hurry.

After so much haste, she is unfitted for attending properly to the

duties of the school, until a considerable time after her arrival.

If present at the devotional exercises, she finds it difficult to

command her attention, even when desirous of so doing, and her

deportment at this hour, is accordingly marked with an unbecoming

listlessness and abstraction.

When called to recitations, she recollects that some task was

assigned, which till that moment, she had forgotten; of others she

had mistaken the extent, most commonly thinking them to be shorter

than her companions suppose. In her answers to questions with which

she should be familiar, she always manifests more or less of

hesitation, and what she ventures to express, is very commonly in

the form of a question. In these, as in all exercises, there is an

inattention to general instructions. Unless what is said be

addressed particularly to herself, her eyes are directed towards

another part of the room; it may be her thoughts are employed about

something not at all connected with the school. If reproved by her

teacher, for negligence in any respects, she is generally provided

with an abundance of excuses, and however mild the reproof, she

receives it as a piece of extreme severity.

Throughout her whole deportment, there is an air of indolence, and

a want of interest in those exercises which should engage her

attention. In her seat, she most commonly sits in some lazy

posture;--either with her elbows upon her desk, her head leaning

upon her hands, or with her seat tipped forwards or backwards. When

she has occasion to leave her seat, it is in a sauntering,

lingering gait;--perhaps some trick is contrived on the way, for

exciting the mirth of her companions.

About every thing in which it is possible to be so, she is untidy.

Her books are carelessly used, and placed in her desk without

order. If she has a piece of waste paper to dispose of, she finds

it much more convenient to tear it into small pieces, and scatter

it about her desk, than to put it in a proper place. Her hands and

clothes are usually covered with ink. Her written exercises are

blotted, and full of mistakes."

THE CONSEQUENCES OF BEING BEHINDHAND.

"The following incident, which I witnessed on a late journey,

illustrates an important principle, and I will relate it.

When our steamboat started from the wharf, all our passengers had

not come. After we had proceeded a few yards, there appeared among

the crowd on the wharf, a man with his trunk under his arm,--out of

breath,--and with a most disappointed and disconsolate air. The

Captain determined to stop for him, but stopping an immense

steamboat, moving swiftly through the water, is not to be done in a

moment. So we took a grand sweep, wheeling majestically around an

English ship, which was at anchor in the harbor. As we came towards

the wharf again, we saw the man in a small boat, coming off from

it. As the steamboat swept round, they barely succeeded in catching

a rope from the stern, and then immediately the steam engine began

its work again, and we pressed forward,--the little boat following

us so swiftly, that the water around her was all in a foam.

They pulled upon the rope attached to the little boat, until they

drew it alongside. They then let down a rope with a hook in the end

of it, from an iron crane, which projected over the side of the

steamboat, and hooked it into a staple in the front of the small

boat. "_Hoist away_;" said the Captain. The sailors hoisted, and

the front part of the little boat began to rise, the stern still

ploughing and foaming through the water, and the man still in it,

with his trunk under his arm. They "hoisted away," until I began to

think that the poor man would actually tumble out behind. He clung

to the seat, and looked as though he was saying to himself, "I will

take care how I am tardy the next time." However, after awhile,

they hoisted up the stern of the boat, and he got safely on board.

_Moral._ Though coming to school a few minutes earlier or later,

may not in itself be a matter of much consequence, yet the habit of

being five minutes too late, if once formed, will, in actual life,

be a source of great inconvenience, and sometimes of lasting

injury."

NEW SCHOLARS.

"There is, at----, a young ladies' school, taught by Mr.----.

* * * * * * * * *

But with all these excellences, there is one fault, which I

considered a great one, and which does not comport with the general

character of the school for kindness and good feeling. It is the

little effort made by the scholars to become acquainted with the

new ones who enter. Whoever goes there, must push herself forward,

or she will never feel at home. The young ladies seem to forget,

that the new comer must feel rather unpleasantly, in the midst of a

hundred persons, to whom she is wholly a stranger, and with no one

to speak to. Two or three will stand together, and instead of

deciding upon some plan, by which the individual may be made to

feel at ease, something like the following conversation takes

place.

