material from the ,google ,print project47 ,transcribers ,note3 ,the spelling in this text has been preserved as in the original4 ,obvious printer's errors have been corrected4 ,you can find a list of the corrections made at the end of this e-text4 ,chapter ,,ix is the additional chapter on ,the ,first ,day in ,school mentioned on the title page4 ,there is no entry in the ,table of ,contents for this chapter4 99 99 99 99 99 ,,the ,,teacher3 ,or ,moral ,influences ,employed in the ,instruction and ,government of the ,young4 ,new ,stereotype ,edition2 ,with an ,additional ,chapter on ,the ,first ,day in ,school4 99 99 99 99 99 ,by ,,jacob ,,abbott1 ,late ,principal of the ,mt4 ,vernon ,female ,school1 ,boston1 ,mass4 99 99 99 99 99 ,,boston3 ,,published ,,by ,,whipple ,,and ,,damrell1 ,no4 #i ,,cornhill4 #ahci4 99 99 99 99 99 ,entered1 according to ,act of ,congress1 in the year #ahci1 by ,,jacob ,,abbott1 ,in the ,clerk's ,office of the ,district ,court of the ,district of ,massachusetts4 99 99 99 99 99 ,,power ,,press ,,of ,,william ,s4 ,,damrell4 ,,to ,,the ,,trustees ,,and ,,patrons ,,of ,,the ,,mt4 ,,vernon ,,female ,,school1 ,,boston4 ,,gentlemen3 ,it is to efforts which you have made in the cause of education1 with special regard to its moral and religious aspects1 that ,i have been indebted for the opportunity to test by experiment1 under the most pleasant and favorable circumstances1 the principles which form the basis of this work4 ,to you1 therefore1 it is respectfully inscribed1 as one of the indirect results of your own exertions to promote the best interests of the ,young4 ,i am very sincerely and respectfully yours1 ,,the ,,author4 ,,preface4 ,this book is intended to detail1 in a familiar and practical manner1 a system of arrangements for the organization and management of a school1 based on the employment1 so far as is practicable1 of ,moral ,influences1 as a means of effecting the objects in view4 ,its design is1 not to bring forward new theories or new plans1 but to develope and explain1 and to carry out to their practical applications1 such principles as1 among all skilful and experienced teachers1 are generally admitted and acted upon4 ,of course it is not designed for the skilful and the experienced themselves2 but it is intended to embody what they already know1 and to present it in a practical form1 for the use of those who are beginning the work and who wish to avail themselves of the experience which others have acquired4 ,although moral influences1 are the chief foundations on which the power of the teacher over the minds and hearts of his pupils is1 according to this treatise1 to rest1 still it must not be imagined that the system here recommended is one of persuasion4 ,it is a system of authority1--supreme and unlimited authority1 a point essential in all plans for the supervision of the young4 ,but it is authority secured and maintained as far as possible by moral measures4 ,there will be no dispute about the propriety of making the most of this class of means4 ,whatever difference of opinion there may be1 on the question whether physical force1 is necessary at all1 every one will agree that1 if ever employed1 it must be only as a last resort1 and that no teacher ought to make war upon the body1 unless it is proved that he cannot conquer through the medium of the mind4 ,in regard to the anecdotes and narratives which are very freely introduced to illustrate principles in this work1 the writer ought to state1 that though they are all substantially true1 that is1 all except those which are expressly introduced as mere suppositions1 he has not hesitated to alter very freely1 for obvious reasons1 the unimportant circumstances connected with them4 ,he has endeavored thus to destroy the personality of the narratives1 without injuring or altering their moral effect4 ,from the very nature of our employment1 and of the circumstances under which the preparation for it must be made1 it is plain that1 of the many thousands who are1 in the ,united ,states1 annually entering the work1 a very large majority must depend for all their knowledge of the art except what they acquire from their own observation and experience1 on what they can obtain from books4 ,it is desirable that the class of works from which such knowledge can be obtained should be increased4 ,some excellent and highly useful specimens have already appeared1 and very many more would be eagerly read by teachers1 if properly prepared4 ,it is essential however that they should be written by experienced teachers1 who have for some years been actively engaged1 and specially interested in the work2--that they should be written in a very practical and familiar style1--and that they should exhibit principles which are unquestionably true1 and generally admitted by good teachers1 and not the new theories peculiar to the writer himself4 ,in a word1 utility1 and practical effect1 should be the only aim4 ,boston1 ,june #bj1 #ahcc4 ,,contents ,,chapter ,i4--,,interest ,,in ,,teaching4 ,source of enjoyment in teaching4 ,the boy and the steam engine4 ,his contrivance4 ,his pleasure1 and the source of it4 ,firing at the mark4 ,plan of clearing the galleries in the ,british ,house ,of ,commons4 ,pleasure of experimenting1 and exercising intellectual and moral power4 ,the indifferent1 and inactive teacher4 ,his subsequent experiments2 means of awakening interest4 ,offences of pupils4 ,different ways of regarding them4 ,teaching really attended with peculiar trials and difficulties4 #a4 ,moral responsibility for the conduct of pupils4 #b4 ,multiplicity of the objects of attention4 ,page #aa ,,chapter ,,ii4--,,general ,,arrangements4 ,objects to be aimed at1 in the ,general ,arrangements4 ,systematising the teacher's work4 ,necessity of having only one thing to attend to at a time4 #a4 ,whispering and leaving seats4 ,an experiment4 ,method of regulating this4 ,introduction of the new plan4 ,difficulties4 ,dialogue with pupils4 ,study card4 ,construction and use4 #b4 ,mending pens4 ,unnecessary trouble from this source4 ,degree of importance to be attached to good pens4 ,plan for providing them4 #c4 ,answering questions4 ,evils4 ,each pupil's fair proportion of time4 ,questions about lessons4 ,when the teacher should refuse to answer them4 ,rendering assistance4 ,when to be refused4 #d4 ,hearing recitations4 ,regular arrangement of them4 ,punctuality4 ,plan and schedule4 ,general ,exercises4 ,subjects to be attended to at them4 ,general arrangements of ,government4 ,power to be delegated to pupils4 ,gardiner ,lyceum4 ,its government4 ,the trial4 ,real republican government impracticable in schools4 ,delegated power4 ,experiment with the writing books4 ,quarrel about the nail4 ,offices for pupils4 ,cautions4 ,danger of insubordination4 ,new plans to be introduced gradually4 #bi ,,chapter ,,iii4--,,instruction4 ,the three important branches4 ,the objects which are really most important4 ,advanced scholars4 ,examination of school and scholars at the outset4 ,acting on numbers4 ,extent to which it may be carried4 ,recitation and ,instruction4 #a4 ,recitation4 ,its object4 ,importance of a thorough examination of the class4 ,various modes4 ,perfect regularity and order necessary4 ,example4 ,story of the pencils4 ,time wasted by too minute an attention to individuals4 ,example4 ,answers given simultaneously to save time4 ,excuses4 ,dangers in simultaneous recitation4 ,means of avoiding them4 ,advantages of this mode4 ,examples4 ,written answers4 #b4 ,instruction4 ,means of exciting interest4 ,variety4 ,examples4 ,showing the connexion between the studies of school and the business of life4 ,example1 from the controversy between ,general and ,state ,governments4 ,mode of illustrating it4 ,proper way of meeting difficulties4 ,leading pupils to surmount them4 ,true way to encourage the young to meet difficulties4 ,the boy and the wheelbarrow4 ,difficult examples in ,arithmetic4 ,proper way of rendering assistance4 7#a47 ,simply analyzing intricate subjects4 ,dialogue on longitude4 7#b47 ,making previous truths perfectly familiar4 ,experiment with the ,multiplication table4 ,latin ,grammar lesson4 ,geometry4 #c4 ,general cautions4 ,doing work for the scholar4 ,dulness4 ,interest in all the pupils4 ,making all alike4 ,faults of pupils4 ,the teacher's own mental habits4 ,false pretensions4 #fd ,,chapter ,,iv4--,,moral ,,discipline4 ,first impressions4 ,story4 ,danger of devoting too much attention to individual instances4 ,the profane boy4 ,case described4 ,confession of the boys4 ,success4 ,the untidy desk4 ,measures in consequence4 ,interesting the scholars in the good order of the school4 ,securing a majority4 ,example4 ,reports about the desks4 ,the new ,college building4 ,modes of interesting the boys4 ,the irregular class4 ,two ways of remedying the evil4 ,boys' love of system and regularity4 ,object of securing a majority1 and particular means of doing it4 ,making school pleasant4 ,discipline should generally be private4 ,in all cases that are brought before the school1 public opinion in the teacher's favor should be secured4 ,story of the rescue4 ,feelings of displeasure against what is wrong4 ,the teacher under moral obligation1 and governed1 himself1 by law4 ,description of the ,moral ,exercise4 ,prejudice4 ,the scholars' written remarks1 and the teacher's comments4 ,the spider4 ,list of subjects4 ,anonymous writing4 ,specimens4 ,marks of a bad scholar4 ,consequences of being behindhand4 ,new scholars4 ,a ,satirical spirit4 ,variety4 ,treatment of individual offenders4 ,ascertaining who they are4 ,studying their characters4 ,securing their personal attachment4 ,asking assistance4 ,the whistle4 ,open1 frank dealing4 ,example4 ,dialogue with ,james4 ,communications in writing4 #aje ,,chapter ,v4--,,religious ,,influence4 ,the ,american mechanic at ,paris4 ,a congregational teacher among ,quakers4 ,parents have the ultimate right to decide how their children shall be educated4 ,agreement in religious opinion1 in this country4 ,principle which is to guide the teacher on this subject4 ,limits and restrictions to religious influence in school4 ,religious truths which are generally admitted in this country4 ,the existence of ,god4 ,human responsibility4 ,immortality of the soul4 ,a revelation4 ,nature of piety4 ,salvation by ,christ4 ,teacher to do nothing on this subject but what he may do by the common consent of his employers4 ,reasons for explaining distinctly these limits4 ,particular measures proposed4 ,opening exercises4 ,prayer4 ,singing4 ,direct instruction4 ,mode of giving it4 ,example2 arrangement of the ,epistles in the ,new ,testament4 ,dialogue4 ,another example2 scene in the woods4 ,cautions4 ,affected simplicity of language4 ,evils of it4 ,minute details4 ,example2 motives to study4 ,dialogue4 ,mingling religious influence with the direct discipline of the school4 ,fallacious indications of piety4 ,sincerity of the ,teacher4 #aeb ,,chapter ,,vi4--,,mt4 ,,vernon ,,school4 ,reason for inserting the description4 ,advantage of visiting schools2 and of reading descriptions of them4 ,addressed to a new scholar4 #a4 ,her personal duty4 ,study card4 ,rule4 ,but one rule4 ,cases when this rule may be waived4 #a4 ,at the direction of teachers4 #b4 ,on extraordinary emergencies4 ,reasons for the rule4 ,anecdote4 ,punishments4 ,incident described4 ,confession4 #b4 ,order of ,daily ,exercises4 ,opening of the school4 ,schedules4 ,hours of study and recess4 ,general ,exercises4 ,business4 ,examples4 ,sections4 #c4 ,instruction and supervision of pupils4 ,classes4 ,organization4 ,sections4 ,duties of superintendents4 #d4 ,officers4 ,design in appointing them4 ,their names and duties4 ,example of the operation of the system4 #e4 ,the ,court4 ,its plan and design4 ,a trial described4 #f4 ,religious ,instruction4 ,principles inculcated4 ,measures4 ,religious exercises in school4 ,meeting on ,saturday afternoon4 ,concluding remarks4 #aha ,,chapter ,,vii4--,,scheming4 ,time lost upon fruitless schemes4 ,proper province of ingenuity and enterprise4 ,cautions4 ,case supposed4 ,the spelling class2 an experiment with it2 its success and its consequences4 ,system of literary institutions in this country4 ,directions to a young teacher on the subject of forming new plans4 ,new institutions2 new school books4 ,ingenuity and enterprise very useful1 within proper limits4 ,ways of making known new plans4 ,periodicals4 ,family newspapers4 ,teacher's meetings4 ,rights of ,committees1 ,trustees1 or ,patrons1 in the control of the school4 ,principle which ought to govern4 ,case supposed4 ,extent to which the teacher is bound by the wishes of his employers4 #bba ,,chapter ,,viii4--,,reports ,,of ,,cases4 ,plan of the ,chapter4 ,hats and ,bonnets4 ,injury to clothes4 ,mistakes which are not censurable4 ,tardiness2 plan for punishing it4 ,helen's lesson4 ,firmness in measures united with mildness of manner4 ,insincere confession3 scene in a class4 ,court4 ,trial of a case4 ,teacher's personal character4 ,the way to elevate the character of the employment4 ,six hours only to be devoted to school4 ,the ,chestnut ,burr4 ,scene in the wood4 ,dialogue in school4 ,an experiment4 ,series of ,lessons in writing4 ,the correspondence4 ,two kinds of management4 ,plan of weekly reports4 ,the shopping exercise4 ,example4 ,artifices in ,recitations4 ,keeping ,resolutions2 notes of ,teacher's ,lecture4 ,topics4 ,plan and illustration of the exercise4 ,introduction of music4 ,tabu4 ,mental ,analysis4 ,scene in a class4 #bdb ,,the ,,teacher4 ,,chapter ,i4 ,,interest ,,in ,,teaching4 ,there is a most singular contrariety of opinion prevailing in the community1 in regard to the pleasantness of the business of teaching4 ,some teachers go to their daily task1 merely upon compulsion3 they regard it as intolerable drudgery4 ,others love the work3 they hover around the school-room as long as they can1 and never cease to think1 and seldom to talk1 of their delightful labors4 ,unfortunately there are too many of the former class1 and the first object1 which1 in this work1 ,i shall attempt to accomplish1 is to show my readers1 especially those who have been accustomed to look upon the business of teaching as a weary and heartless toil1 how it happens1 that it is1 in any case1 so pleasant4 ,the human mind is always1 essentially1 the same4 ,that which is tedious and joyless to one1 will be so to another1 if pursued in the same way1 and under the same circumstances4 ,and teaching1 if it is pleasant1 animating1 and exciting to one1 may be so to all4 ,i am met1 however1 at the outset1 in my effort to show why it is that teaching is ever a pleasant work1 by the want of a name for a certain faculty or capacity of the human mind1 through which most of the enjoyment of teaching finds its avenue4 ,every mind is so constituted as to take a positive pleasure in the exercise of ingenuity in adapting means to an end1 and in watching their operation2--in accomplishing by the intervention of instruments1 what we could not accomplish without2--in devising1 7when we see an object to be effected1 which is too great for our direct and immediate power7 and setting at work1 some instrumentality1 which may be sufficient to accomplish it4 ,it is said1 that1 when the steam engine was first put into operation1 such was the imperfection of the machinery1 that a boy was necessarily stationed at it1 to open and shut alternately the cock1 by which the steam was now admitted1 and now shut out1 from the cylinder4 ,one such boy1 after patiently doing his work for many days1 contrived to connect this stop-cock with some of the moving parts of the engine1 by a wire1 in such a manner1 that the engine itself did the work which had been entrusted to him2 and after seeing that the whole business would go regularly forward1 he left the wire in charge1 and went away to play4 ,such is the story4 ,now if it is true1 how much pleasure the boy must have experienced1 in devising and witnessing the successful operation of his scheme2 ,i do not mean the pleasure of relieving himself from a dull and wearisome duty2 ,i do not mean the pleasure of anticipated play2 but ,i mean the strong interest he must have taken in contriving and executing his plan4 ,when1 wearied out with his dull1 monotonous work1 he first noticed those movements of the machinery which he thought adapted to his purpose1 and the plan flashed into his mind1 how must his eye have brightened1 and how quick must the weary listlessness of his employment have vanished4 ,while he was maturing his plan1 and carrying it into execution2--while adjusting his wires1 fitting them to the exact length1 and to the exact position1--and especially1 when1 at last1 he watches the first successful operation of his contrivance1--he must have enjoyed a pleasure1 which very few1 even of the joyous sports of childhood1 could have supplied4 ,it is not1 however1 exactly the pleasure of exercising ingenuity in contrivance1 that ,i refer to here2 for the teacher has not1 after all1 a great deal of absolute contriving to do1--or rather his principal business is not contriving4 ,the greatest and most permanent source of pleasure to the boy1 in such a case as ,i have described1 is his feeling that he is accomplishing a great effect by a slight effort of his own2 the feeling of power2 acting through the intervention of instrumentality1 so as to multiply his power4 ,so great would be this satisfaction1 that he would almost wish to have some other similar work assigned him1 that he might have another opportunity to contrive some plan for its easy accomplishment4 ,looking at an object to be accomplished1 or an evil to be remedied1 then studying its nature and extent1 and devising and executing some means for effecting the purpose desired1 is1 in all cases1 a source of pleasure2 especially when1 by the process1 we bring to view or to operation1 new powers1 or powers heretofore hidden1 whether they are our own powers1 or those of objects upon which we act4 ,experimenting has a sort of magical fascination for all4 ,some do not like the trouble of making preparations1 but all are eager to see the results4 ,contrive a new machine1 and every body will be interested to witness1 or to hear of its operation2--develope any heretofore unknown properties of matter1 or secure some new useful effect1 from laws which men have not hitherto employed for their purposes1 and the interest of all around you will be excited to observe your results2--and especially1 you will yourself take a deep and permanent pleasure1 in guiding and controlling the power you have thus obtained4 ,this is peculiarly the case with experiments upon mind1 or experiments for producing effects through the medium of voluntary acts of the human mind1 so that the contriver must take into consideration the laws of mind in forming his plans4 ,to illustrate this by rather a childish case3 ,i once knew a boy who was employed by his father to remove all the loose small stones1 which1 from the peculiar nature of the ground1 had accumulated in the road before the house4 ,he was to take them up1 and throw them over into the pasture1 across the way4 ,he soon got tired of picking them up one by one1 and sat down upon the bank1 to try to devise some better means of accomplishing his work4 ,he at length conceived and adopted the following plan4 ,he set up1 in the pasture1 a narrow board1 for a target1 or as boys would call it1 a mark1--and then1 collecting all the boys of the neighborhood1 he proposed to them an amusement1 which boys are always ready for1--firing at a mark4 ,i need not say that the stores of ammunition in the street were soon exhausted2 the boys working for their leader1 when they supposed they were only finding amusement for themselves4 ,here now1 is experimenting upon the mind2--the production of useful effect with rapidity and ease1 by the intervention of proper instrumentality2--the conversion1 by means of a little knowledge of human nature1 of that which would have otherwise been dull and fatiguing labor1 into a most animating sport1 giving pleasure to twenty1 instead of tedious labor to one4 ,now the contrivance and execution of such plans is a source of positive pleasure2 it is always pleasant to bring the properties and powers of matter into requisition to promote our designs1--but there is a far higher pleasure in controlling1 and guiding1 and moulding to our purpose the movements of mind4 ,it is this which gives interest to the plans and operation of human governments4 ,they can do little by actual force4 ,nearly all the power that is held1 even by the most despotic executive1 must be based on an adroit management of the principles of human nature1 so as to lead men voluntarily to cooperate with the ruler1 in his plans4 ,even an army could not be got into battle1 in many cases1 without a most ingenious arrangement1 by means of which half a dozen men can drive1 literally drive1 as many thousands1 into the very face of danger and death4 ,the difficulty of leading men to battle must have been for a long time a very perplexing one to generals4 ,it was at last removed by the very simple expedient of creating a greater danger behind than there is before4 ,without ingenuity of contrivance like this1--turning one principle of human nature against another1 and making it for the momentary interest of men to act in a given way1 no government could stand a year4 ,i know of nothing which illustrates more perfectly the way by which a knowledge of human nature is to be turned to account in managing human minds1 than a plan which was adopted for clearing the galleries of the ,british ,house of ,commons1 as it was described to me by a gentleman who had visited ,london4 ,it is well known that the gallery is appropriated to spectators1 and that it sometimes becomes necessary to order them to retire1 when a vote is to be taken1 or private business is to be transacted4 ,when the officer in attendance was ordered to clear the gallery1 it was sometimes found to be a very troublesome and slow operation2 for those who first went out1 remained obstinately as close to the doors as possible1 so as to secure the opportunity to come in again first1 when the doors should be re-opened4 ,the consequence was1 there was so great an accumulation around the doors outside1 that it was almost impossible for the crowd to get out4 ,the whole difficulty arose from the eager desire of every one to remain as near as possible to the door1 through which they were to come back again4 ,i have been told1 that1 notwithstanding the utmost efforts of the officers1 fifteen minutes were sometimes consumed in effecting the object1 when the order was given that the spectators should retire4 ,the whole difficulty was removed by a very simple plan4 ,one door only was opened when the crowd was to retire1 and they were then admitted through the other4 ,the consequence was1 that as soon as the order was given to clear the galleries1 every one fled as fast as possible through the open door around to the one which was closed1 so as to be ready to enter first1 when that1 in its turn1 should be opened2 this was usually in a few minutes1 as the purpose for which the spectators were ordered to retire was usually simply to allow time for taking a vote4 ,here it will be seen that by the operation of a very simple plan1 the very eagerness of the crowd to get back as soon as possible1 which had been the sole cause of the difficulty1 was turned to account most effectually to remove it4 ,before1 they were so eager to return1 that they crowded around the door so as to prevent others going out4 ,but by this simple plan of ejecting them by one door1 and admitting them by another1 that very circumstance made them clear the passage at once1 and hurried every one away into the lobby1 the moment the command was given4 ,the planner of this scheme must have taken great pleasure in seeing its successful operation2 though the officer who should go steadily on1 endeavoring to remove the reluctant throng by dint of mere driving1 might well have found his task unpleasant4 ,but the exercise of ingenuity in studying the nature of the difficulty with which a man has to contend1 and bringing in some antagonist principle of human nature to remove it1 or if not an antagonist principle1 a similar principle1 operating1 by a peculiar arrangement of circumstances1 in an antagonist manner1 is always pleasant4 ,from this source a large share of the enjoyment which men find in the active pursuits of life1 has its origin4 ,the teacher has the whole field1 which this subject opens1 fully before him4 ,he has human nature to deal with1 most directly4 ,his whole work is experimenting upon mind2 and the mind which is before him to be the subject of his operation1 is exactly in the state to be most easily and pleasantly operated upon4 ,the reason now why some teachers find their work delightful1 and some find it wearisomeness and tedium itself1 is that some do1 and some do not take this view of their work4 ,one instructer is like the engine-boy1 turning without cessation or change1 his everlasting stop-cock1 in the same ceaseless1 mechanical1 and monotonous routine4 ,another is like the little workman in his brighter moments1 fixing his invention and watching with delight its successful and easy accomplishment of his wishes4 ,one is like the officer1 driving by vociferations and threats1 and demonstrations of violence1 the spectators from the galleries4 ,the other1 like the shrewd contriver1 who converts the very cause which was the whole ground of the difficulty1 to a most successful and efficient means of its removal4 ,these principles show how teaching may1 in some cases1 be a delightful employment1 while in others1 its tasteless dulness is interrupted by nothing but its perplexities and cares4 ,the school-room is in reality1 a little empire of mind4 ,if the one who presides in it1 sees it in its true light2 studies the nature and tendency of the minds which he has to control2 adapts his plans and his measures to the laws of human nature1 and endeavors to accomplish his purposes for them1 not by mere labor and force1 but by ingenuity and enterprise2 he will take pleasure in administering his little government4 ,he will watch1 with care and interest1 the operation of the moral and intellectual causes which he sets in operation2 and find1 as he accomplishes his various objects with increasing facility and power1 that he will derive a greater and greater pleasure from his work4 ,now when a teacher thus looks upon his school as a field in which he is to exercise skill and ingenuity and enterprise2 when he studies the laws of human nature1 and the character of those minds upon which he has to act2 when he explores deliberately the nature of the field which he has to cultivate1 and of the objects which he wishes to accomplish2 and applies means1 judiciously and skilfully adapted to the object2 he must necessarily take a strong interest in his work4 ,but when1 on the other hand1 he goes to his employment1 only to perform a certain regular round of daily work1 undertaking nothing1 and anticipating nothing but this dull and unchangeable routine2 and when he looks upon his pupils merely as passive objects of his labors1 whom he is to treat with simple indifference while they obey his commands1 and to whom he is only to apply reproaches and punishment when they disobey2 such a teacher never can take pleasure in the school4 ,weariness and dulness must reign in both master and scholars1 when things1 as he imagines1 are going right2 and mutual anger and crimination1 when they go wrong4 ,scholars never can be instructed by the power of any dull mechanical routine2 nor can they be governed by the blind1 naked strength of the master2 such means must fail of the accomplishment of the purposes designed1 and consequently the teacher who tries such a course must have constantly upon his mind the discouraging1 disheartening burden of unsuccessful and almost useless labor4 ,he is continually uneasy1 dissatisfied and filled with anxious cares2 and sources of vexation and perplexity continually arise4 ,he attempts to remove evils by waging against them a useless and most vexatious warfare of threatening and punishment2 and he is trying continually to drive1 when he might know that neither the intellect nor the heart are capable of being driven4 ,i will simply state one case1 to illustrate what ,i mean by the difference between blind force1 and active ingenuity and enterprise1 in the management of school4 ,i once knew the teacher of a school1 who made it his custom to have writing attended to in the afternoon4 ,the boys were accustomed to take their places1 at the appointed hour1 and each one would stick up his pen in the front of his desk for the teacher to pass around and mend them4 ,the teacher would accordingly pass around1 mending the pens from desk to desk1 thus enabling the boys1 in succession1 to begin their task4 ,of course each boy before he came to his desk was necessarily idle1 and1 almost necessarily1 in mischief4 ,day after day the teacher went through this regular routine4 ,he sauntered slowly and listlessly through the aisles1 and among the benches of the room1 wherever he saw the signal of a pen4 ,he paid of course very little attention to the writing1 now and then reproving1 with an impatient tone1 some extraordinary instance of carelessness1 or leaving his work to suppress some rising disorder4 ,ordinarily1 however1 he seemed to be lost in vacancy of thought1--dreaming perhaps of other scenes1 or inwardly repining at the eternal monotony and tedium of a teacher's life4 ,his boys took no interest in their work1 and of course made no progress4 ,they were sometimes unnecessarily idle1 and sometimes mischievous1 but never usefully or pleasantly employed2 for the whole hour was past before the pens could all be brought down4 ,wasted time1 blotted books1 and fretted tempers1 were all the results which the system produced4 ,the same teacher afterwards acted on a very different principle4 ,he looked over the field and said to himself1 what are the objects ,i wish to accomplish in this writing exercise1 and how can ,i best accomplish them8 ,i wish to obtain the greatest possible amount of industrious and careful practice in writing4 ,the first thing evidently is1 to save the wasted time4 ,he accordingly made preparation for mending the pens at a previous hour1 so that all should be ready1 at the appointed time1 to commence the work together4 ,this could be done quite as conveniently when the boys were engaged in studying1 by requesting them to put out their pens at an appointed and previous time4 ,he sat at his table1 and the pens of a whole bench were brought to him1 and1 after being carefully mended1 were returned1 to be in readiness for the writing hour4 ,thus the first difficulty1 the loss of time1 was obviated4 ,i must make them industrious while they write1 was his next thought4 ,after thinking of a variety of methods1 he determined to try the following4 ,he required all to begin together at the top of the page and write the same line1 in a hand of the same size4 ,they were all required to begin together1 he himself beginning at the same time1 and writing about as fast as he thought they ought to write1 in order to secure the highest improvement4 ,when he had finished his line1 he ascertained how many had preceded him1 and how many were behind4 ,he requested the first to write slower1 and the others faster1 and by this means1 after a few trials1 he secured uniform1 regular1 systematic and industrious employment1 throughout the school4 ,probably there were1 at first1 difficulties in the operation of the plan1 which he had to devise ways and means to surmount3 but what ,i mean to present particularly to the reader is1 that he was interested in his experiments4 ,while sitting in his desk1 giving his command to begin line after line1 and noticing the unbroken silence1 and attention1 and interest1 which prevailed1 7for each boy was interested to see how nearly with the master he could finish his work17 while presiding over such a scene1 he must have been interested4 ,he must have been pleased with the exercise of his almost military command1 and to witness how effectually order and industry1 and excited and pleased attention1 had taken the place of listless idleness and mutual dissatisfaction4 ,after a few days1 he appointed one of the older and more judicious scholars1 to give the word for beginning and ending the lines1 and he sat surveying the scene1 or walking from desk to desk1 noticing faults1 and considering what plans he could form for securing1 more and more fully1 the end he had in view4 ,he found that the great object of interest and attention among the boys was1 to come out right1 and that less pains were taken with the formation of the letters1 than there ought to be1 to secure the most rapid improvement4 ,but how shall he secure greater pains8 ,by stern commands and threats8 ,by going from desk to desk1 scolding one1 rapping the knuckles of another1 and holding up to ridicule a third1 making examples of such individuals as may chance to attract his special attention8 ,no2 he has learned that he is operating upon a little empire of mind1 and that he is not to endeavor to drive them as a man drives a herd1 by mere peremptory command or half angry blows4 ,he must study the nature of the effect he is to produce1 and of the materials upon which he is to work1 and adopt1 after mature deliberation1 a plan to accomplish his purpose1 founded upon the principles which ought always to regulate the action of mind upon mind1 and adapted to produce the intellectual effect1 which he wishes to accomplish4 ,in the case supposed1 the teacher concluded to appeal to emulation4 ,while ,i describe the measure he adopted1 let it be remembered that ,i am now only approving of the resort to ingenuity and invention1 and the employment of moral and intellectual means1 for the accomplishment of his purposes1 and not of the measures themselves4 ,i do not think the plan ,i am going to describe a wise one2 but ,i do think that the teacher1 while trying it1 must have been interested in his intellectual experiment4 ,his business1 while pursued in such a way1 could not have been a mere dull and uninteresting routine4 ,he purchased1 for three cents apiece1 two long lead-pencils1 an article of great value1 in the opinion of the boys of country schools2 and he offered them1 as prizes1 to the boy who would write most carefully2 not to the one who should write best1 but to the one whose book should exhibit most appearance of effort and care for a week4 ,after announcing his plan1 he watched1 with strong interest its operation4 ,he walked round the room while the writing was in progress1 to observe the effect of his measure4 ,he did not reprove those who were writing carelessly2 he simply noticed who and how many they were4 ,he did not commend those who were evidently making effort2 he noticed who and how many they were1 that he might understand how far1 and upon what sort of minds1 his experiment was successful1 and where it failed4 ,he was taking a lesson in human nature1--human nature as it exhibits itself in boys1 and was preparing to operate more and more powerfully by future plans4 ,the lesson which he learned by the experiment was this1 that one or two prizes will not influence the majority of a large school4 ,a few seemed to think that the pencils were possibly within their reach1 and they made vigorous efforts to secure them2 but the rest wrote on as before4 ,thinking it certain that they should be surpassed by the others1 they gave up the contest1 at once1 in despair4 ,the obvious remedy was to multiply his prizes1 so as to bring one within the reach of all4 ,he reflected too that the real prize1 in such a case1 is not the value of the pencil1 but the honor of the victory2 and as the honor of the victory might as well be coupled with an object of less1 as well as with one of greater value1 the next week he divided his two pencils into quarters1 and offered to his pupils eight prizes instead of two4 ,he offered one to every five scholars1 as they sat on their benches1 and every boy then saw1 that a reward would certainly come within five of him4 ,his chance1 accordingly1 instead of being one in twenty1 became one in five4 ,now is it possible for a teacher1 after having philosophized upon the nature of the minds upon which he is operating1 and surveyed the field1 and ingeniously formed a plan1 which plan he hopes will1 through his own intrinsic power1 produce certain effects1--is it possible for him when he comes1 for the first day1 to witness its operations1 to come without feeling a strong interest in the result8 ,it is impossible4 ,after having formed such a plan1 and made such arrangements1 he will look forward1 almost with impatience1 to the next writing hour4 ,he wishes to see whether he has estimated the mental capacities and tendencies of his little community aright2 and when the time comes1 and he surveys the scene1 and observes the operation of his measure1 and sees many more are reached by it1 than were influenced before1 he feels a strong gratification2 and it is a gratification which is founded upon the noblest principles of our nature4 ,he is tracing on a most interesting field1 the operation of cause and effect4 ,from being the mere drudge1 who drives1 without intellect or thought1 a score or two of boys to their daily tasks1 he rises to the rank of an intellectual philosopher1 exploring the laws and successfully controlling the tendencies of mind4 ,it will be observed too1 that all the time this teacher was performing these experiments1 and watching1 with intense interest1 the results1 his pupils were going on undisturbed in their pursuits4 ,the exercises in writing were not interrupted or deranged4 ,this is a point of fundamental importance2 for1 if what ,i should say on the subject of exercising ingenuity and contrivance in teaching1 should be the means1 in any case1 of leading a teacher to break in upon the regular duties of his school1 and destroy the steady uniformity with which the great objects of such an institution should be pursued1 my remarks had better never have been written4 ,there may be variety in methods and plan2 but through all this variety1 the school1 and every individual pupil of it1 must go steadily forward in the acquisition of that knowledge which is of greatest importance in the business of future life4 ,in other words1 the variations and changes1 admitted by the teacher1 ought to be mainly confined to the modes of accomplishing those permanent objects to which all the exercises and arrangements of the school ought steadily to aim4 ,more on this subject however in another chapter4 ,i will mention one other circumstance1 which will help to explain the difference in interest and pleasure with which teachers engage in their work4 ,i mean the different views they take of the offences of their pupils4 ,one class of teachers seem never to make it a part of their calculation that their pupils will do wrong1 and when any misconduct occurs1 they are disconcerted and irritated1 and look and act as if some unexpected occurrence had broken in upon their plans4 ,others understand and consider all this beforehand4 ,they seem to think a little1 before they go into their school1 what sort of beings boys and girls are1 and any ordinary case of youthful delinquency or dulness does not surprise them4 ,i do not mean that they treat such cases with indifference or neglect1 but that they expect them1 and are prepared for them4 ,such a teacher knows that boys and girls1 are the materials he has to work upon1 and he takes care to make himself acquainted with these materials1 just as they are4 ,the other class however1 do not seem to know at all1 what sort of beings they have to deal with1 or if they know1 do not consider4 ,they expect from them what is not to be obtained1 and then are disappointed and vexed at the failure4 ,it is as if a carpenter should attempt to support an entablature by pillars of wood too small and weak for the weight1 and then go on1 from week to week1 suffering anxiety and irritation1 as he sees them swelling and splitting under the burden1 and finding fault with the wood1 instead of taking it to himself4 ,it is1 of course1 one essential part of a man's duty in engaging in any undertaking1 whether it will lead him to act upon matter or upon mind1 to become first well acquainted with the circumstances of the case1--the materials he is to act upon1 and the means which he may reasonably expect to have at his command4 ,if he underrates his difficulties1 or overrates the power of his means of overcoming them1 it is his mistake2 a mistake for which he is fully responsible4 ,whatever may be the nature of the effect which he aims at accomplishing1 he ought fully to understand it1 and to appreciate justly the difficulties which lie in the way4 ,teachers however very often overlook this4 ,a man comes home from his school at night1 perplexed and irritated by the petty misconduct which he has witnessed1 and been trying to check4 ,he does not however1 look forward and try to prevent the occasions of it1 adapting his measures to the nature of the material upon which he has to operate2 but he stands like the carpenter at his columns1 making himself miserable in looking at it1 after it occurs1 and wondering what to do4 ,sir1 we might say to him1 what is the matter8 ,why1 ,i have such boys1 ,i can do nothing with them4 ,were it not for their misconduct1 ,i might have a very good school4 ,were it not for the boys8 ,why1 is there any peculiar depravity in them which you could not have foreseen8 ,no2 ,i suppose they are pretty much like all other boys1 he replies despairingly2 they are all hair-brained and unmanageable4 ,the plans ,i have formed for my school1 would be excellent if my boys would only behave properly4 ,excellent plans1 might we not reply1 and yet not adapted to the materials upon which they are to operate6 ,no4 ,it is your business to know what sort of beings boys are1 and to make your calculations accordingly4 99 99 99 99 99 ,two teachers may therefore manage their schools in totally different ways3 so that one of them1 may necessarily find the business a dull1 mechanical routine1 except as it is occasionally varied by perplexity and irritation2 and the other1 a prosperous and happy employment4 ,the one goes on mechanically the same1 and depends for his power on violence1 or on threats and demonstrations of violence4 ,the other brings all his ingenuity and enterprise into the field1 to accomplish a steady purpose1 by means ever varying1 and depends for his power1 on his knowledge of human nature1 and on the adroit adaptation of plans to her fixed and uniform tendencies4 ,i am very sorry however to be obliged to say1 that probably the latter class of teachers are decidedly in the minority4 ,to practice the art in such a way as to make it an agreeable employment1 is difficult1 and it requires much knowledge of human nature1 much attention and skill4 ,and1 after all1 there are some circumstances necessarily attending the work which constitute a heavy drawback on the pleasures which it might otherwise afford4 ,the almost universal impression that the business of teaching is attended with peculiar trials and difficulties1 proves this4 ,there must be some cause for