_Miss X._ How do you like the looks of Miss A., who entered school

to-day?

_Miss Y._ I don't think she is very pretty, but she looks as if she

might be a good scholar.

_Miss X._ She does not strike me very pleasantly; did you ever see

such a face? And her complexion is so dark, I should think she had

always lived in the open air; and what a queer voice she has!

_Miss Y._ I wonder if she has a taste for Arithmetic?

_Miss X._ She does not look as if she had much taste for any thing;

see, how strangely she fixes her hair.

_Miss S._ Whether she has much taste or not, some one of us ought

to go and get acquainted with her. See how unpleasantly she feels.

_Miss X._ I don't want to get acquainted with her, until I know

whether I shall like her or not.

Thus nothing is done to relieve her. When she does become

acquainted, all her first strange appearance is forgotten; but this

is sometimes not the case for several weeks. It depends entirely on

the character of the individual herself. If she is forward, and

willing to make the necessary effort, she can find many friends;

but if she is diffident, she has much to suffer. This arises

principally from thoughtlessness. The young ladies do not seem to

realize that there is any thing for them to do. They feel enough at

home themselves, and the remembrance of the time when they entered

school, does not seem to arise in their minds."

A SATIRICAL SPIRIT.

"I witnessed, a short time since, a meeting between two friends,

who had had but little intercourse before, for a long while. I

thought a part of their conversation might be useful, and I shall,

therefore, relate it, as nearly as I can recollect, leaving each

individual to draw her own inferences.

For some time, I sat silent but not uninterested, while the days of

'Auld Lang Syne' came up to the remembrance of the two friends.

After speaking of several individuals, who were among their former

acquaintances, one asked, 'Do you remember Miss W.?' 'Yes,' replied

the former, 'I remember her as the fear, terror, and abhorrence of

all who knew her.' _I_ knew the lady by report, and asked why she

was so regarded, the reply was, 'Because she was so severe, so

satirical in her remarks upon others. She spared neither friend or

foe.'

The friends resumed conversation. 'Did you know,' said the one who

had first spoken of Miss W., 'that she sometimes had seasons of

bitter repentance for indulging in this unhappy propensity of hers?

She would, at such times, resolve to be more on her guard, but

after all her good resolutions, she would yield to the slightest

temptations. When she was expressing, and apparently really

_feeling_ sorrow for having wounded the feelings of others, those

who knew her, would not venture to express any sympathy, for very

likely, the next moment, _that_ would be turned into ridicule. No

confidence could be placed in her.'

A few more facts will be stated respecting the same individual,

which I believe are strictly true. Miss W. possessed a fine and

well cultivated mind, great penetration, and a tact at

discriminating character, rarely equalled. She could, if she chose,

impart a charm to her conversation, that would interest, and even

fascinate those who listened to it; still she was not beloved.

Weaknesses and foibles met with unmerciful severity; and

well-meaning intentions and kind actions did not always escape

without the keen sarcasm, which it is so difficult for the best

regulated mind to bear unmoved. The mild and gentle seemed to

shrink from her, and thus she, who might have been the bright and

beloved ornament of the circle in which she moved, was regarded

with distrust, fear, and even hatred. This dangerous habit of

making satirical remarks was evinced in childhood; it was

cherished; 'it grew with her growth and strengthened with her

strength,' until she became what I have described." LAURA.

Though such a satirical spirit is justly condemned, a little

good-humored raillery may sometimes be allowed, as a mode of attacking

faults in school which cannot be reached by graver methods. The teacher

must not be surprised, if some things connected with his own

administration, come in, sometimes, for a share.

VARIETY.