an impression so general4 ,it is not right to call it a prejudice1 for1 although a single individual may conceive a prejudice1 whole communities very seldom do1 unless in some case1 which is presented at once to the whole1 so that looking at it1 through a common medium1 all judge wrong together4 ,but the general opinion in regard to teaching is composed of a vast number of separate and independent judgments1 and there must be some good ground for the universal result4 ,it is best therefore1 if there are any real and peculiar sources of trial and difficulty in this pursuit1 that they should be distinctly known and acknowledged at the outset4 ,count the cost before going to war4 ,it is even better policy to overrate1 than to underrate it4 ,let us see then what the real difficulties of teaching are4 ,it is not however1 as is generally supposed1 the confinement4 ,a teacher is confined1 it is true1 but not more than men of other professions and employments2 not more than a merchant1 and probably not as much4 ,a physician is confined in a different way1 but more closely than a teacher3 he can never leave home3 he knows generally no vacation1 and nothing but accidental rest4 ,the lawyer is confined as much4 ,it is true1 there are not throughout the year1 exact hours which he must keep1 but considering the imperious demands of his business1 his personal liberty is probably restrained as much by it1 as that of the teacher4 ,so with all the other professions4 ,although the nature of the confinement may vary1 it amounts to about the same in all4 ,on the other hand the teacher enjoys1 in reference to this subject of confinement1 an advantage1 which scarcely any other class of men does or can enjoy4 ,i mean vacations4 ,a man in any other business may force himself away from it1 for a time1 but the cares and anxieties of his business will follow him wherever he goes1 and it seems to be reserved for the teacher1 to enjoy alone the periodical luxury of a real and entire release from business and care4 ,on the whole1 as to confinement1 it seems to me that the teacher has but little ground of complaint4 ,there are however some real and serious difficulties which always have1 and it is to be feared1 always will1 cluster around this employment2 and which must1 for a long time1 at least1 lead most men to desire some other employment for the business of life4 ,there may perhaps be some1 who by their peculiar skill1 can overcome1 or avoid them1 and perhaps the science may1 at some future day1 be so far improved1 that all may avoid them4 ,as ,i describe them however now1 most of the teachers into whose hands this treatise may fall1 will probably find that their own experience corresponds1 in this respect1 with mine4 #a4 ,the first great difficulty which the teacher feels1 is a sort of moral responsibility for the conduct of others4 ,if his pupils do wrong1 he feels almost personal responsibility for it4 ,as he walks out1 some afternoon1 weary with his labors1 and endeavoring to forget1 for a little time1 all his cares1 he comes upon a group of boys1 in rude and noisy quarrels1 or engaged in mischief of some sort1 and his heart sinks within him4 ,it is hard enough for any one to witness their bad conduct1 with a spirit unruffled and undisturbed1 but for their teacher1 it is perhaps impossible4 ,he feels responsible2 in fact he is responsible4 ,if his scholars are disorderly1 or negligent1 or idle1 or quarrelsome1 he feels condemned himself1 almost as if he were1 himself1 the actual transgressor4 ,this difficulty is in a great degree1 peculiar to a teacher4 ,a physician is called upon to prescribe for a patient2 he examines the case1 and writes his prescription4 ,when this is done1 his duty is ended1 and whether the patient obeys the prescription and lives1 or neglects it and dies1 the physician feels exonerated from all responsibility4 ,he may1 and in some cases does feel anxious concern1 and may regret the infatuation by which1 in some unhappy case1 a valuable life may be hazarded or destroyed4 ,but he feels no moral responsibility for another's guilt4 ,it is so with all the other employments in life4 ,they do indeed often bring men into collision with other men4 ,but though sometimes vexed1 and irritated by the conduct of a neighbor1 a client1 or a patient1 they feel not half the bitterness of the solicitude and anxiety which come to the teacher through the criminality of his pupil4 ,in ordinary cases he not only feels responsible for efforts1 but for their results2 and when1 notwithstanding all his efforts1 his pupils will do wrong1 his spirit sinks1 with an intensity of anxious despondency1 which none but a teacher can understand4 ,this feeling of almost moral accountability for the guilt of other persons1 is a continual burden4 ,the teacher in the presence of the pupil never is free from it4 ,it links him to them by a bond1 which1 perhaps1 he ought not to sunder1 and which he cannot sunder if he would4 ,and sometimes1 when those committed to his charge are idle1 or faithless1 or unprincipled1 it wears away his spirits and his health together4 ,i think there is nothing analogous to this moral connexion between teacher and pupil1 unless it be in the case of a parent and child4 ,and here on account of the comparative smallness of the number under the parent's care1 the evil is so much diminished that it is easily borne4 #b4 ,the second great difficulty of the teacher's employments1 is the immense multiplicity of the objects of his attention and care1 during the time he is employed in his business4 ,his scholars are individuals1 and notwithstanding all that the most systematic can do1 in the way of classification1 they must be attended to in a great measure1 as individuals4 ,a merchant keeps his commodities together1 and looks upon a cargo composed of ten thousand articles1 and worth #ajj1jjj dollars as one3 he speaks of it as one3 and there is1 in many cases1 no more perplexity in planning its destination1 than if it were a single box of raisins4 ,a lawyer may have a great many important cases1 but he has only one at a time2 that is1 he attends to but one at a time4 ,that one may be intricate1--involving many facts and requiring to be examined in many aspects and relations4 ,but he looks at but few of these facts and regards but few of these relations at a time4 ,the points which demand his attention come1 one after another1 in regular succession4 ,his mind may thus be kept calm4 ,he avoids confusion and perplexity4 ,but no skill or classification will turn the poor teacher's hundred scholars into one1 or enable him1 except to a very limited extent1 and for a very limited purpose1 to regard them as one4 ,he has a distinct1 and1 in many respects1 a different work to do for every one of the crowd before him4 ,difficulties must be explained in detail2 questions must be answered one by one2 and each scholar's own conduct and character must be considered by itself4 ,his work is thus made up of a thousand minute particulars1 which are all crowding upon his attention at once1 and which he cannot group together1 or combine1 or simplify4 ,he must by some means or other attend to them in all their distracting individuality4 ,and in a large and complicated school1 the endless multiplicity and variety of objects of attention and care1 impose a task under which few intellects can long stand4 ,i have said that this endless multiplicity and variety cannot be reduced and simplified by classification4 ,i mean1 of course1 that this can be done only to a very limited extent1 compared with what may be effected in the other pursuits of mankind4 ,were it not for the art of classification and system1 no school could have more than ten scholars1 as ,i intend hereafter to show4 ,the great reliance of the teacher is upon this art1 to reduce to some tolerable order1 what would otherwise be the inextricable confusion of his business4 ,he must be systematic4 ,he must classify and arrange2 but after he has done all that he can1 he must still expect that his daily business will continue to consist of a vast multitude of minute particulars1 from one to another of which the mind must turn with a rapidity1 which1 few of the other employments of life ever demand4 ,these are the essential sources of difficulty with which the teacher has to contend2 but1 as ,i shall endeavor to show in succeeding chapters1 though they cannot be entirely removed1 they can be so far mitigated by the appropriate means1 as to render the employment a happy one4 ,i have thought it best however1 as this work will doubtless be read by many1 who1 when they read it1 are yet to begin their labors1 to describe frankly and fully to them the difficulties which beset the path they are about to enter4 ,the wisdom of the prudent is1 to understand his way4 ,it is often wisdom to understand it beforehand4 ,,chapter ,,ii4 ,,general ,,arrangements4 ,the distraction and perplexity of the teacher's life are1 as was explained in the last chapter1 almost proverbial4 ,there are other pressing and exhausting pursuits1 which wear away the spirit by the ceaseless care which they impose1 or perplex and bewilder the intellect by the multiplicity and intricacy of their details4 ,but the business of teaching1 by a pre-eminence not very enviable1 stands1 almost by common consent1 at the head of the catalogue4 ,i have already alluded to this subject in the preceding chapter2 and probably the greater majority of actual teachers will admit the truth of the view there presented4 ,some will however1 doubtless say1 that they do not find the business of teaching so perplexing and exhausting an employment4 ,they take things calmly4 ,they do one thing at a time1 and that without useless solicitude and anxiety4 ,so that teaching1 with them1 though it has1 indeed1 its solicitudes and cares1 as every other responsible employment must necessarily have1 is1 after all1 a calm and quiet pursuit1 which they follow from month to month1 and from year to year1 without any extraordinary agitations1 or any unusual burdens of anxiety and care4 ,there are indeed such cases1 but they are exceptions2 and unquestionably an immense majority1 especially of those who are beginners in the work1 find it such as ,i have described4 ,i think it need not be so2 or rather1 ,i think the evil may be avoided to a very great degree4 ,in this chapter ,i shall endeavor to show how order may be produced out of that almost inextricable mass of confusion1 into which so many teachers1 on commencing their labors1 find themselves plunged4 ,the objects then1 to be aimed at in the general arrangements of schools1 are two-fold4 #a4 ,that the teacher may be left uninterrupted1 to attend to one thing at a time4 #b4 ,that the individual scholars may have constant employment1 and such an amount and such kinds of study1 as shall be suited to the circumstances and capacities of each4 ,i shall examine each in their order4 #a4 ,the following are the principal things which1 in a vast number of schools1 are all the time pressing upon the teacher3 or rather1 they are the things which must1 every where1 press upon the teacher1 except so far as1 by the skill of his arrangements1 he contrives to remove them4 #a4 ,giving leave to whisper or to leave seats4 #b4 ,mending pens4 #c4 ,answering questions in regard to studies4 #d4 ,hearing recitations4 #e4 ,watching the behavior of the scholars4 #f4 ,administering reproof and punishment for offences as they occur4 ,a pretty large number of objects of attention and care1 one would say1 to be pressing upon the mind of the teacher at one and the same time1--and all the time1 too6 ,hundreds and hundreds of teachers in every part of our country1 there is no doubt1 have all these1 crowding upon them from morning to night1 with no cessation1 except perhaps some accidental and momentary respite4 ,during the winter months1 while the principal common schools in our country are in operation1 it is sad to reflect how many teachers come home1 every evening1 with bewildered and aching heads1 having been vainly trying all the day1 to do six things at a time1 while ,he1 who made the human mind1 has determined that it shall do but one4 ,how many become discouraged and disheartened by what they consider the unavoidable trials of a teacher's life1 and give up in despair1 just because their faculties will not sustain a six-fold task4 ,there are multitudes who1 in early life1 attempted teaching1 and1 after having been worried1 almost to distraction1 by the simultaneous pressure of these multifarious cares1 gave up the employment in disgust1 and forever afterwards wonder how any body can like teaching4 ,i know multitudes of persons to whom the above description will exactly apply4 ,i once heard a teacher who had been very successful1 even in large schools1 say that he could hear two classes recite1 mend pens1 and watch his school1 all at the same time2 and that1 without any distraction of mind1 or any unusual fatigue4 ,of course the recitations in such a case must be memoriter4 ,there are very few minds however1 which can thus perform triple or quadruple work1 and probably none which can safely be tasked so severely4 ,for my part1 ,i can do but one thing at a time2 and ,i have no question that the true policy for all1 is1 to learn1 not to do every thing at once1 but so to classify and arrange their work1 that they shall have but one thing to do4 ,instead of vainly attempting to attend simultaneously to a dozen things1 they should so plan their work1 that only one will demand attention4 ,let us then examine the various particulars above mentioned in succession1 and see how each can be disposed of1 so as not to be a constant source of interruption and derangement4 #a4 ,whispering and leaving seats4 ,in regard to this subject1 there are very different methods1 now in practice in different schools4 ,in some1 especially in very small schools1 the teacher allows the pupils to act according to their own discretion4 ,they whisper and leave their seats whenever they think it necessary4 ,this plan may possibly be admissible in a very small school2 that is1 in one of ten or twelve pupils4 ,i am convinced1 however1 that it is very bad here4 ,no vigilant watch1 which it is possible for any teacher to exert1 will prevent a vast amount of mere talk1 entirely foreign to the business of the school4 ,i tried this plan very thoroughly1 with high ideas of the dependence which might be placed upon conscience and a sense of duty1 if these principles are properly brought out to action in an effort to sustain the system4 ,i was told by distinguished teachers1 that it would not be found to answer4 ,but predictions of failure in such cases only prompt to greater exertions1 and ,i persevered4 ,but ,i was forced at last to give up the point1 and adopt another plan4 ,my pupils would make resolutions enough2 they understood their duty well enough4 ,they were allowed to leave their seats and whisper to their companions1 whenever1 in their honest judgment1 it was necessary for the prosecution of their studies4 ,i knew that it sometimes would be necessary1 and ,i was desirous to adopt this plan to save myself the constant interruption of hearing and replying to requests4 ,but it would not do4 ,whenever1 from time to time1 ,i called them to account1 ,i found that a large majority1 according to their own confession1 were in the habit of holding daily and deliberate communication with each other1 on subjects entirely foreign to the business of the school4 ,a more experienced teacher would have predicted this result2 but ,i had very high ideas of the power of cultivated conscience2 and in fact1 still have4 ,but then1 like most other persons who become possessed of a good idea1 ,i could not be satisfied without carrying it to an extreme4 ,still it is necessary to give pupils1 sometimes1 the opportunity to whisper and leave seats4 ,cases occur where this is unavoidable4 ,it cannot therefore be forbidden altogether4 ,how then1 you will ask1 can the teacher regulate this practice1 so as to prevent the evils which will otherwise flow from it1 without being continually interrupted by the request for permission8 ,by a very simple method4 ,appropriate particular times at which all this business is to be done1 and forbid it altogether at every other time4 ,it is well on other accounts to give the pupils of a school a little respite1 at least every hour2 and if this is done1 an intermission of study for two minutes each time1 will be sufficient4 ,during this time1 general permission should be given to speak or to leave seats1 provided they do nothing at such a time to disturb the studies of others4 ,this has been my plan for two or three years1 and no arrangement which ,i have ever made1 has operated for so long a time1 so uninterruptedly1 and so entirely to my satisfaction as this4 ,it of course will require some little time1 and no little firmness1 to establish the new order of things1 where a school has been accustomed to another course2 but where this is once done1 ,i know no one plan so simple and so easily put into execution1 which will do so much towards relieving the teacher of the distraction and perplexity of his pursuits4 ,in making the change1 however1 it is of fundamental importance that the pupils should themselves be interested in it4 ,their cooperation1 or rather the cooperation of the majority1 which it is very easy to obtain1 is absolutely essential to success4 ,i say this is very easily obtained4 ,let us suppose that some teacher1 who has been accustomed to require his pupils to ask and obtain permission1 every time they wish to speak to a companion1 is induced by these remarks to introduce this plan4 ,he says accordingly to his school3 ,you know that you are now accustomed to ask me whenever you wish to obtain permission to whisper to a companion1 or to leave your seats3 now ,i have been thinking of a plan which will be better for both you and me4 ,by our present plan1 you are sometimes obliged to wait before ,i can attend to your request4 ,sometimes ,i think it is unnecessary1 and deny you1 when perhaps ,i was mistaken1 and it was really necessary4 ,at other times1 ,i think it very probable1 that when it is quite desirable for you to leave your seat1 you do not ask1 because you think you may not obtain permission1 and you do not wish to ask and be refused4 ,do you1 or not1 experience these inconveniences from our present plans8 ,the boys would undoubtedly answer in the affirmative4 ,i experience great inconvenience1 too4 ,i am very frequently interrupted when busily engaged1 and it also occupies a great portion of my time and attention4 ,it requires as much mental effort to consider and decide sometimes whether ,i ought to allow a pupil to leave his seat1 as it would to decide a much more important question2 therefore ,i do not like our plan1 and ,i have another to propose4 ,the boys are all attention to know what the new plan is4 ,it will always be of great advantage to the school1 for the teacher to propose his new plans from time to time to his pupils in such a way as this4 ,it interests them in the improvement of the school1 exercises their judgment1 establishes a common feeling between teacher and pupil1 and in many other ways will assist very much in promoting the welfare of the school4 ,my plan1 continues the teacher1 is this3--to allow you all1 besides the recess1 a short time1 two or three minutes perhaps1 every hour2 7or every half hour1 according to the character of the school1 the age of the pupils1 or other circumstances1 to be judged of by the teacher17 during which you may all whisper or leave your seats1 without asking permission4 ,instead of deciding the question of the frequency of this general permission1 the teacher may1 if he pleases1 leave it to the pupils to decide4 ,it is often useful to leave the decision of such a question to them4 ,on this subject1 however1 ,i shall speak in another place4 ,it is only necessary1 here1 to say1 that this point may be safely left to them1 since the time is so small which is to be thus appropriated4 ,even if they vote to have the general permission to whisper every half hour1 it will make but eight minutes in the forenoon4 ,there being six half hours in the forenoon1 and one of them ending at the close of school1 and another at the recess1 only four of these rests1 as a military man would call them1 would be necessary2 and four1 of two minutes each1 would make eight minutes4 ,if the teacher thinks that evil would result from the interruption of the studies so often1 he may offer the pupils three minutes rest every hour1 instead of two minutes every half hour1 and let them take their choice2 or he may decide the case altogether himself4 ,such a change1 from particular permission on individual requests to general permission at stated times1 would unquestionably be popular in every school1 if the teacher managed the business properly4 ,and by presenting it as an object of common interest1--an arrangement proposed for the common convenience of teacher and pupils1 the latter may be much interested in carrying the plan into effect4 ,we must not rely1 however1 entirely upon their interest in it4 ,all that we can expect from such an effort to interest them1 as ,i have described and recommended1 is to get a majority on our side1 so that we may have only a small minority1 to deal with by other measures4 ,still we must calculate on having this minority1 and form our plans accordingly1 or we shall be sadly disappointed4 ,i shall1 however1 in another place1 speak of this principle of interesting the pupils in our plans1 for the purpose of securing a majority in our favor1 and explain the methods by which the minority is then to be governed4 ,i only mean here to say1 that1 by such means1 the teacher may easily interest a large proportion of the scholars1 in carrying his plans into effect1 and that he must expect to be prepared with other measures1 for those1 who will not be governed by these4 ,you cannot reasonably expect however1 that immediately after having explained your plan1 it will1 at once1 go into full and complete operation4 ,even those who are firmly determined to keep the rule1 will1 from inadvertence1 for a day or two1 make communication with each other4 ,they must be trained1 not by threatening and punishment1 but by your good-humored assistance1 to their new duties4 ,when ,i first adopted this plan in my school1 something like the following proceedings took place4 ,do you suppose that you will perfectly keep this rule1 from this time8 ,no sir1 was the answer4 ,i suppose you will not4 ,some1 ,i am afraid1 may not really be determined to keep it1 and others will forget4 ,now ,i wish every one would keep an exact account to day1 of all the instances of speaking and leaving seats1 out of the regular times1 and be prepared to report them at the close of the school4 ,of course1 ,i shall have no punishment for it2 but it will very much assist you to watch yourselves1 if you expect to make a report at the end of the forenoon4 ,do you like this plan8 ,yes sir1 was the answer1 and all seemed to enter into it with spirit4 ,in order to mark more definitely the times for communication ,i wrote1 in large letters1 on a piece of pasteboard1 ,,study ,,hours1 and making a hole over the centre of it1 ,i hung it upon a nail1 over my desk4 ,at the close of each half hour1 a little bell was to be struck1 and this card was to be taken down4 ,when it was up1 they were1 on no occasion whatever1 7except some such extraordinary occurrence as sickness1 or my sending one of them on a message to another1 or something clearly out of the common course17 to speak to each other2 but were to wait1 whatever they wanted1 until the ,study ,card1 as they called it1 was taken down4 ,suppose now1 said ,i1 that a young lady has come into school1 and has accidentally left her book in the entry2--the book from which she is to study during the first half hour of the school3 she sits near the door1 and she might1 in a moment1 slip out and obtain it3 if she does not1 she must spend the half hour in idleness1 and be unprepared in her lesson4 ,what is it her duty to do8 ,to go2 ,not to go2 answered the scholars simultaneously4 ,it would be her duty not to go2 but ,i suppose it will be very difficult for me to convince you of it4 ,the reason is this1 ,i continued2 if the one case ,i have supposed1 were the only one1 which would be likely to occur1 it would undoubtedly be better for her to go2 but if it is understood that1 in such cases1 the rule may be dispensed with1 there will be many others1 where it will be equally necessary to lay it aside4 ,scholars will differ in regard to the degree of inconvenience1 which they must submit to1 rather than break the rule4 ,they will gradually do it on slighter and slighter occasions1 until at last the rule will be disregarded entirely4 ,we must1 therefore1 draw a precise line1 and individuals must submit to a little inconvenience1 sometimes1 to promote the general good4 ,at the close of the day1 ,i requested all in the school to rise4 ,while they were standing1 ,i called them to account in the following manner4 ,now it is very probable that some have1 from inadvertence1 or from design1 omitted to keep an account of the number of transgressions of the rule1 which they have committed during the day2 others1 perhaps1 do not wish to make a report of themselves4 ,now as this is a common and voluntary effort1 ,i wish to have none render assistance1 who do not1 of their own accord1 desire to do so2 all those1 therefore1 who are not able to make a report1 from not having been correct in keeping it1 and all those who are unwilling to report themselves1 may sit4 ,a very small number hesitatingly took their seats4 ,i am afraid that all do not sit1 who really wish not to report themselves4 ,now ,i am honest in saying ,i wish you to do just as you please4 ,if a great majority of the school really wish to assist me in accomplishing the object1 why1 of course1 ,i am glad2 still1 ,i shall not call upon any for such assistance1 unless it is freely and voluntarily rendered4 ,one or two more took their seats while these things were saying4 ,among such1 there would generally be some1 who would refuse to have any thing to do with the measure1 just from a desire to thwart and impede the plans of the teacher4 ,if so1 it is best to take no notice of them4 ,if the teacher can contrive to obtain a great majority upon his side1 so as to let them see that any opposition which they can raise1 is of no consequence1 and is not even noticed1 they will soon be ashamed of it4 ,the reports then of those who remained standing1 were called for2 first1 those who had whispered only once were requested to sit2 then those who had whispered more than once1 and less than five times1 c4 c41 until at last all were down4 ,in such a case1 the pupils might1 if thought expedient1 again be requested to rise1 for the purpose of asking some other questions1 with reference to ascertaining whether they had spoken most in the former or latter part of the forenoon4 ,the number who had spoken inadvertently1 and the number who had done it by design1 might be ascertained4 ,these inquiries accustom the pupils to render honest and faithful accounts of themselves4 ,they become1 by such means1 familiarized to the practice1 and by means of it1 the teacher can1 many times1 receive most important assistance4 ,all however1 should be done in a pleasant tone1 and with a pleasant and cheerful air4 ,it should be considered by the pupils1 not a reluctant confession of guilt1 for which they are to be rebuked or punished1 but the voluntary and free report of the result of an experiment1 in which all are interested4 ,some will have been dishonest in their reports3 to diminish the number of these1 the teacher may say1 after the report is concluded3 ,we will drop the subject here to-day4 ,to-morrow we will make another effort1 when we shall be more successful4 ,i have taken your reports as you have offered them1 without any inquiry1 because ,i had no doubt1 that a great majority of this school would be honest1 at all hazards4 ,they would not1 ,i am confident1 make a false report1 even if1 by a true one1 they were to bring upon themselves punishment2 so that ,i think ,i may have confidence that nearly all these reports have been faithful4 ,still1 it is very probable1 that1 among so large a number1 some may have made a report1 which1 they are now aware1 was not perfectly fair and honest4 ,i do not wish to know who they are2 if there are any such cases1 ,i only wish to say to the rest1 how much pleasanter it is for you that you have been honest and open4 ,the business is now all ended2 you have done your duty2 and though you reported a little larger number than you would1 if you had been disposed to conceal1 yet you go away from school with a quiet conscience4 ,on the other hand1 how miserable must any boy feel1 if he has any nobleness of mind whatever1 to go away from school1 to-day1 thinking that he has not been honest2 that he has been trying to conceal his faults1 and thus to obtain a credit which he did not justly deserve4 ,always be honest1 let the consequence be what it may4 ,the reader will understand that the object of such measures is1 simply to secure as large a majority as possible1 to make voluntary efforts to observe the rule4 ,i do not expect that by such measures1 universal obedience can be exacted4 ,the teacher must follow up the plan1 after a few days1 by other measures1 for those who will not yield to such inducements as these4 ,upon this subject1 however1 ,i shall speak more particularly at a future time4 ,in my own school1 it required two or three weeks to exclude whispering and communication by signs4 ,the period necessary to effect the revolution will be longer or shorter1 according to the circumstances of the school1 and the dexterity of the teacher2 and1 after all1 the teacher must not hope entirely to exclude it4 ,approximation to excellence is all that we can expect2 for unprincipled and deceiving characters will perhaps always be found1 and no system whatever can prevent their existence4 ,proper treatment may indeed be the means of their reformation1 but before this process has arrived at a successful result1 others similar in character will have entered1 so that the teacher can never expect perfection in the operation of any of his plans4 ,i found so much relief from the change which this plan introduced1 that ,i soon took measures for rendering it permanent2 and though ,i am not much in favor of efforts to bring all teachers and all schools to the same plans1 this principle of whispering at limited and prescribed times alone1 seems to me well suited to universal adoption4 ,the following simple apparatus has been used in several schools where this principle has been adopted4 ,a drawing and description of it is inserted here1 as by this means1 some teachers1 who may like to try the course here recommended1 may be saved the time and trouble of contriving something of the kind themselves4 ,the figure a a a a is a board1 about #ah inches by #ab1 to which the parts are to be attached1 and which is to be nailed against the wall1 at the height of about #h feet1 b c d c is a plate of tin or brass1 #h inches by #ab1 of the form represented in the drawing4 ,at c c1 the lower extremities of the parts at the sides1 the metal is bent round1 so as to clasp a wire which runs from c to c1 the ends of which wire are bent at right angles and run into the board4 ,the plate will consequently turn on this axis1 as on a hinge4 ,at the top of the plate d1 a small projection of the tin turns inwards1 and to this1 one end of the cord m m is attached4 ,this cord passes back from d to a small pulley at the upper part of the board1 and at the tower end of it a tassel1 loaded so as to be an exact counterpoise to the card1 is attached4 ,by raising the tassel1 the plate will of course fall over forward till it is stopped by the part b striking the board1 when it will be in a horizontal position4 ,on the other hand1 by pulling down the tassel1 the plate will be raised and drawn upwards against the board1 so as to present its convex surface1 with the words ,,study ,,hours upon it1 distinctly to the school4 ,in the drawing it is represented in an inclined position1 being not quite drawn up1 that the parts might more easily be seen4 ,at d1 there is a small projection of the tin upwards1 which touches the clapper of the bell suspended above1 every time the plate passes up or down1 and thus give notice of its motions4 ,illustration ,of course the construction may be varied very much1 and it may be more or less expensive1 according to the wishes of the teacher4 ,in the first apparatus of this kind which ,i used1 the plate was simply a card of pasteboard1 from which the machine took its name4 ,this was cut out with a penknife1 and after being covered with marble paper1 a strip of white paper was pasted along the middle1 with the inscription upon it4 ,the wire c c and a similar one at the top of the plate1 were passed through a perforation in the pasteboard1 and then passed into the board4 ,instead of a pulley1 the cord1 which was a piece of twine1 was passed through a little staple made of wire and driven into the board4 ,the whole was made in one or two recesses in school1 with such tools and materials as ,i could then command4 ,the bell was a common table bell1 with a wire passing through the handle4 ,the whole was attached to such a piece of pine board as ,i could get on the occasion4 ,this coarse contrivance was1 for more than a year1 the grand regulator of all the movements of the school4 ,i afterwards had one made in a better manner4 ,the plate is of tin1 gilded1 the border and the letters of the inscription being black4 ,a parlor bell rope passes over a brass pulley1 and then runs downward in a groove made in the mahogany board to which the card is attached4 ,a little reflection will1 however1 show the teacher that the form and construction of the apparatus for marking the times of study and of rest1 may be greatly varied4 ,the chief point is simply to secure the principle1 of whispering at definite and limited times1 and at those alone4 ,if such an arrangement is adopted1 and carried faithfully into effect1 it will be found to relieve the teacher of more than half of the confusion and perplexity1 which would otherwise be his hourly lot4 ,i have detailed thus particularly the method to be pursued in carrying this principle into effect1 because ,i am convinced of its importance1 and the incalculable assistance which such an arrangement will afford to the teacher in all his plans4 ,of course1 ,i would not be understood to recommend its adoption1 in those cases1 where1 teachers1 from their own experience1 have devised and adopted other plans1 which accomplish as effectually the same purpose4 ,all that ,i mean1 is to insist upon the absolute necessity of some plan1 to remove this very common source of interruption and confusion1 and ,i recommend this mode where a better is not known4 #b4 ,the second of the sources of interruption1 as ,i have enumerated them1 is mending pens4 ,this business ought1 if possible1 to have a specific time assigned to it4 ,scholars are in general far too particular in regard to their pens4 ,the teacher ought to explain to them that1 in the transaction of the ordinary business of life1 they cannot1 always1 have exactly such a pen as they would like4 ,they must learn to write with various kinds of pens1 and when furnished with one that the teacher himself would consider suitable to write a letter to a friend with1 he must be content4 ,they should understand that the form of the letters is what is important in learning to write1 not the smoothness and clearness of the hair lines2 and that though writing looks better1 when executed with a perfect pen1 a person may learn to write1 nearly as well with one1 which is not absolutely perfect4 ,so certain is this1 though often overlooked1 that a person would perhaps learn faster with chalk upon a black board1 than with the best goose-quill ever sharpened4 ,i do not make these remarks to show that it is of no consequence1 whether scholars have good or bad pens1 but only that this subject deserves very much less of the time and attention of the teacher1 than it usually receives4 ,when the scholars are allowed1 as they very generally are1 to come1 when they please1 to present their pens1 some four1 five or six times in a day--breaking in upon any business--interrupting any classes--perplexing and embarrassing the teacher1 however he may be employed1--there is a very serious obstruction to the progress of the scholars1 which is by no means repaid by the improvement in this branch4 ,there are several ways by which this evil may be remedied1 or at least be very effectually curtailed4 ,some teachers take their pens with them1 and mend them in the evening at home4 ,for various reasons1 this cannot always be practised4 ,there may1 however1 be a time set apart in the school specially for this purpose4 ,but the best plan is1 for the teacher not to mend the pens himself4 ,let him choose from among the older and more intelligent of his scholars1 four or five1 whom he will teach4 ,they will be very glad to learn1 and to mend every day twenty-five or fifty pens each4 ,very little ingenuity will be necessary to devise some plan1 by which the scholars may be apportioned among these1 so that each shall supply a given number1 and the teacher be relieved entirely4 #c4 ,answering questions about studies4 ,a teacher who does not adopt some system in regard to this subject1 will be always at the mercy of his scholars4 ,one boy will want to know how to parse a word1 another where the lesson is1 another to have a sum explained1 and a fourth will wish to show his work1 to see if it is right4 ,the teacher does not like to discourage such inquiries4 ,each one1 as it comes up1 seems necessary3 each one too is answered in a moment2 but the endless number1 and the continual repetition of them consume his time and exhaust his patience4 ,there is another view of the subject1 which ought to be taken4 ,perhaps it would not be far from the truth1 to estimate the average number of scholars in the schools in our country1 at fifty4 ,at any rate1 this will be near enough for our present purpose4 ,there are three hours in each session1 making one hundred and eighty minutes1 which1 divided among fifty1 give about three minutes and a half to each individual4 ,if the reader has1 in his own school1 a greater or a less number1 he can easily correct the above1 so as to adapt it to his own case1 and ascertain the portion1 which may justly be appropriated to each pupil4 ,it will probably vary from two to four minutes4 ,now a period of four minutes slips away very fast while a man is looking over perplexing problems1 and if he exceeds that time at all1 he is doing injustice to his other pupils4 ,i do not mean that a man is to confine himself1 rigidly1 to the principle suggested by this calculation1 of cautiously appropriating no more time to any one of his pupils1 than such a calculation would assign to each2 but simply that this is a point which should be kept in view1 and have a very strong influence in deciding how far it is right to devote attention1 exclusively1 to individuals4 ,it seems to me that it shows very clearly1 that one ought to teach his pupils1 as much as possible1 in masses1 and as little as possible1 by private attention to individual cases4 ,the following directions will help the teacher to carry these principles into effect4 ,when you assign a lesson1 glance over it yourself1 and consider what difficulties are likely to arise4 ,you know the progress which your pupils have made1 and can easily anticipate their difficulties4 ,tell them all together1 in the class1 what their difficulties will be1 and how they may surmount them4 ,give them directions how they are to act in the emergencies1 which will be likely to occur4 ,this simple step will remove a vast number of the questions1 which would otherwise become occasions for interrupting you4 ,with regard to other difficulties1 which cannot be foreseen and guarded against1 tell them to bring them to the class1 the next recitation4 ,half a dozen might1 and very probably would meet with the same difficulty4 ,if they bring it to you one by one1 you have to answer it over and over again1 whereas1 when it is brought to the class1 one explanation answers for all4 ,as to all questions about the lesson1--where it is1 and what it is1 and how long it is1--never answer them4 ,require each pupil to remember for himself1 and if he was absent when the lesson was assigned1 let him ask his class mate in a recess4 ,you may refuse to give particular individuals the private assistance they ask for1 in such a way as to discourage and irritate them1 but it is not necessary4 ,it can be done in such a manner1 that the pupil will see the propriety of it1 and acquiesce pleasantly in it4 ,a child comes to you1 for example1 and says1 ,will you tell me1 sir1 where the next lesson is8 ,were you not in the class at the time8 ,yes sir1 but ,i have forgotten4 ,well1 ,i have forgotten too4 ,i have a great many classes to hear1 and of course a great many lessons to assign1 and ,i never remember them2 it is not necessary far me to remember4 ,may ,i speak to one of the class1 to ask about it8 ,you cannot speak1 you know1 till the ,study ,card is down2 you may1 then4 ,but ,i want to get my lesson now4 ,i don't know what you will do1 then3 ,i am sorry you don't remember4 ,besides1 continues the teacher1 looking pleasantly1 however1 while he says it1 if ,i knew1 ,i think ,i ought not to tell you4 ,why1 sir8 ,because1 you know1 ,i have said ,i wish the scholars to remember where the lessons are1 and not come to me4 ,you know it would be very unwise for me1 after assigning a lesson in the class1 to spend my time in telling the individuals over again here4 ,now if ,i should tell you1 ,i should have to tell others1 and thus adopt a practice1 which ,i have condemned4 ,take another case4 ,you assign to a class of little girls a subject of composition1 requesting them to copy their writing upon a sheet of paper1 leaving a margin an inch wide at the top1 and one of half an inch at the sides and bottom4 ,the class take their seats1 and1 after a short time1 one of them comes to you1 saying she does not know how long an inch is4 ,don't you know any thing about it8 ,no sir1 not much4 ,should you think that is more or less than an inch8 7pointing to a space on a piece of paper much too large47 ,more4 ,then you know something about it4 ,now ,i did not tell you to make the margins exactly an inch1 and half an inch1 but only as near as you could tell4 ,would that be about right8 asks the girl1 showing a distance4 ,i must not tell you1 because you know ,i never in such cases help individuals2 if that is as near as you can get it1 you may make it so4 ,it may be well1 after assigning a lesson to a class1 to say that all those who do not distinctly understand what they have to do1 may remain after the class have taken their seats1 and ask3 the task may then be distinctly assigned again1 and the difficulties1 so far as they can be foreseen1 explained4 ,by such means1 these sources of interruption and difficulty may1 like the others1 be almost entirely removed4 ,perhaps not altogether1 for many cases may occur1 