"I was walking out, a few days since, and not being particularly in

haste, I concluded to visit a certain school for an hour or two. In

a few minutes after I had seated myself on the sofa, the '_Study

Card_,' was dropped, and the general noise and confusion, indicated

that recess had arrived. A line of military characters, bearing the

title of the 'Freedom's Band,' was soon called out, headed by one

of their own number. The tune chosen to guide them was Kendall's

march.

"'Please to form a regular line,' said the lady commander.

'Remember that there is to be no speaking in the ranks. Do not

begin to step, until I strike the bell. Miss B., I requested you

not to step until I gave the signal.'

"Presently the command was given, and the whole line _stepped_, for

a few minutes, to all intents and purposes. Again the bell

sounded;--'Some of you have lost the step,' said the general. 'Look

at me, and begin again. Left! Right! Left! Right!' The line was

once more in order, and I observed a new army on the opposite side

of the room, performing the same manoeuvres, always to the tune

of 'Kendall's March.' After a time, the recess closed, and order

was again restored. In about half an hour, I approached a class,

which was reciting behind the railing. 'Miss A.,' said a teacher,

'how many kinds of magnitude are there?' _Miss A._ ('Answer

inaudible.') _Several voices._ 'We can't hear.' _Teacher._ 'Will

you try to speak a little louder, Miss A.?'

"Some of the class at length seemed to guess the meaning of the

young lady; but _I_ was unable to do even that, until the answer

was repeated by the teacher. Finding that I should derive little

instruction from the recitation; I returned to the sofa.

"In a short time the _propositions_ were read. 'Proposed that the

committee be impeached, for not providing suitable pens.' 'Lost, a

pencil, with a piece of India-rubber attached to it, by a blue

riband,' &c. &c.

"Recess was again announced, and the lines commenced their

evolutions to the tune of Kendall's March.' Thought I, 'Oh! that

there were a new tune under the sun!'

"Before the close of school, some compositions were read. One was

entitled 'The Magical Ring,' and commenced, 'As I was sitting alone

last evening, I heard a gentle tap on the door, and immediately a

beautiful fairy appeared before me. She placed a ring on my finger,

and left me.' The next began, 'It is my week to write composition,

but I do not know what to say. However, I must write something, so

it shall be a dialogue.' Another was entitled the Magical Shoe,'

and contained a marvellous narration of adventures made in a pair

of shoes, more valuable than the farfamed 'seven league boots.' A

fourth began, 'Are you acquainted with that new scholar?' 'No; but

I don't believe I shall like her.' And soon the 'Magical Thimble,'

the 'Magical Eye-glass,' &c., were read, in succession, until I

could not but exclaim, 'How pleasing is variety!' School was at

length closed, and the young ladies again attacked the piano. 'Oh!'

repeated I, to myself, '_how pleasing is variety_!' as I left the

room, to the tune Of Kendall's March."]

By means like these, it will not be difficult for any teacher to obtain,

so far an ascendancy over the minds of his pupils, as to secure an

overwhelming majority in favor of good order, and co-operation with him

in his plans for elevating the character of the school. But let it be

distinctly understood, that this, and this only, has been the object of

this chapter, thus far: The first point brought up, was the

desirableness of making, at first, a favourable impression,--the

second, the necessity of taking general views of the condition of the

school, and aiming to improve it in the mass, and not merely to rebuke

or punish accidental faults,--and the third, the importance and the

means of gaining a general influence and ascendency over the minds of

the pupils. But, though an overwhelming majority can be reached by such

methods as these, all cannot. We must have the majority secured,

however, in order to enable us to reach and to reduce the others. But to

this work we must come at last.

4. I am therefore now to consider under a fourth general head, what

course is to be taken with _individual_ offenders, whom the general

influences of the school-room will not control.

(1.) The first point to be attended to, is to ascertain who they are.

Not by appearing suspiciously to watch any individuals, for this would

be almost sufficient to make them bad, if they were not so before.