where the teacher may choose to give a particular class permission to come to him for help4 ,such permission1 however1 ought never to be given1 unless it is absolutely necessary1 and should never be allowed to be taken1 unless it is distinctly given4 #d4 ,hearing recitations4 ,i am aware that many attempt to do something else1 at the same time that they are hearing a recitation1 and there may perhaps be some individuals1 who can succeed in this4 ,if the exercise1 to which the teacher is attending1 consists merely in listening to the reciting1 from memory1 some passage committed1 it can perhaps be done4 ,i hope however to show1 in a future chapter1 that there are other and far higher objects1 which every teacher ought to have in view1 and he who understands these objects1 and aims at accomplishing them1--who endeavors to instruct his class1 to enlarge and elevate their ideas1 to awaken a deep and paramount interest in the subject which they are examining1 will find that his time must be his own1 and his attention uninterrupted1 while he is presiding at a class4 ,all the other exercises and arrangements of the school are1 in fact1 preparatory and subsidiary to this4 ,here1 that is1 in the classes1 the real business of teaching is to be done4 ,here1 the teacher comes in contact with his scholars1 mind with mind1 and here1 consequently1 he must be uninterrupted and undisturbed4 ,i shall speak more particularly on this subject hereafter1 under the head of instruction2 all ,i wish to secure in this place1 is that the teacher should make such arrangements1 that he can devote his exclusive attention to his classes1 while he is actually engaged with them4 ,each recitation1 too1 should have its specified time1 which should be adhered to1 with rigid accuracy4 ,if any thing like the plan ,i have suggested for allowing rests of a minute or two1 every half hour1 should be adopted1 it will mark off the forenoon into parts1 which ought to be precisely and carefully observed4 ,i was formerly accustomed to think1 that ,i could not limit the time for my recitations without great inconvenience1 and occasionally allowed one exercise to encroach upon the succeeding1 and this upon the next1 and thus sometimes the last was excluded altogether4 ,but such a lax and irregular method of procedure is ruinous to the discipline of a school4 ,on perceiving it1 at last1 ,i put the bell into the hands of a pupil1 commissioning her to ring regularly1 having1 myself1 fixed the times1 saying that ,i would show my pupils that ,i could be confined myself to system1 as well as they4 ,at first1 ,i experienced a little inconvenience1 but this soon disappeared1 and at last the hours and half hours of our artificial division1 entirely superseded1 in the school-room1 the divisions of the clock face4 ,but in order that ,i may be specific and definite1 ,i will draw up a plan for the regular division of time1 for a common school1 not to be adopted1 but to be imitated2 i4 e4 ,i do not recommend exactly this plan1 but that some plan1 precise and specific1 should be determined upon1 and exhibited to the school1 by a diagram like the following4 ,,forenoon4 ,,ix ,x ,,xi ,,xii ---------------------------------------- ---------- ,reading4 ,writing4 ,r4 ,g4 ,arithmetic4 ---------------------------------------- ---------- ---------------------------------------- ---------- ,,afternoon4 ,,ii ,,iii ,,iv ,v ---------------------------------------- ---------- ,grammar4 ,writing4 ,r4 ,g4 ,geography4 ---------------------------------------- ---------- ---------------------------------------- ---------- ,a drawing on a large sheet1 made by some of the older scholars1 7for a teacher should never do any thing of this kind which his scholars can do for him17 should be made and pasted up to view1 the names of the classes being inserted in the columns1 under their respective heads4 ,at the double lines at ten and three1 there might be a rest of two minutes2 an officer appointed for the purpose1 ringing a bell at each of the parts marked on the plan1 and making the signal for the rest1 whatever signal might be determined upon4 ,it is a good plan to have a bell rung five minutes before each half hour expires1 and then exactly at its close4 ,the first one would be to notify the teacher1 or teachers1 if there are more than one in the school1 that the time for their respective recitations is drawing to a close4 ,at the second bell the new classes should take their places without waiting to be called for4 ,the scholars will thus see that the arrangements of the school are based upon system1 to which the teacher himself conforms1 and not subjected to his own varying will4 ,they will thus not only go on more regularly1 but they will yield more easily and pleasantly to the necessary arrangements4 ,the fact is1 children love system and regularity4 ,each one is sometimes a little uneasy under the restraint1 which it imposes upon him individually1 but they all love to see its operation upon others1 and they are generally very willing to submit to its laws1 if the rest of the community are required to submit too4 ,they show this in their love of military parade2 what allures them is chiefly the order of it3 and even a little child creeping upon the floor will be pleased when he gets his playthings in a row4 ,a teacher may turn this principle to most useful account1 in forming his plans for his school4 ,it will be seen by reference to the foregoing plan1 that ,i have marked the time for the recesses1 by the letter ,r4 at the top4 ,immediately after them1 both in the forenoon and in the afternoon1 twenty minutes are left1 marked ,g41 the initial standing for ,general exercise4 ,they are intended to denote periods during which all the scholars are in their seats with their work laid aside1 ready to attend to what the teacher has to bring before the whole4 ,there are so many occasions1 on which it is necessary to address the whole school1 that it is very desirable to appropriate a particular time for it4 ,in most of the best schools1 ,i believe this plan is adopted4 ,i will mention some of the subjects1 which would come up at such a time4 #a4 ,there are some studies1 which can be advantageously attended to by the whole school together2 such as ,punctuation1 and1 to some extent1 ,spelling4 #b4 ,cases of discipline1 which it is necessary to bring before the whole school1 ought to come up at a regularly appointed time4 ,by attending to them here1 there will be a greater importance attached to them4 ,whatever the teacher does1 will seem to be more deliberate1 and1 in fact1 will be more deliberate4 #c4 ,general remarks1 bringing up classes of faults which prevail2 also general directions1 which may at any time be needed3 and in fact any business relating to the general arrangements of the school4 #d4 ,familiar lectures from the teacher1 on various subjects1--very familiar in their form1 and perhaps accompanied by questions addressed to the whole4 ,the design of such lectures should be to extend the general knowledge of the pupils in regard to those subjects on which they will need information in their progress through life4 ,in regard to each of these particulars ,i shall speak more particularly hereafter1 in the chapters to which they respectively belong4 ,my only object1 here1 is to show1 in the general arrangements of the school1 how a place is to be found for them4 ,my practice has been1 to have two periods1 of short duration1 each day1 appropriated to these objects4 ,the first to the business of the school1 and the second to such studies or lectures as could be most profitably attended to at such a time4 99 99 99 99 99 ,we come now to one of the most important subjects1 which present themselves to the teacher's attention1 in settling the principles upon which he shall govern his school4 ,i mean the degree of influence which the boys themselves shall have in the management of its affairs4 ,shall the government of school be a monarchy or a republic8 ,to this question1 after much inquiry and many experiments1 ,i answer1 a monarchy2 an absolute1 unlimited monarchy2 the teacher possessing exclusive power1 as far as the pupils are concerned1 though strictly responsible to the committee1 or to the trustees1 under whom he holds his office4 ,while1 however1 it is thus distinctly understood that the power of the teacher is supreme1 that all the power rests in him1 and that he alone is responsible for its exercise1 there ought1 to be a very free and continual delegation of power to the pupils4 ,as much business as is possible1 should be committed to them4 ,they should be interested as much as possible in the affairs of the school1 and led to take an active part in carrying them forward2 though they should1 all the time1 distinctly understand1 that it is only delegated power which they exercise1 and that the teacher can1 at any time1 revoke what he has granted1 and alter or annul at pleasure1 any of their decisions4 ,by this plan1 we have the responsibility resting where it ought to rest1 and yet the boys are trained to business1 and led to take an active interest in the welfare of the school4 ,trust is reposed in them1 which may be greater or less1 as they are able to bear4 ,all the good effects of reposing trust and confidence1 and committing the management of important business to the pupils will be secured1 without the dangers which would result from the entire surrender of the management of the institution into their hands4 ,there have been1 in several cases1 experiments made with reference to ascertaining how far a government1 strictly republican1 would be admissible in a school4 ,a very fair experiment of this kind was made at the ,gardiner ,lyceum1 in ,maine4 ,at the time of its establishment1 nothing was said of the mode of government which it was intended to adopt4 ,for some time1 the attention of the ,instructers was occupied in arranging the course of study1 and attending to the other concerns of the ,institution1 and in the infant state of the ,lyceum1 few cases of discipline occurred1 and no regular system of government was necessary4 ,before long1 however1 complaints were made that the students at the ,lyceum were guilty of breaking windows in an old building used as a town-house4 ,the ,principal called the students together1 mentioned the reports1 and said that he did not know1 and did not wish to know who were the guilty individuals4 ,it was necessary1 however1 that the thing should be examined1 and that restitution should be made2 and relying on their faithfulness and ability1 he should leave them to manage the business alone4 ,for this purpose1 he nominated one of the students as judge1 some others as jury-men1 and appointed the other officers necessary1 in the same manner4 ,he told them1 that1 in order to give them time to make a thorough investigation1 they were excused from farther exercises during the day4 ,the ,principal then left them1 and they entered on the trial4 ,the result was1 that they discovered the guilty individuals1 ascertained the amount of mischief done by each1 and sent to the selectmen a message1 by which they agreed to pay a sum equal to three times the value of the injury sustained4 ,the students were soon after informed that this mode of bringing offenders to justice would1 hereafter1 be always pursued1 and arrangements were made for organizing a regular republican government1 among the young men4 ,by this government1 all laws which related to the internal police of the ,institution1 were to be made1 all officers were appointed1 and all criminal cases were to be tried4 ,the students finding the part of a judge too difficult for them to sustain1 one of the ,professors was appointed to hold that office1 and1 for similar reasons1 another of the ,professors was made ,president of the ,legislative assembly4 ,the ,principal was the ,executive1 with power to pardon1 but not to sentence1 or even accuse4 ,some time after this1 a student was indicted for profane swearing2 he was tried1 convicted1 and punished4 ,after this he evinced a strong hostility to the government4 ,he made great exertions to bring it into contempt1 and when the next trial came on1 he endeavored to persuade the witnesses that giving evidence was dishonorable1 and he so far succeeded1 that the defendant was acquitted for want of evidence1 when it was generally understood that there was proof of his guilt1 which would have been satisfactory1 if it could have been brought forward4 ,for some time after this1 the prospect was rather unfavorable1 though many of the students themselves opposed with great earnestness these efforts1 and were much alarmed lest they should lose their free government1 through the perverseness of one of their number4 ,the attorney general1 at this juncture1 conceived the idea of indicting the individual alluded to1 for an attempt to overturn the government4 ,he obtained the approbation of the ,principal1 and the ,grand ,jury found a bill4 ,the ,court1 as the case was so important1 invited some of the ,trustees of the ,lyceum who were in town1 to attend the trial4 ,the parent of the defendant was also informed of the circumstances and requested to be present1 and he accordingly attended4 ,the prisoner was tried1 found guilty1 and sentenced1 if ,i mistake not1 to an expulsion4 ,at his earnest request1 however1 to be permitted to remain in the ,lyceum1 and redeem his character1 he was pardoned and restored1 and became perfectly exemplary in his conduct and character4 ,after this occurrence1 the system went on in successful operation1 for some time4 ,the legislative power was vested in the hands of a general committee1 consisting of eight or ten1 chosen by the students from their own number4 ,they met about once a week to transact such business as appointing officers1 making and repealing regulations1 and inquiring into the state of the ,lyceum4 ,the ,instructers had a negative upon all their proceedings1 but no direct and positive power4 ,they could pardon1 but they could assign no punishments1 nor make laws inflicting any4 ,now such a plan as this may succeed for a short time1 and under very favorable circumstances2 and the circumstance1 which it is chiefly important should be favorable1 is1 that the man who is called to preside over such an association1 should possess such a share of generalship1 that he can really manage the institution himself1 while the power is nominally and apparently in the hands of the boys4 ,should this not be the case1 or should the teacher1 from any cause1 lose his personal influence in the school1 so that the institution should really be surrendered into the hands of the pupils1 things must be on a very unstable footing4 ,and accordingly where such a plan has been adopted1 it has1 ,i believe1 in every instance1 been ultimately abandoned4 ,real self-government is an experiment sufficiently hazardous among men2 though ,providence1 in making a daily supply of food necessary for every human being1 has imposed a most-powerful check upon the tendency to anarchy and confusion4 ,let the populace of ,london materially interrupt the order1 and break in upon the arrangements of the community1 and1 in eight and forty hours1 nearly the whole of the mighty mass will be in the hands of the devourer1 hunger2 and they will be soon brought to submission4 ,on the other hand1 a month's anarchy and confusion in a college or an academy1 would be delight to half the students1 or else times have greatly changed1 since ,i was within college walls4 ,although it is thus evident that the important concerns of a literary institution cannot be safely committed into the hands of the students1 very great benefits will result from calling upon them to act upon1 and to decide questions relative to the school1 within such limits1 and under such restrictions1 as may appear best4 ,such a practice will assist the teacher very much1 if he manages it with any degree of dexterity3 for it will interest his pupils in the success of the school1 and secure1 to a very considerable extent1 their cooperation4 ,it will teach them self-control and self-government1 and will accustom them to submit to the majority1--that lesson1 which1 of all others1 it is important for a republican to learn4 ,in endeavoring to interest the pupils of a school in the work of cooperating with the teacher in its administration1 no little dexterity will be necessary1 at the outset4 ,in all probability1 the formal announcement of this principle1 and the endeavor to introduce it1 by a sudden revolution1 would totally fail4 ,boys1 like men1 must be gradually prepared for power1 and they must exercise it only so far as they are prepared4 ,this however can1 very easily1 be done4 ,the teacher should say nothing of his general design1 but when some suitable opportunity presents1 he should endeavor to lead his pupils to cooperate with him1 in some particular instance4 ,for example1 let us suppose that he has been accustomed to distribute the writing-books with his own hand1 when the writing hour arrives1 and that he concludes to delegate this simple business1 first1 to his scholars4 ,he accordingly states to them1 just before the writing exercise of the day on which he proposes the experiment1 as follows4 ,i have thought that time will be saved1 if you will help me distribute the books1 and ,i will accordingly appoint four distributors1 one for each division of the seats1 who may come to me1 and receive the books and distribute them1 each to his own division4 ,are you willing to adopt this plan8 ,the boys answer1 ,yes sir1 and the teacher then looks carefully around the room1 and selects four pleasant and popular boys1--boys who1 he knows1 would gladly assist him1 and who would1 at the same time1 be agreeable to their school mates4 ,this latter point is necessary1 in order to secure the popularity and success of the plan4 ,unless the boys are very different from any ,i have ever met with1 they will be pleased with the duty thus assigned them4 ,they will learn system and regularity by being taught to perform this simple duty in a proper manner4 ,after a week1 the teacher may consider their term of service as having expired1 and thanking them1 in public for the assistance they have rendered him1 he may ask the scholars1 if they are willing to continue the plan1 and if the vote is in favor of it1 as it unquestionably would be1 each boy probably hoping that he should be appointed to the office1 the teacher may nominate four others1 including perhaps upon the list1 some boy popular among his companions1 but whom he has suspected to be not very friendly to himself or the school4 ,i think the most scrupulous politician would not object to securing influence1 by conferring office in such a case4 ,if any difficulties arise from the operation of such a measure1 it can easily be dropped1 or modified4 ,if it is successful1 it may be continued1 and the principle extended1 till it very considerably modifies all the arrangements1 and the whole management of the school4 ,or let us imagine the following scene to have been the commencement of the introduction of the principle of limited self-government1 into a school4 ,the preceptor of an academy was sitting at his desk1 at the close of school1 while the pupils were putting up their books and leaving the room2 a boy came in with angry looks1 and1 with his hat in his hands bruised and dusty1 advanced to the master's desk1 and complained that one of his companions had thrown down his hat upon the floor1 and had almost spoilt it4 ,the teacher looked calmly at the mischief1 and then asked how it happened4 ,i don't know sir2 ,i hung it up on my nail1 and he pulled it down4 ,i wish you would ask him to come here1 said the teacher4 ,ask him pleasantly4 ,the accused soon came in1 and the two boys stood together before the master4 ,there seems to be some difficulty between you boys1 about a nail to hang your hats upon4 ,i suppose each of you think it is your own nail4 ,yes sir1 said both the boys4 ,it will be more convenient for me to talk with you about this to-morrow1 than to-night1 if you are willing to wait4 ,besides1 we can examine it more calmly1 then4 ,but if we put it off till then1 you must not talk about it in the meantime1 blaming one another1 and keeping up the irritation that you feel4 ,are you both willing to leave it just where it is1 till to-morrow1 and try to forget all about it till then8 ,i expect ,i shall find you both a little to blame4 ,the boys rather reluctantly consented4 ,the next day the master heard the case and settled it1 so far as it related to the two boys4 ,it was easily settled in the morning1 for they had had time to get calm1 and were1 after sleeping away their anger1 rather ashamed of the whole affair1 and very desirous to have it forgotten4 ,that day1 when the hour for the transaction of business came1 the teacher stated to the school1 that it was necessary to take some measures to provide each boy with a nail for his hat4 ,in order to show that it was necessary1 he related the circumstances of the quarrel which had occurred the day before4 ,he did this1 not with such an air and manner as to convey the impression that his object was to find fault with the boys1 or to expose their misconduct1 but to show the necessity of doing something to remedy the evil1 which had been the cause of so unpleasant an occurrence4 ,still1 though he said nothing in the way of reproach or reprehension1 and did not name the boys1 but merely gave a cool and impartial narrative of the facts1--the effect1 very evidently1 was to bring such quarrels into discredit4 ,a calm review of misconduct1 after the excitement has gone by1 will do more to bring it into disgrace1 than the most violent invectives and