Observe, however; notice, from day to day, the conduct of individuals,

not for the purpose of reproving or punishing their faults, but to

enable you to understand their characters. This work will often require

great adroitness, and very close scrutiny; and you will find, as the

results Of it, a considerable variety of character, which the general

influences above described, will not be sufficient to control. The

number of individuals will not he great, but the diversity of character

comprised in it, will be such, as to call into exercise all your powers

of vigilance and discrimination. On one seat, you will find a coarse,

rough looking boy, who will openly disobey your commands and oppose your

wishes; on another, a more sly rogue, whose demure and submissive look

is assumed, to conceal a mischief-making disposition. Here is one, whose

giddy spirit is always leading him into difficulty, but who is of so

open and frank a disposition, that you will most easily lead him back to

duty; but there is another, who, when reproved, will fly into a passion;

and there, a third, who will stand sullen and silent before you, when he

has done wrong, and is neither to be touched by kindness, nor awed by

authority.

Now all these characters must be studied. It is true that the caution

given in a preceding part of this chapter, against devoting undue and

disproportionate attention to such persons must not be forgotten. Still,

these individuals will require, and it is right that they should

receive, a far greater degree of attention, so far as the moral

administration of the school is concerned, than their mere numbers would

appear to justify. This is the field in which the teacher is to study

human nature; for here it shows itself without disguise. It is through

this class, too, that a very powerful moral influence is to be exerted

upon the rest of the school. The manner in which such individuals are

managed; the tone the teacher assumes towards them; the gentleness with

which he speaks of their faults, and the unbending decision with which

he restrains them from wrong, will have a most powerful effect upon the

rest of the school. That he may occupy this field, therefore, to the

best advantage, it is necessary that he should first thoroughly explore

it.

By understanding the dispositions and characters of such a class of

pupils as I have described, I do not mean merely watching them, with

vigilance, in school, so that none of their transgressions shall go

unobserved and unpunished. I intend a far deeper and more thorough

examination of character. Every boy has something or other which is good

in his disposition and character, which he is aware of, and on which he

prides himself; find out what it is, for it may often be made the

foundation, on which you may build the superstructure of reform. Every

one has his peculiar sources of enjoyment,--and objects of pursuit,

which are before his mind from day to day; find out what they are, that

by taking an interest in what interests him, and perhaps sometimes

assisting him in his plans, you can bind him to you. Every boy is, from

the circumstances in which he is placed at home, exposed to temptations,

which have perhaps, had a far greater influence in the formation of his

character, than any deliberate and intentional depravity of his own;

ascertain what these temptations are, that you may know where to pity

him, and where to blame. The knowledge which such an examination of

character will give you, will not be confined to making you acquainted

with the individual. It will be the most valuable knowledge which a man

can possess, both to assist him in the general administration of the

school, and in his intercourse among mankind in the business of life.

Men are but boys, only with somewhat loftier objects of pursuit. Their

principles, motives, and ruling passions are essentially the same.

Extended commercial speculations are, so far as the human heart is

concerned, substantially what trading in jack-knives and toys is, at

school, and building a snow fort, to its own architects, the same as

erecting a monument of marble.

(2.) After exploring the ground, the first thing to be done, as a

preparation for reforming individual character, in school, is, to secure

the personal attachment of the individuals to be reformed. This must not

be attempted by professions and affected smiles, and still less by that

sort of obsequiousness, common in such cases, which produces no effect

but to make the bad boy suppose that his teacher is afraid of him;

which, by the way, is, in fact, in such cases, usually true. Approach

the pupil in a bold and manly, but frank and pleasant manner. Approach

him as his superior, but still, as his friend; desirous to make him

happy, not merely to obtain his good-will. And the best way to secure

these appearances, is, just to secure the reality. Actually be the boy's

friend. Really desire to make him happy;--happy, too, in his own way,

not in yours. Feel that you are his superior, and that you must and will

enforce obedience; but with this feel, that probably obedience will be

rendered, without any contest. If these are really the feelings which

reign within you, the boy will see it, and they will exert a strong

influence over him, but you cannot counterfeit appearances.