reproaches1 directed against the individuals guilty of it4 ,now boys1 continued the master1 will you assist me in making arrangements to prevent the recurrence of all temptations of this kind hereafter8 ,it is plain that every boy ought to have a nail appropriated expressly to his use4 ,the first thing to be done is1 to ascertain whether there are enough for all4 ,i should like1 therefore1 to have two committees appointed2 one1 to count and report the number of nails in the entry1 and also how much room there is for more2 the other1 to ascertain the number of scholars in school4 ,they can count all who are here1 and by observing the vacant desks1 they can ascertain the number absent4 ,when this investigation is made1 ,i will tell you what to do next4 ,the boys seemed pleased with the plan1 and the committees were appointed1 two members on each4 ,the master took care to give the quarrellers some share in the work1 apparently forgetting1 from this time1 the unpleasant occurrence which had brought up the subject4 ,when the boys came to tell him their results1 he asked them to make a little memorandum1 in writing1 as he might forget1 before the time came for reading them4 ,they brought him presently a rough scrap of paper1 with the figures marked upon it4 ,he told them he should forget which was the number of nails1 and which the number of scholars1 unless they wrote it down4 ,it is the custom among men1 said he1 to make out their report1 in such a case1 fully1 so that it would explain itself2 and ,i should like to have you1 if you are willing1 to make out yours a little more distinctly4 ,accordingly1 after a little additional explanation1 the boys made another attempt1 and presently returned1 with something like the following3 ,the ,committee for counting the nails report as follows3 ,number of nails #ce ,room for #ae4 ,the other report was very similar1 though somewhat rudely written and expressed1 and both were perfectly satisfactory to the preceptor1 as he plainly showed by the manner in which he received them4 ,i need not finish the description of this case1 by narrating1 particularly1 the reading of the reports1 the appointment of a committee to assign the nails1 and to paste up the names of the scholars1 one to each4 ,the work1 in such a case1 might be done in recesses1 and out of school hours1 and though1 at first1 the teacher will find1 that it is as much trouble to accomplish business in this way1 as it would be to attend to it directly himself1--yet after a very little experience1 he will find that his pupils will acquire dexterity and readiness1 and will be able to render him very material assistance in the accomplishment of his plans4 ,this1 however1 the assistance rendered to the teacher1 is not the object4 ,the main design is to interest the pupils1 in the management and the welfare of the school1--to identify them1 as it were1 with it4 ,it will accomplish this object2 and every teacher1 who will try the experiment1 and carry it into effect1 with any tolerable degree of skill1 will find that it will1 in a short time1 change the whole aspect of the school1 in regard to the feelings subsisting between himself and his pupils4 ,each teacher1 who tries such an experiment1 will find himself insensibly repeating it1 and after a time he may have quite a number of officers and committees1 who are entrusted with various departments of business4 ,he will have a secretary1 chosen by ballot1 by the scholars1 to keep a record of all the important transactions in the school1 for each day4 ,at first1 he will dictate to the secretary1 telling him precisely what to say1 or even writing it for him1 and merely requiring him to copy it into the book provided for the purpose4 ,afterwards he will give him less and less assistance1 till he can keep the record properly himself4 ,the record of each day will be read on the succeeding1 at the hour for business4 ,he will have a committee of one or two to take care of the fire1 and another to see that the room is constantly in good order4 ,he will have distributors for each division of seats1 to distribute books1 and compositions1 and pens1 and to collect votes4 ,and thus1 in a short time1 his school will become regularly organized1 as a society1 or legislative assembly4 ,the boys will learn submission to the majority1 in such unimportant things as may be committed to them3 they will learn system and regularity2 and every thing else that belongs to the science of political self government4 ,there are dangers1 however4 ,what useful practice has not its dangers8 ,one of these is1 that the teacher will allow these arrangements to take up too much time4 ,he must guard against this4 ,i have found from experience that fifteen minutes each day1 with a school of #ace1 is enough4 ,this ought never to be exceeded4 ,another danger is1 that the boys will be so engaged in the duties of their offices1 as to neglect their studies4 ,this would be1 and ought to be1 fatal to the whole plan4 ,avoid it in this manner4 ,state publicly that you will not appoint any to office1 who are not good scholars1 always punctual1 and always prepared2 and when any boy1 who holds an office1 is going behind hand in his studies1 say to him kindly1 ,you have not time to get your lessons1 and ,i am afraid it is owing to the time you spend in helping me4 ,now if you wish to resign your office1 so as to have a little more time for your lessons1 you can4 ,in fact1 ,i think you ought to do it4 ,you may try it for a day or two1 and ,i will notice how you recite1 and then we can decide4 ,such a communication will generally be found to have a powerful effect4 ,if it does not remedy the evil1 the resignation must be insisted on4 ,a few decided cases of this kind1 will effectually remove the evil ,i am considering4 99 99 99 99 99 ,another difficulty1 which is likely to attend the plan of allowing the pupils of the school to decide some of the cases which occur1 is1 that it may tend to make them insubordinate2 so that they will1 in many instances1 submit1 with less good humor1 to such decisions as you may consider necessary4 ,i do not mean that this will be the case with all1 but that there will be a few1 who will be ungenerous enough1 if you allow them to decide1 sometimes1 to endeavor to make trouble1 or at least to show symptoms of impatience and vexation1 because you do not allow them to decide always4 ,sometimes this feeling may show itself by the discontented looks1 or gestures1 or even words1 with which some unwelcome decision will be received4 ,such a spirit should be immediately and decidedly checked4 ,it will not be difficult to check1 and even entirely to remove it4 ,on one occasion1 when1 after learning the wishes of the scholars on some subject which had been brought before them1 ,i decided contrary to it1 there arose a murmur of discontent1 all over the room4 ,this was the more distinct1 because ,i have always accustomed my pupils to answer questions asked1 and to express their wishes and feelings on any subject ,i may present to them1 with great freedom4 ,i asked all those1 who had expressed their dissatisfaction1 to rise4 ,about one third of the scholars arose4 ,perhaps you understood1 that when ,i put the question to vote1 ,i meant to abide by your decision1 and that1 consequently1 ,i ought not to have reversed it1 as ,i did1 afterwards8 ,yes sir2 yes sir2 they replied4 ,do you suppose it would be safe to leave the decision of important questions to the scholars in this school8 ,yes sir2 ,no sir4 ,the majority were1 however1 in the affirmative4 ,thus far1 only those who were standing1 had answered4 ,i told them1 that as they were divided in opinion1 they might sit1 and ,i would put the question to the whole school4 ,you know1 ,i continued1 addressing the whole1 what sort of persons the girls1 who compose this school are4 ,you know about how many are governed1 habitually1 by steady principle1 and how many by impulse and feeling4 ,you know too1 what proportion have judgment and foresight necessary to consider and decide independently1 such questions as continually arise in the management of a school4 ,now suppose ,i should resign the school into your own hands1 as to its management1 and only come in to give instruction to the classes1 leaving all general control of its arrangements with you2 would it go on safely or not8 ,as might have been foreseen1 there was1 when the question was fairly proposed1 scarcely a solitary vote in favor of government by scholars4 ,they seemed to see clearly the absurdity of such a scheme4 ,besides1 ,i continued1 the ,trustees of this school have committed it to my charge2 they hold me responsible2 the public hold me responsible1 not you4 ,now if ,i should surrender it into your hands1 and you1 from any cause1 should manage the trust unfaithfully1 or unskilfully1 ,i should necessarily be held accountable4 ,i could never shift the responsibility upon you4 ,now it plainly is not just or right1 that one party should hold the power1 and another be held accountable for its exercise4 ,it is clear1 therefore1 in every view of the subject1 that ,i should retain the management of this school in my own hands4 ,are you not satisfied that it is8 ,the scholars universally answered1 ,yes sir4 ,they seemed satisfied2 and doubtless were4 ,it was then stated to them1 that the object in asking them to vote1 was1 in some cases1 to obtain an expression of their opinion or their wishes1 in order to help me decide2 and only in those cases where it was expressly stated1 did ,i mean to give the final decision to them4 ,still1 however1 if cases are often referred to them1 the feeling will gradually creep in1 that the school is managed on republican principles1 as they call it2 and they will1 unless this point is specially guarded1 gradually lose that spirit of entire and cordial subordination1 so necessary for the success of any school4 ,it should often be distinctly explained to them1 that a republican government is one1 where the power essentially resides in the community1 and is exercised by a ruler1 only so far as the community delegates it to him2 whereas in the school1 the government is based on the principle1 that the power1 primarily and essentially1 resides in the teacher1 the scholars exercising only such as he may delegate to them4 ,with these limitations and restrictions1 and with this express understanding1 in regard to what is1 in all cases1 the ultimate authority1 ,i think there will be no danger in throwing a very large share of the business which will1 from time to time1 come up in the school1 upon the scholars1 for decision4 ,in my own experience1 this plan has been adopted with the happiest results4 ,a small red morocco wrapper lies constantly on a little shelf1 accessible to all4 ,by its side1 is a little pile of papers1 about one inch by six1 on which any one may write her motion1 or her proposition1 as they call it1 whatever it may be1 and when written1 it is enclosed in the wrapper1 to be brought to me at the appointed time for attending to the general business of the school4 ,through this wrapper1 all questions are asked1 all complaints entered1 all proposals made4 ,is there discontent in the school8 ,it shows itself by propositions in the wrapper4 ,is any body aggrieved or injured8 ,i learn it through the wrapper4 ,in fact it is a little safety valve1 which lets off1 what1 if confined1 might threaten explosion1--an index1--a thermometer1 which reveals to me1 from day to day1 more of the state of public opinion in the little community1 than any thing beside4 ,these propositions are generally read aloud2 some cases are referred to the scholars for decision2 some ,i decide myself2 others are laid aside without notice of any kind2 others still1 merely suggest remarks on the subjects to which they allude4 ,the principles1 then1 which this chapter has been intended to establish1 are simply these3 in making your general arrangements1 look carefully over your ground1 consider all the objects which you have to accomplish1 and the proper degree of time and attention1 which each deserves4 ,then act upon system4 ,let the mass of particulars which would otherwise crowd upon you in promiscuous confusion1 be arranged and classified4 ,let each be assigned to its proper time and place2 that your time may be your own1--under your own command1--and not1 as is too often the case1 at the mercy of the thousand accidental circumstances1 which may occur4 ,in government1 be yourself supreme1 and let your supremacy be that of authority4 ,but delegate power1 as freely as possible1 to those under your care4 ,show them that you are desirous of reposing trust in them1 just so far as they show themselves capable of exercising it4 ,thus interest them in your plans1 and make them feel1 that they participate in the honor or the disgrace of success or failure4 ,i have gone much into detail in this chapter1 proposing definite measures by which the principles ,i have recommended1 may be carried into effect4 ,i wish1 however1 that it may be distinctly understood1 that all ,i contend for1 is the principles themselves2 no matter what the particular measures are1 by which they are secured4 ,every good school must be systematic2 but they need not all be on precisely the same system4 ,as this work is intended almost exclusively for beginners1 much detail has been admitted1 and many of the specific measures here proposed1 may perhaps be safely adopted1 where no others are established4 ,there may also perhaps be cases1 where teachers1 whose schools are already in successful operation1 may engraft1 upon their own plans1 some things which are here proposed4 ,if they should attempt it1 it must be done cautiously and gradually4 ,there is no other way by which they can be safely introduced or even introduced at all4 ,this is a point of so much importance1 that ,i must devote a paragraph to it1 before closing the chapter4 ,let a teacher propose to his pupils1 formally1 from his desk1 the plan of writing propositions1 for example1 and procure his wrapper1 and put it in its place2--and what would be the result8 ,why1 not a single paper1 probably1 could he get1 from one end of the week to the other4 ,but let him1 on the other hand1 when a boy comes to him to ask some question1 the answer to which many in the school would equally wish to hear1 say to the inquirer3 ,will you be so good as to write that question1 and put it on my desk1 and then1 at the regular time1 ,i will answer it to all the school4 ,when he reads it1 let him state1 that it was written at his request1 and give the other boys permission to leave their proposals or questions on his desk1 in the same way4 ,in a few days1 he will have another1 and thus the plan may be gently and gradually introduced4 ,so with officers4 ,they should be appointed among the scholars1 only as fast as they are actually needed1 and the plan should thus be cautiously carried only so far as it proves good on trial4 ,be always cautious about innovations and changes4 ,make no rash experiments on a large scale1 but always test your principle in the small way1 and then1 if it proves good1 gradually extend its operation1 as circumstances seem to require4 ,by thus cautiously and slowly introducing plans1 founded on the systematic principles here brought to view1 a very considerable degree of quiet1 and order1 and regularity may be introduced into the largest and most miscellaneous schools4 ,and this order and quiet are absolutely necessary1 to enable the teacher to find that interest and enjoyment in his work1 which were exhibited in the last chapter2 the pleasure of directing and controlling mind1 and doing it1 not by useless and anxious complaints1 or stern threats and painful punishments2 but by regarding the scene of labor in its true light1 as a community of intellectual and moral beings1 and governing it by moral and intellectual power4 ,it is1 in fact1 the pleasure of exercising power4 ,i do not mean arbitrary1 personal authority1 but the power to produce1 by successful but quiet contrivance1 extensive and happy results2--the pleasure of calmly considering every difficulty1 and without irritation or anger1 devising the proper moral means to remedy the moral evil3 and then the interest and pleasure of witnessing its effects4 ,,chapter ,,iii4 ,,instruction4 ,there are three kinds of human knowledge which stand strikingly distinct from all the rest4 ,they lie at the foundation4 ,they constitute the roots of the tree4 ,in other words1 they are the means1 by which all other knowledge is acquired4 ,i need not say1 that ,i mean1 ,reading1 ,writing1 and ,calculation4 ,teachers do not perhaps always consider1 how entirely and essentially distinct these three are from all the rest4 ,they are arts2 the acquisition of them is not to be considered as knowledge1 so much as the means1 by which knowledge may be obtained4 ,a child1 who is studying ,geography1 or ,history1 or ,natural ,science1 is learning facts1--gaining information2 on the other hand1 the one who is learning to write1 or to read1 or to calculate1 may be adding little or nothing to his stock of knowledge4 ,he is acquiring skill1 which1 at some future time1 he may make the means of increasing his knowledge1 to any extent4 ,this distinction ought to be kept constantly in view1 and the teacher should feel that these three fundamental branches stand by themselves1 and stand first in importance4 ,i do not mean to undervalue the others1 but only to insist upon the superior value and importance of these4 ,teaching a pupil to read1 before he enters upon the active business of life1 is like giving a new settler an axe1 as he goes to seek his new home in the forest4 ,teaching him a lesson in history1 is1 on the other hand1 only cutting down a tree or two for him4 ,a knowledge of natural history1 is like a few bushels of grain1 gratuitously placed in his barn2 but the art of ready reckoning1 is the plough1 which will remain by him for years1 and help him to draw out from the soil an annual treasure4 ,the great object1 then1 of the common schools in our country1 is to teach the whole population to read1 to write1 and to calculate4 ,in fact1 so essential is it1 that the accomplishment of these objects should be secured1 that it is even a question whether common schools should not be confined to them4 ,i say it is a question1 for it is sometimes made so1 though public opinion has decided1 that some portion of attention1 at least1 should be paid to the acquisition of additional knowledge4 ,but after all1 the amount of knowledge1 which is actually acquired at schools1 is very small4 ,it must be very small4 ,the true policy is1 to aim at making all1 good readers1 writers1 and calculators1 and to consider the other studies of the school important1 chiefly as practice1 in turning these arts to useful account4 ,in other words1 the scholars should be taught these arts1 thoroughly1 first of all1 and in the other studies1 the main design should be to show them how to use1 and interest them in using1 the arts they have thus acquired4 ,a great many teachers feel a much stronger interest in the one or two scholars they may have1 in ,surveying1 or in ,latin1 than they do in the large classes1 in the elementary branches1 which fill the school4 ,but a moment's reflection will show1 that such a preference is founded on a very mistaken view4 ,leading forward one or two minds1 from step to step1 in an advanced study1 is certainly far inferior1 in real dignity and importance1 to opening all the stores of written knowledge1 to fifty or a hundred4 ,the man who neglects the interests of his school1 in these great branches1 to devote his time to two or three1 or half a dozen older scholars1 is unjust both to his employers and to himself4 ,it is the duty1 therefore1 of every teacher1 who commences a common district school1 for a single season1 to make1 when he commences1 an estimate1 of the state of his pupils1 in reference to these three branches4 ,how do they all write8 ,how do they all read8 ,how do they calculate8 ,it would be well if he would make a careful examination of the school1 in this respect4 ,let them all write a specimen4 ,let all read2 and let him make a memorandum of the manner1 noticing how many read fluently1 how many with difficulty1 how many know only their letters1 and how many are to be taught these4 ,let him ascertain also1 what progress they have made in ,arithmetic1--how many can readily perform the elementary processes1 and what number need instruction in these4 ,after thus surveying the ground1 let him form his plan1 and lay out his whole strength in carrying forward1 as rapidly as possible1 the whole school1 in these studies4 ,by this means he is acting1 most directly and powerfully1 on the intelligence of the whole future community in that place4 ,he is opening to fifty or a hundred minds1 stores of knowledge1 which they will go on exploring1 for years to come4 ,what a descent now from such a work as this1 to the mere hearing of the recitation of half a dozen boys in ,surveying6 ,i repeat it1 that a thorough and enlightened survey of the whole school should be taken1 and plans formed for elevating the whole mass1 in those great branches of knowledge1 which are to be of immediate practical use to them in future life4 ,if the school is of higher order1 the teacher should1 in the same manner1 before he forms his plans1 consider well what are the great objects which he has to accomplish4 ,he should ascertain what is the existing state of his school1 both as to knowledge and character2--how long1 generally1 his pupils are to remain under his care1--what are to be their future stations and conditions in life1 and what objects he can reasonably hope to effect for