A most effectual way to secure the good will of a scholar, is, to ask

him to assist you. The Creator has so formed the human heart, that doing

good must be a source of pleasure, and he who tastes this pleasure once,

will almost always wish to taste it again. To do good to any individual,

creates or increases the desire to do it.

There is a boy in your school, who is famous for his skill in making

whistles from the green branches of the poplar. He is a bad boy, and

likes to turn his ingenuity to purposes of mischief. You observe him

some day in school, when he thinks your attention is engaged in another

way, blowing softly upon one, which he has concealed in his desk, for

the purpose of amusing his neighbors, without attracting the attention

of the teacher. Now there are two remedies. Will you try the physical

one? Then call him out into the floor; inflict painful punishment, and

send him smarting to his seat, with his heart full of anger and revenge,

to plot some new and less dangerous scheme of annoyance. Will you try

the moral one? Then wait till the recess, and while he is out at his

play, send a message out by another boy, saying that you have heard he

is very skilful in making whistles, and asking him to make one for you

to carry home to a little child at your boarding-house. What would, in

ordinary cases, be the effect? It would certainly be a very simple

application; but its effect would be, to open an entirely new train of

thought and feeling for the boy. "What!" he would say to himself, while

at work on his task, "give the master _pleasure_ by making whistles! Who

ever heard of such a thing? I never thought of any thing but giving him

trouble and pain.--I wonder who told him I could make whistles?" He

would find, too, that the new enjoyment was far higher and purer than

the old, and would have little disposition to return to the latter.

I do not mean by this illustration, that such a measure as this, would

be the only notice that ought to be taken of such an act of wilful

disturbance in school. Probably it would not. What measures in direct

reference to the fault committed, would be necessary, would depend upon

the circumstances of the case. It is not necessary to our purpose, that

they should be described here.

The teacher can awaken in the hearts of his pupils, a personal

attachment for him, by asking in various ways, their assistance in

school, and then appearing honestly gratified with the assistance

rendered. Boys and girls are delighted to have what powers and

attainments they possess, brought out into action, especially where they

can lead to useful results. They love to be of some consequence in the

world, and will be especially gratified to be able to assist their

teacher. Even if the studies of a turbulent boy are occasionally

interrupted for half an hour, that he might help you arrange papers, or

rule books, or cut the tops of quills, or distribute exercises, it will

be time well spent. Get him to co-operate with you in any thing, and he

will feel how much pleasanter it is to co-operate, than to thwart and

oppose; and by judicious measures of this kind, almost any boy may be

brought over to your side.

Another means of securing the personal attachment of boys, is to notice

them,--to take an interest in their pursuits, and the qualities and

powers which they value in one another. It is astonishing what an

influence is exerted by such little circumstances, as stopping at a play

ground a moment, to notice with interest, though perhaps without saying

a word, speed of running,--or exactness of aim,--the force with which a

ball is struck,--or the dexterity with which it is caught or thrown. The

teacher must, indeed, in all his intercourse with his pupils, never

forget his station, nor allow them to lay aside the respect, without

which authority cannot be maintained. But he may be, notwithstanding

this, on the most intimate and familiar footing with them all. He may

take a strong and open interest in all their enjoyments, and thus awaken

on their part, a personal attachment to himself, which will exert over

them a constant and powerful control.

(3.) The efforts described under the last head, for gaining a personal

influence over those, who from their disposition and character are most

in danger of doing wrong, will not be sufficient entirely to prevent

transgression. Cases of deliberate, intentional wrong will occur, and

the question will rise, what is the duty of the teacher in such an

emergency? When such cases occur, the course to be taken is, first of

all, to come to a distinct understanding on the subject with the guilty

individual. Think of the case calmly, until you have obtained just and

clear ideas of it. Endeavor to understand precisely in what the guilt of

it consists. Notice every palliating circumstance, and take as favorable

a view of the thing as you can, while, at the same time, you fix most

firmly in your mind the determination to put a stop to it. Then go to

the individual, and lay the subject before him, for the purpose of

understanding distinctly from his own lips, what he intends to do. I can

however, as usual, explain more fully what I mean, by describing a

particular case, substantially true.

The teacher of a school observed, himself, and learned from several

quarters, that a certain boy was in the habit of causing disturbance

during time of prayer, at the opening and close of school, by

whispering, playing, making gestures to the other boys, and throwing

things about from seat to seat. The teacher's first step was, to speak

of the subject, generally, before the whole school, not alluding,

however, to any particular instance which had come under his notice.

These general remarks produced, as he expected, but little effect.

He waited for some days, and the difficulty still continued. Had the

irregularity been very great, it would have been necessary to have taken

more immediate measures, but he thought the case admitted of a little

delay. In the meantime, he took a little pains to cultivate the

acquaintance of the boy, to discover and to show that he noticed what

was good in his character and conduct, occasionally to get from him some

little assistance, and thus to gain some personal ascendancy over him.

One day, when every thing had gone smoothly and pleasantly, the teacher

told the boy, at the close of school, that he wanted to talk with him a

little, and asked him to walk home with him. It was not uncommon for the

teacher to associate thus, with his pupils, out of school, and this

request, accordingly, attracted no special attention. On the walk, the

teacher thus accosted the criminal.

"Do you like frank, open dealing, James?"

James hesitated a moment, and then answered faintly, "Yes sir."

"Most boys do, and I do; and I supposed that you would prefer being

treated in that way. Do you?"

"Yes sir."

"Well, I am going to tell you of one of your faults. I have asked you to

walk with me, because I supposed it would be pleasanter for you to have

me see you privately, than to bring it up in school."

James said it would be pleasanter.

"Well, the fault is, being disorderly at prayer time. Now if you like

frank and open dealing, and are willing to deal so with me, I should

like to talk with you a little about it, but if you are not willing, I

will dismiss the subject. I do not wish to talk with you now about it,

unless you yourself desire it. But if we talk at all, we must both be

open, and honest, and sincere. Now should you rather have me talk with

you or not?"

"Yes sir, I should rather have you talk with me now, than in school."

The teacher then described his conduct, in a mild manner, using the

style of simple narration,--admitting no harsh epithets,--no terms of

reproach. The boy was surprised, for he supposed he had not been

noticed. He thought, perhaps he should have been punished, if he had

been observed. The teacher said in conclusion:

"Now, James, I do not suppose you have done this from any designed

irreverence towards God, or deliberate intention of giving me trouble

and pain. You have several times lately, assisted me, in various ways,

and I know from the cheerful manner with which you comply with my

wishes, that your prevailing desire is, to give me pleasure, not pain.

You have fallen into this practice through thoughtlessness; but that

does not alter the character of the sin. To do so, is a great sin

against God, and a great offence against good order in school. You see,

yourself, that my duty to the school, will require me to adopt the most

decided measures, to prevent the continuance and the spread of such a

practice. I should be imperiously bound to do it, even if the individual

was the very best friend I had in school, and if the measures necessary,

should bring upon him great disgrace and suffering. Do you not think it

would be so?"

"Yes sir," said James, seriously, "I suppose it would."

"I want to remove the evil, however, in the pleasantest way. Do you

remember my speaking on this subject, in school the other day?"

"Yes sir."

"Well, my object in that, was, almost entirely, to persuade you to

reform, without having to speak to you directly. I thought it would be

pleasanter to you to be reminded of your duty in that way. But I do not

think it did you much good. Did it?"

"I don't think I have played so much since then."