them1 while they remain under his influence4 ,by means of this forethought1 and consideration1 he will be enabled to work understandingly4 ,it is desirable1 too1 that what ,i have recommended1 in reference to the whole school1 should be done with each individual4 ,ascertain1 7by other means however than formal examination17 to what stage his education has advanced1 and deliberately consider what objects you can reasonably expect to effect for him1 while he remains under your care4 ,you cannot indeed always form your plans to suit1 so exactly1 your general views in regard to the school and to individuals1 as you could wish4 ,but these general views will1 in a thousand cases1 modify your plans1 or affect in a greater or less degree1 all your arrangements4 ,they will keep you to a steady purpose1 and your work will go on far more systematically and regularly1 than it would1 if1 as in fact many teachers do1 you were to come headlong into your school1 take things just as you find them1 and carry them forward at random1 without end or aim4 ,this survey of your field being made1 you are prepared to commence definite operations1 and the great difficulty1 in carrying your plans into effect1 is1 how to act more efficiently on the greatest numbers at a time4 ,the whole business of public instruction1 if it goes on at all1 must go on by the teacher's skill in multiplying his power1 by acting on numbers at once4 ,in most books on education1 we are taught1 almost exclusively1 how to operate on the individual4 ,it is the error into which theoretic writers almost always fall4 ,we meet1 in every periodical1 and in every treatise1 and in fact1 in almost every conversation on the subject1 with remarks1 which sound very well by the fire-side1 but they are totally inefficient and useless in school1 from their being apparently based upon the supposition1 that the teacher has but one pupil to attend to at a time4 ,the great question in the management of schools1 is not1 how you can take one scholar1 and lead him forward1 most rapidly1 in a prescribed course1 but how you can classify and arrange numbers1 comprising every possible variety1 both as to knowledge and capacity1 so as to carry them all forward effectually together4 ,the extent to which a teacher may multiply his power1 by acting on numbers at a time1 is very great4 ,in order to estimate it1 we must consider carefully what it is1 when carried to the greatest extent1 to which it is capable of being carried1 under the most favorable circumstances4 ,now it is possible for a teacher to speak so as to be easily heard by three hundred persons1 and three hundred pupils can be easily so seated1 as to see his illustrations or diagrams4 ,now suppose that three hundred pupils1 all ignorant of the method of reducing fractions to a common denominator1 and yet all old enough to learn1 are collected in one room4 ,suppose they are all attentive and desirous of learning1 it is very plain that the process may be explained to the whole at once1 so that half an hour spent in that exercise1 would enable a very large proportion of them to understand the subject4 ,so1 if a teacher is explaining to a class in ,grammar1 the difference between a noun and verb1 the explanation would do as well for several hundred1 as for the dozen who constitute the class1 if arrangements could only be made to have the hundreds hear it4 ,but there are1 perhaps1 only a hundred in the school1 and of these a large part understand already the point to be explained1 and another large part are too young to attend to it4 ,i wish the object of these remarks not to be misunderstood4 ,i do not recommend the attempt to teach on so extensive a scale2 ,i admit that it is impracticable2 ,i only mean to show in what the impracticability consists1 namely1 in the difficulty of making such arrangements as to derive the full benefit from the instructions rendered4 ,they are1 in the nature of things1 available to the extent ,i have represented1 but1 in actual practice1 the full benefit cannot be derived4 ,now1 so far as we thus fall short of this full benefit1 so far there is1 of course1 waste2 and it is difficult or impossible to make such arrangements as will avoid the waste1 in this manner1 of a large portion of every effort1 which the teacher makes4 ,a very small class instructed by an able teacher1 is like a factory of a hundred spindles1 with a water-wheel of power sufficient for a thousand4 ,in such a case1 even if the owner1 from want of capital1 or any other cause1 cannot add the other nine hundred1 he ought to know how much of his power is in fact unemployed1 and make arrangements to bring it into useful exercise1 as soon as he can4 ,the teacher in the same manner1 should understand what is the full beneficial effect1 which it is possible1 in theory1 to derive from his instructions4 ,he should understand1 too1 that just so far as he falls short of this full effect1 there is waste4 ,it may be unavoidable2 part of it unquestionably is1 like the friction of machinery1 unavoidable4 ,still1 it is waste2 and it ought to be so understood1 that by the gradual perfection of the machinery1 it may be more and more fully prevented4 ,always bear in mind then1 when you are devoting your time to two or three individuals in a class1 that you are losing a very large part of your labor4 ,your instructions are conducive to good effect1 only to the one tenth or one twentieth of the extent1 to which1 under more favorable circumstances1 they might be made available4 ,and though you cannot always avoid this loss1 you ought always to be aware of it1 and so to shape your measures1 as to diminish it as much as possible4 99 99 99 99 99 ,we come now to consider the particular measures to be adopted1 in giving instruction4 99 99 99 99 99 ,the objects which are to be secured1 in the management of classes1 are twofold1 #a4 ,recitation4 #b4 ,instruction4 ,these two objects are1 it is plain1 entirely distinct4 ,under the latter1 is included all the explanation1 and assistance1 and additional information1 which the teacher may give his pupils1 and1 under the former1 such an examination of individuals1 as is necessary to secure their careful attention to their lessons4 ,it is unsafe to neglect either of these points4 ,if the class meetings are mere recitations1 they soon become dull and mechanical3 the pupils generally take little interest in their studies1 and imbibe no literary spirit4 ,their intellectual progress will1 accordingly1 suddenly cease1 the moment they leave school1 and cease to be called upon to recite lessons4 ,on the other hand1 if instruction is all that is aimed at1 and recitation1 7by which ,i mean1 as above explained1 such an examination of individuals as is necessary to ascertain that they have faithfully performed the tasks assigned17 is neglected1 the exercise soon becomes not much more than a lecture1 to which those1 and those only1 will attend1 who please4 ,the business1 therefore1 of a thorough examination of the class must not be omitted4 ,i do not mean1 that each individual scholar must1 every day1 be examined2 but simply that the teacher must1 in some way or other1 satisfy himself1 by reasonable evidence1 that the whole class are really prepared4 ,a great deal of ingenuity may be exercised1 in contriving means for effecting this object1 in the shortest possible time4 ,i know of no part of the field of a teacher's labors1 which may be more facilitated1 by a little ingenuity1 than this4 ,one teacher1 for instance1 has a spelling lesson to hear4 ,he begins at the head of the line1 and putting one word to each boy1 goes regularly down1 each successive pupil calculating the chances whether a word1 which he can accidentally spell1 will or will not come to him4 ,if he spells it1 the teacher cannot tell whether he is prepared or not4 ,that word is only one among fifty1 constituting the lesson4 ,if he misses it1 the teacher cannot decide that he was unprepared4 ,it might have been a single accidental error4 ,another teacher1 hearing the same lesson1 requests the boys to bring their slates1 and as he dictates the words1 one after another1 requires all to write them4 ,after they are all written1 he calls upon the pupils to spell them aloud as they have written them1 simultaneously1 pausing a moment after each1 to give those who are wrong1 an opportunity to indicate it1 by some mark opposite the word misspelled4 ,they all count the number of errors and report them4 ,he passes down the class1 glancing his eye at the work of each one1 to see that all is right1 noticing particularly those slates1 which1 from the character of the boys1 need a more careful inspection4 ,a teacher1 who had never tried this experiment1 would be surprised at the rapidity with which such work will be done by a class1 after a little practice4 ,now how different are these two methods1 in their actual results6 ,in the latter case1 the whole class are thoroughly examined4 ,in the former1 not a single member of it1 is4 ,let me not be understood to recommend exactly this method of teaching spelling1 as the best one to be adopted1 in all cases4 ,i only bring it forward as an illustration of the idea1 that a little machinery1 a little ingenuity1 in contriving ways of acting on the whole1 rather than on individuals1 will very much promote the teacher's designs4 ,in order to facilitate such plans1 it is highly desirable that the classes should be trained to military precision and exactness in these manipulations4 ,what ,i mean by this1 may perhaps be best illustrated1 by describing a case3 it will show1 in another branch1 how much will be gained by acting upon numbers at once1 instead of upon each individual in succession4 ,imagine1 then1 that a teacher requested all the pupils of his school1 who could write1 to take out their slates1 at the hour for a general exercise4 ,as soon as the first bustle of opening and shutting the desks was over1 he looked around the room1 and saw some ruling lines across their slates1 others wiping them all over on both sides1 with sponges1 others scribbling1 or writing1 or making figures4 ,all those1 says he1 with a pleasant tone and look1 who have taken out any thing besides slates1 may rise4 ,several1 in various parts of the room1 stood up4 ,all those1 who have written any thing since they took out their slates1 may rise too1 and those who have wiped their slates4 ,when all were up1 he said to them1 though not with a frown or a scowl1 as if they had committed some very great offence2 ,suppose a company of soldiers should be ordered to form a line1 and instead of simply obeying that order1 they should all set at work1 each in his own way1 doing something else4 ,one man1 at one end of the line1 begins to load and fire his gun2 another takes out his knapsack1 and begins to eat his luncheon2 a third amuses himself by going as fast as possible through the exercise2 and another still1 begins to march about1 hither and thither1 facing to the right and left1 and performing all the evolutions he can think of4 ,what should you say to such a company as that8 ,the boys laughed4 ,it is better1 said the teacher1 when numbers are acting under the direction of one1 that they should all act exactly together4 ,in this way1 we advance much faster1 than we otherwise should4 ,be careful therefore to do exactly what ,i command1 and nothing more4 ,provide a place1 on your slates1 large enough to write a single line1 added the teacher1 in a distinct voice4 ,i print his orders in italics1 and his remarks and explanations in ,roman letter4 ,prepare to write4 ,i mean by this1 he continued1 that you place your slates before you1 with your pencils at the place where you are to begin1 so that all may commence precisely at the same instant4 ,the teacher who tries such an experiment as this1 will find1 at such a juncture1 an expression of fixed and pleased attention upon every countenance in school4 ,all will be intent2 all will be interested4 ,boys love order and system1 and acting in concert2 and they will obey1 with great alacrity1 such commands as these1 if they are good-humoredly1 though decidedly expressed4 ,the teacher observed in one part of the room1 a hand raised1 indicating that the boy wished to speak to him4 ,he gave him liberty by pronouncing his name4 ,i have no pencil2 said the boy4 ,a dozen hands1 all around him1 were immediately seen fumbling in pockets and desks1 and1 in a few minutes1 several pencils were reached out for his acceptance4 ,the boy looked at the pencils1 and then at the teacher2 he did not exactly know1 whether he was to take one or not4 ,all those boys1 said the teacher1 pleasantly1 who have taken out pencils1 may rise4 ,have these boys done right1 or wrong8 ,right2 ,wrong2 ,right2 answered their companions1 variously4 ,their motive was to help their classmate out of his difficulties2 that is a good feeling1 certainly4 ,yes sir2 right2 ,right4 ,but ,i thought you promised me a moment ago1 replied the teacher1 not to do any thing1 unless ,i commanded it4 ,did ,i ask for pencils8 ,a pause4 ,i do not blame these boys at all1 in this case1 still it is better to adhere rigidly to the principle1 of exact obedience1 when numbers are acting together4 ,i thank them1 therefore1 for being so ready to assist a companion1 but they must put their pencils away1 as they were taken out without orders4 ,now such a dialogue as this1 if the teacher speaks in a good-humored1 though decided manner1 would be universally well received1 in any school4 ,whenever strictness of discipline is unpopular1 it is rendered so1 simply by the ill-humored and ill-judged means1 by which it is attempted to be introduced4 ,but all children will love strict discipline1 if it is pleasantly1 though firmly maintained4 ,it is a great1 though very prevalent mistake1 to imagine1 that boys and girls like a lax and inefficient government1 and dislike the pressure of steady control4 ,what they dislike is1 sour looks and irritating language1 and they therefore very naturally dislike every thing introduced or sustained by their means4 ,if1 however1 exactness and precision in all the operations of a class and of the school1 are introduced and enforced1 in the proper manner1 i4 e41 by a firm1 but mild and good-humored authority1 scholars will universally be pleased with them4 ,they like to see the uniform appearance1--the straight line1--the simultaneous movement4 ,they like to feel the operation of system1 and to realize1 while they are at the school room1 that they form a community1 governed by fixed and steady laws1 firmly but pleasantly administered4 ,on the other hand1 laxity of discipline1 and the disorder which will result from it1 will only lead the pupils to contemn their teacher1 and to hate their school4 ,by introducing and maintaining such a discipline as ,i have described1 great facilities will be secured for examining the classes4 ,for example1 to take a case different from the one before described2 let us suppose that a class have been performing a number of examples in ,addition4 ,they come together to the recitation1 and under one mode of managing classes1 the teacher is immediately beset1 by a number of the pupils1 with excuses4 ,one had no slate2 another was absent when the lesson was assigned2 a third performed the work1 but it got rubbed out2 and a fourth did not know what was to be done4 ,the teacher stops to hear all these1 and to talk about them2 fretted himself1 and fretting the delinquents by his impatient remarks4 ,the rest of the class are waiting1 and having nothing good to do1 the temptation is almost irresistible to do something bad4 ,one boy is drawing pictures on his slate1 to make his neighbors laugh2 another is whispering1 and two more are at play4 ,the disorder continues1 while the teacher goes round examining slate after slate1 his whole attention being engrossed by each individual1 as the pupils come to him successively1 while the rest are left to themselves1 interrupted only by an occasional harsh or even angry1 but utterly useless rebuke from him4 ,but under another mode of managing classes and schools1 a very different result would be produced4 ,a boy approaches the teacher to render an excuse1 the teacher replies1 addressing himself1 however1 to the whole class1 ,i shall give all an opportunity to offer their excuses presently4 ,no one must come till he is called4 ,the class then regularly take their places in the recitation seats2 the prepared and unprepared together4 ,the following commands are given and obeyed1 promptly4 ,they are spoken pleasantly1 but still in the tone of command4 ,the class may rise4 ,all those1 that are not fully prepared with this lesson1 may sit4 ,a number sit1 and others1 doubtful whether they are prepared or not1 or thinking that there is something peculiar in their cases1 which they wish to state1 raise their hands1 or make any other signal which is customary to indicate a wish to speak4 ,such a signal ought always to be agreed upon1 and understood in school4 ,the teacher shakes his head2 saying ,i will hear you presently4 ,if there is1 on any account whatever1 any doubt whether you are prepared1 you must sit4 ,those that are standing may read their answers1 to ,no4 #a4 ,unit figure8 ,boys4 ,five4 ,teacher4 ,tens8 ,b4 ,six4 ,t4 ,hundreds8 ,b4 ,seven4 ,while these numbers are thus reading1 the teacher looks at the boys1 and can easily see whether any are not reading their own answers1 but only following the rest4 ,if they have been trained to speak exactly together1 his ear will also at once detect any erroneous answer1 which any one may give4 ,he takes down the figures given by the majority1 on his own slate1 and reads them aloud4 ,this is the answer obtained by the majority3 it is1 undoubtedly right4 ,those1 who have different answers may sit4 ,these directions1 if understood and obeyed1 would divide the class evidently into two portions4 ,those standing1 have their work done1 and done correctly1 and those sitting1 have some excuse or error to be examined4 ,a new lesson may now be assigned1 and the first portion may be dismissed2 which1 in a well regulated school1 will be two-thirds of the class4 ,their slates may be slightly examined1 as they pass by the teacher1 on their way to their seats1 to see that all is fair2 but it will be safe to take it for granted1 that a result1 in which a majority agree1 will be right4 ,truth is consistent with itself1 but error1 in such a case1 never is4 ,this1 the teacher can1 at any time1 show1 by comparing the answers that are wrong2 they will always be found1 not only to differ from the correct result1 but to contradict each other4 ,the teacher may now1 if be pleases1 after the majority of the class have gone1 hear the reasons of those who were unprepared1 and look for the errors of those whose work was incorrect2 but it is better to spend as little time as possible1 in such a way4 ,if a scholar is not prepared1 it is not of much consequence1 whether it is because he forgot his book1 or mistook the lesson2 or if it is ascertained that his answer is incorrect1 it is1 ordinarily1 a mere waste of time1 to search for the particular error4 ,i have looked over my work1 sir1 says the boy1 perhaps1 and ,i cannot find where it is wrong4 ,he means by it1 that he does not believe that it is wrong4 ,it is no matter if you cannot1 would be the proper reply1 since it certainly is wrong2 you have made a mistake in adding1 somewhere1 but it is not worth while for me to spend two or three minutes apiece with all of you1 to ascertain where4 ,try to be careful next time4 ,the cases of those who are unprepared at a recitation1 ought1 by no means1 to be passed by1 unnoticed1 although it would be unwise to spend much time in examining each1 in detail4 ,it is not of much consequence1 the teacher might say1 whether you have good excuses1 or bad1 so long as you are not prepared4 ,in future life1 you will certainly be unsuccessful1 if you fail1 no matter for what reason1 to discharge the duties which devolve upon you4 ,a carpenter1 for instance1 would certainly lose his work1 if he should not perform it faithfully1 and in season4 ,excuses1 no matter how reasonable1 will do him little good4 ,so in this school4 ,i want good recitations1 not good excuses4 ,i hope every one will be prepared to-morrow4 ,it is not probable1 however1 that every one would be prepared the next day1 in such a case2 but1 by acting steadily on these principles1 the number of delinquencies would be so much diminished1 that the very few which should be left1 could easily be examined in detail1 and the remedies applied4 ,simultaneous recitation1 by which ,i mean the practice of addressing a question to all the class1 to be answered by all together1 is a practice1 which has been for some years rapidly extending in our schools1 and1 if adopted with proper limits and restrictions1 is attended with great advantage4 ,the teacher must guard against some dangers1 however1 which will be likely to attend it4 #a4 ,some will answer very eagerly1 instantly after the question is completed4 ,they wish to show their superior readiness4 ,let the teacher mention this1 expose1 kindly1 the motive which leads to it1 and tell them it is as irregular to answer before the rest1 as after them4 #b4 ,some will defer their answers1 until they can catch those of their comrades1 for a guide4 ,let the teacher mention this fault1 expose the motive which leads to it1 and tell them that1 if they do not answer independently1 and at once1 they had better not answer at all4 #c4 ,some will not answer at all4 ,the teacher can tell by looking around the class who do not1 for they cannot counterfeit the proper motion of the lips1 with promptness and decision1 unless they know what the