"Nor I. You have improved a little, but you have not decidedly and

thoroughly reformed. So I was obliged to take the next step which would

be least unpleasant to you; that is, talking with you alone. Now you

told me, when we began, that you would deal honestly and sincerely with

me, if I would with you. I have been honest and open. I have told you

all about it, so far as I am concerned. Now I wish you to be honest, and

tell me what you are going to do. If you think, from this conversation,

that you have done wrong, and if you are fully determined to do so no

more, and to break off at once, and for ever from this practice, I

should like to have you tell me, and then the whole thing will be

settled. On the other hand, if you feel about it pretty much as you have

done, I should like to have you tell me that too, honestly and frankly,

that we may have a distinct understanding, and that I may be considering

what to do next. I shall not be offended with you for giving me either

of these answers, but be sure that you are honest; you promised to be

so."

The boy looked up in his master's face, and said, with great

earnestness,

"Mr. T., I _will_ do better. I _will not_ trouble you any more."

I have detailed this case, thus particularly, because it exhibits

clearly what I mean, by going directly and frankly to the individual,

and coming at once, to a full understanding. In nine cases out of ten,

this course will be effectual. For four years, and with a very large

school, I have found this sufficient, in every case of discipline which

has occurred, except in three or four instances, where something more

was required. To make it successful, however, it must be done properly.

Several things are necessary. It must be deliberate; generally better

after a little delay. It must be indulgent, so far as the view which the

teacher takes of the guilt of the pupil, is concerned; every palliating

consideration must be felt. It must be firm and decided, in regard to

the necessity of a change, and the determination of the teacher to

effect it. It must also be open and frank; no insinuations, no hints, no

surmises, but plain, honest, open dealing.

In many cases, the communication may be made most delicately, and most

successfully, in writing. The more delicately you touch the feelings of

your pupils, the more tender these feelings will become. Many a teacher

hardens and stupefies the moral sense of his pupils, by the harsh and

rough exposures, to which he drags out the private feelings of the

heart. A man may easily produce such a state of feeling in his

school-room, that to address even the gentlest reproof to any

individual, in the hearing of the next, would be a most severe

punishment; and on the other hand, he may so destroy that sensitiveness,

that his vociferated reproaches will be as unheeded as the idle wind.

If now, the teacher has taken the course recommended in this chapter; if

he has, by his general influence in the school, done all in his power to

bring the majority of his pupils to the side of order and discipline; if

he has then studied, attentively and impartially, the characters of

those who cannot thus be led; if he has endeavored to make them his

friends, and to acquire, by every means, a personal influence over them;

if, finally, when they do wrong, he goes, plainly, but in a gentle and

delicate manner, to them, and lays before them the whole case; if he has

done all this, he has gone as far as moral influence will carry him. My

opinion is, that this course, faithfully and judiciously pursued, will

in almost all instances succeed; but it will not in all; and where it

fails, there must be other, and more vigorous and decided measures. What

these measures of restraint or punishment shall be, must depend upon the

circumstances of the case; but in resorting to them, the teacher must be

decided and unbending.

The course above recommended, is not trying lax and inefficient

measures, for a long time, in hopes of their being ultimately

successful, and then, when they are found not to be so, changing the

policy. There should be, through the whole, the tone and manner of

_authority_, not of _persuasion_. The teacher must be a _monarch_, and

while he is gentle and forbearing, always looking on the favorable side

of conduct so far as guilt is concerned, he must have an eagle eye, and

an efficient hand, so far as relates to arresting the evil, and stopping

the consequences. He may slowly and cautiously, and even tenderly

approach a delinquent. He may be several days in gathering around him

the circumstances, of which he is ultimately to avail himself, in

bringing him to submission; but, while he proceeds thus slowly, and

tenderly, he must come with the air of authority and power. The fact

that the teacher bases all his plans, on the idea of his ultimate

authority, in every case, may be perfectly evident to all the pupils,

while he proceeds with moderation and gentleness, in all his specific

measures. Let it be seen, then, that the constitution of your school is

a monarchy, absolute and unlimited,--but let it also be seen, that the

one who holds the power, is himself under the control of moral

principle, in all that he does, and that he endeavors to make the same

moral principle which guides him, go as far as it is possible to make it

go, in the government of his subjects.