answer is to be4 ,he ought occasionally to say to such an one1 ,i perceive you do not answer2 and ask him questions individually4 #d4 ,in some cases1 there is danger of confusion in the answers1 from the fact that the question may be of such a nature1 that the answer is long1 and may1 by different individuals1 be differently expressed4 ,this evil must be guarded against1 by so shaping the question1 as to admit of a reply in a single word4 ,in reading large numbers1 for example1 each figure may be called for by itself1 or they may be given one after another1 the pupils keeping exact time4 ,when it is desirable to ask a question to which the answer is necessarily long1 it may be addressed to an individual1 or the whole class may write their replies1 which may then be read in succession4 ,in a great many cases where simultaneous answering is practised1 after a short time1 the evils above specified are allowed to grow1 until at last some half dozen bright members of a class answer for all1 the rest dragging after them1 echoing their replies1 or ceasing to take any interest in an exercise1 which brings no personal and individual responsibility upon them4 ,to prevent this the teacher should exercise double vigilance1 at such a time4 ,he should often address questions to individuals alone1 especially to those most likely to be inattentive and careless1 and guard against the ingress of every abuse1 which might1 without close vigilance1 appear4 ,with these cautions1 the method here alluded to will be found to be of very great advantage in many studies2 for example1 all the arithmetical tables may be recited in this way2 words may be spelled1 answers to sums given2 columns of figures added1 or numbers multiplied2 and many questions in ,history1 ,geography1 and other miscellaneous studies1 answered1 especially the general questions asked for the purpose of a review4 ,but besides being useful as a mode of examination1 this plan of answering questions simultaneously1 is a very important means of fixing in the mind1 any facts1 which the teacher may communicate to his pupils4 ,if1 for instance1 he says some day to a class1 that ,vasco de ,gama was the discoverer of the passage round the ,cape of ,good ,hope1 and leaves it here1 in a few days1 not one in twenty1 will recollect the name4 ,but let him call upon them all to spell it1 simultaneously1 and then to pronounce it distinctly1 three or four times in concert1 and the word will be very strongly impressed upon the mind4 ,the reflecting teacher will find a thousand cases1 in the instruction of his classes1 and in his general exercises1 in the school1 in which this principle will be of great utility4 ,it is universal in its application4 ,what we say1 we fix by the very act of saying it1 in the mind4 ,hence reading aloud1 though a slower1 is a far more thorough method1 than reading silently2 and it is better1 in almost all cases1 whether in the family1 or in sabbath1 or common schools1 when general instructions are given1 to have the leading points fixed in the mind1 by questions1 answered simultaneously4 ,but we are wandering a little from our subject2 which is1 in this part of our chapter1 the methods of examining a class1 not of giving or fixing instructions4 ,another mode of examining classes1 which it is important to describe1 consists in requiring written answers to the questions asked4 ,the form and manner1 in which this plan may be adopted1 is various4 ,the class may bring their slates to the recitation1 and the teacher may propose questions successively1 the answers to which all the class may write1 numbering them carefully4 ,after a dozen answers are written1 the teacher may call1 at random1 for them2 or he may repeat a question1 and ask each pupil to read the answer he had written2 or he may examine the slates4 ,perhaps this method may be very successfully employed in reviews1 by dictating to the class1 a list of questions1 relating to the ground they have gone over1 for a week1 and to which they are to prepare answers1 written out at length1 and to be brought in at the next exercise4 ,this method may be made more formal still1 by requiring a class to write a full and regular abstract of all they have learned1 during a specified time4 ,the practice of thus reducing to writing what has been learned1 will be attended with many advantages1 so obvious that they need not be described4 ,it will be perceived that three methods of examining classes have now been named1 and these will afford the teacher the means of introducing a very great variety1 in his mode of conducting his recitations1 while he still carries his class forward steadily in their prescribed course4 ,each is attended with its peculiar advantages4 ,the single replies1 coming from individuals specially addressed1 are more rigid1 and more to be relied upon2--but they consume a great deal of time1 and while one is questioned1 it requires much skill1 to keep up interest in the rest4 ,the simultaneous answers of a class awaken more general interest1 but it is difficult1 without special care1 to secure1 by this means1 a thorough examination of all4 ,the written replies1 are more thorough1 but they require more time1 and attention1 and while they habituate the pupil to express his thoughts in writing1 they would1 if exclusively adopted1 fail to accustom him to an equally important practice1 that of the oral communication of his thoughts4 ,a constant variety1 of which these three methods should be the elements1 is unquestionably the best mode4 ,we not only1 by this means1 secure in a great degree the advantages which each is fitted to produce1 but we gain1 also1 the additional advantage and interest of variety4 ,by these1 and perhaps by other means1 it is the duty of the teacher to satisfy himself that his pupils are really attentive to their duties4 ,it is not perhaps necessary1 that every individual should be1 every day1 minutely examined2 this is1 in many cases1 impossible4 ,but the system of examination should be so framed1 and so administered1 as to be daily felt by all1 and to bring upon every one1 a daily responsibility4 99 99 99 99 99 ,we come now to consider the second general head1 which was to be discussed in this chapter4 ,the study of books alone1 is insufficient to give knowledge to the young4 ,in the first stage1 learning to read1 a book is of no use whatever1 without the voice of the living teacher4 ,the child cannot take a step alone4 ,as the pupil1 however1 advances in his course1 his dependence upon his teacher for guidance and help1 continually diminishes1 until1 at last1 the scholar sits in his solitary study1 with no companion but his books1 and desiring1 for a solution of every difficulty1 nothing but a larger library4 ,in schools1 however1 the pupils have made so little progress in this course1 that they all need more or less of this oral assistance4 ,difficulties must be explained2 questions must be answered2 the path must be smoothed1 and the way pointed out1 by a guide1 who has travelled it before1 or it will be impossible for the pupil to go on4 ,this is the part of our subject1 which we now approach4 ,the great principle which is to guide the teacher1 in this part of his duty1 is this2 ,assist your pupils1 in such a way1 as to lead them1 as soon as possible1 to do without assistance4 ,this is fundamental4 ,in a short time they will be away from your reach2 they will have no teacher to consult2 and unless you teach them how to understand books themselves1 they must necessarily stop suddenly in their course1 the moment you cease to help them forward4 ,i shall proceed1 therefore1 to consider the subject1 in the following plan3-- #a4 ,means of exciting interest in study4 #b4 ,the kind and degree of assistance to be rendered4 #c4 ,miscellaneous suggestions4 #a4 ,interesting the pupils in their studies4 ,there are various principles of human nature1 which may be of great avail1 in accomplishing this object4 ,making intellectual effort1 and acquiring knowledge1 are always pleasant to the human mind1 unless some peculiar circumstances render them otherwise4 ,the teacher has1 therefore1 only to remove obstructions1 and sources of pain1 and the employment of his pupils will be1 of itself1 a pleasure4 ,i am going to give you a new exercise to-day1 said a teacher to a class of boys1 in ,latin4 ,i am going to have you parse your whole lesson1 in writing4 ,it will be difficult1 but ,i think you may be able to accomplish it4 ,the class looked surprised4 ,they did not know what parsing in writing could be4 ,you may first1 when you take your seats1 and are ready to prepare the lesson1 write upon your slates1 a list of the ten first nouns1 arranging them in a column4 ,do you understand so far8 ,yes sir4 ,then rule lines for another column1 just beyond this4 ,in parsing nouns1 what is the first particular to be named8 ,what the noun is from4 ,yes2 that is1 its nominative4 ,now you may write1 at the head of the first column1 the word ,nouns1 and at the head of the second1 ,nom41 for nominative4 ,then rule a line for the third column4 ,what shall this contain8 ,the declension4 ,yes2 and the fourth8 ,gender4 ,the fifth8 ,number4 ,in the same manner the other columns were designated2 the sixth1 was to contain case2 the seventh1 the word1 with which the noun was connected1 in construction2 and the eighth1 a reference to the rule4 ,now ,i wish you1 continued the teacher1 to fill up such a table as this1 with ten nouns4 ,do you understand how ,i mean8 ,yes sir2 ,no sir2 they answered1 variously4 ,all who do understand may take their seats2 as ,i wish to give as little explanation1 as possible4 ,the more you can depend upon yourselves1 the better4 ,those who saw clearly what was to be done1 left the class1 and the teacher continued his explanation to those who were left behind4 ,he made the plan perfectly clear to them1 by taking a particular noun1 and running it through the table1 showing what should be written opposite to the word1 in all the columns2 and then dismissed them4 ,the class separated1 as every class would1 in such a case1 with strong interest in the work before them4 ,it was not so difficult as to perplex them1 and yet it required attention and care4 ,they were interested and pleased2--pleased with the effort which it required them to make1 and they anticipated1 with interest and pleasure1 the time of coming again to the class1 to report and compare their work4 ,when the time for the class came1 the teacher addressed them somewhat as follows3 ,before looking at your slates1 ,i am going to predict what the faults are4 ,i have not seen any of your work1 but shall judge altogether from my general knowledge of school-boys1 and the difficulties ,i know they meet with ,do you think ,i shall succeed8 ,the scholars made no reply1 and an unskilful teacher would imagine1 that time spent in such remarks1 would be wholly wasted4 ,by no means4 ,the influence of it was to awaken universal interest in the approaching examination of the slates4 ,every scholar would be intent1 watching1 with eager interest1 to see whether the imagined faults would be found upon his work4 ,the class was1 by that single pleasant remark1 put into the best possible state1 for receiving the criticisms of the teacher4 ,the first fault1 which ,i suppose will be found1 is1 that some are unfinished4 ,the scholars looked surprised4 ,they did not expect to have that called a fault4 ,how many plead guilty to it8 ,a few raised their hands1 and the teacher continued4 ,i suppose that some will be found partly effaced4 ,the slates were not laid away carefully1 or they were not clean1 so that the writing is not distinct4 ,how many find this the case with their work8 ,i suppose that1 in some cases1 the lines will not be perpendicular1 but will slant1 probably towards the left1 like writing4 ,i suppose also1 that1 in some cases1 the writing will be careless1 so that ,i cannot easily read it4 ,how many plead guilty to this8 ,after mentioning such other faults as occurred to him1 relating chiefly to the form of the table1 and the mere mechanical execution of the work1 he said3 ,i think ,i shall not look at your slates to-day4 ,you can all see1 ,i have no doubt1 how you can considerably improve them1 in mechanical execution1 in your next lesson2 and ,i suppose you would a little prefer that ,i should not see your first imperfect efforts4 ,in fact1 ,i should rather not see them4 ,at the next recitation1 they probably will be much better4 ,one important means by which the teacher may make his scholars careful of their reputation1 is to show them1 thus1 that he is careful of it himself4 ,now1 in such a case as this1 for it is1 except in the principles which it is intended to illustrate1 imaginary1 a very strong interest would be awakened in the class1 in the work assigned them4 ,intellectual effort1 in new and constantly varied modes1 is in itself a pleasure1 and this pleasure the teacher may deepen and increase very easily1 by a little dexterous management1 designed to awaken curiosity1 and concentrate attention4 ,it ought1 however1 to be constantly borne in mind1 that this variety should be confined1 to the modes of pursuing an object1 which is permanent1 and constant1 and steadily pursued4 ,for instance1 if a little class are to be taught simple addition1 after the process is once explained1 which may be done1 perhaps1 in two or three lessons1 they will need many days of patient practice1 to render it familiar1 to impress it firmly in their recollection1 and to enable them to work with rapidity4 ,now this object must be steadily pursued4 ,it would be very unwise for the teacher to say to himself2 my class are tired of addition1 ,i must carry them on to subtraction1 or give them some other study4 ,it would be equally unwise1 to keep them many days performing example after example1 in monotonous succession1 each lesson a mere repetition of the last4 ,he must steadily pursue his object1 of familiarizing them fully with this elementary process1 but he may give variety and spirit to the work1 by changing occasionally the modes4 ,one week he may dictate examples to them1 and let them come together to compare their results2 one of the class being appointed to keep a list of all who are correct1 each day4 ,at another time1 each one may write an example1 which he may read aloud to all the others1 to be performed and brought in at the next time4 ,again1 he may let them work on paper1 with pen and ink1 that he may see how few mistakes they make1 as mistakes in ink1 cannot be easily removed4 ,he may excite interest by devising ingenious examples1 such as finding out how much all the numbers from one to fifty will make1 when added together1 or the amount of the ages of the whole class2 or any such example1 the result of which they might feel a little interest in learning4 ,thus the object is steadily pursued1 though the means of pursuing it1 are constantly changing4 ,we have the advantage of regular progress in the acquisition of knowledge truly valuable1 while this progress is made1 with all the spirit and interest which variety can give4 ,the necessity of making such efforts as this1 however1 to keep up the interest of the class in their work1 and to make it pleasant to them1 will depend altogether upon circumstances2 or rather1 it will vary much with circumstances4 ,a class of pupils somewhat advanced in their studies1 and understanding and feeling the value of knowledge1 will need very little of such effort as this2 while young and giddy children1 who have been accustomed to dislike books and school1 and every thing connected with them1 will need more4 ,it ought1 however1 in all cases1 to be made a means1 not an end2--the means to lead on a pupil to an interest in progress in knowledge itself1 which is1 after all1 the great motive1 which ought to be brought1 as soon and as extensively as possible1 to operate in the school-room4 ,another way to awaken interest in the studies of the school1 is to bring out as frequently1 and as distinctly1 as possible1 the connexion between these studies and the practical business of life4 ,the events which are occurring around you1 and which interest the community in which you are placed1 may1 by a little ingenuity1 be connected1 in a thousand ways1 with the studies of the school4 ,if the practice1 which has been already repeatedly recommended1 of appropriating a quarter of an hour1 each day1 to a general exercise1 should be adopted1 it will afford great facilities for doing this4 ,suppose1 for example1 while the question between the ,general ,government and the ,state of ,south ,carolina1 was pending1 and agitating the whole country1 almost every one looking1 with anxious interest1 every day1 for intelligence from the scene of the conflict1 that the teacher of a school1 had brought up the subject1 at such a general exercise as has been mentioned4 ,he describes1 in a few words1 the nature of the question1 and1 in such a manner1 as to awaken1 throughout the school1 a strong interest in the result of the contest4 ,he then says1 ,i wish now to make you all more fully acquainted with this case1 and the best way of doing it1 which occurs to me1 is as follows3 ,there are several studies in school1 which throw light upon this controversy2 especially ,history1 ,geography1 and ,political ,economy4 ,now1 ,i shall take the classes in these studies1 for a day or two1 out of their regular course1 and assign them lessons which relate to this subject1 and then hear them recite in the ,general ,exercise1 that you may all hear4 ,the first class in ,geography may take therefore1 for their next lesson1 the ,state of ,south ,carolina2 to-morrow they will recite in the hearing of the whole school1 when ,i shall make such additional explanations1 as will occur to me4 ,the next day1 ,i shall assign to the class in ,history1 a passage giving an account of the formation of this government2 and afterwards lessons will be recited from the ,political ,class ,book1 explaining the mode of collecting money for the use of our government1 by duties1 and the relative powers of the ,general and ,state ,governments4 ,after hearing all these lessons recited1 with my remarks in addition1 you will be the better able to understand the subject1 and then ,i shall bring in a newspaper now and then1 and keep you acquainted with the progress of the affair4 ,now the propriety of taking up the particular subject1 which ,i have here introduced1 by way of illustration1 in such a way1 would depend altogether upon the character and standing of the school2 the age and mental maturity of the scholars1 and their capacity to understand the circumstances of such a case1 and to appreciate those considerations which give interest to it4 ,the principle however1 is applicable to all2 and one such experiment1 dexterously carried through1 will do more towards giving boys and girls1 clear and practical ideas of the reason why they go to school1 and of the importance of acquiring knowledge1 than the best lecture on such a subject1 which ever was delivered4 ,there is no branch of study attended to in school1 which may1 by judicious efforts1 be made more effectual in accomplishing this object1--leading the pupils to see the practical utility1 and the value of knowledge1 than composition4 ,if such subjects as are suitable themes for moral essays1 are assigned1 the scholars will indeed dislike the work of writing1 and derive little benefit from it4 ,the mass of pupils in our schools1 are not to be writers of moral essays or orations1 and they do not need to form that style of empty1 florid1 verbose declamation1 which the practice of writing composition in our schools1 as it is too frequently managed1 tends to form4 ,assign practical subjects1--subjects relating to the business of the school1--or the events taking place around you4 ,is there a question before the community1 on the subject of the location of a new school-house8 ,assign it to your pupils1 as a question for discussion1 and direct them not to write empty declamation1 but to obtain1 from their parents1 the real arguments in the case1 and to present them1 distinctly and clearly1 and in simple language1 to their companions4 ,was a building burnt by lightning in the neighborhood8 ,let those who saw the scene1 describe it2 their productions to be read by the teacher aloud2 and let them see that clear descriptions please1 and that good legible writing can be read fluently1 and that correct spelling1 and punctuation1 and grammar1 make the article go smoothly and pleasantly1 and enable it to produce its full effect4 ,is a public building going forward in the neighborhood of your school8 ,you can make it a very fruitful source of subjects and questions1 to give interest and impulse to the studies of the school-room4 ,your classes in geometry may measure1--your arithmeticians may calculate1 and make estimates1--your writers may describe its progress1 from week to week1 and anticipate the scenes1 which it will in future years exhibit4 ,by such means1 the practical bearings and relations of the studies of the school-room1 may he constantly kept in view2 but ,i ought to guard the teacher1 while on this subject1 most distinctly1 against the danger of making the school-room a scene of literary amusement1 instead of study4 ,these means of awakening interest1 and relieving the tedium of the uninterrupted and monotonous study of text books1 must not encroach on the regular duties of the school4 ,they must be brought forward with judgment and moderation1 and made subordinate and subservient to these regular duties4 ,their design is1 to give spirit1 and interest1 and a feeling of practical utility1 to what the pupils are doing1 and if resorted to1 with these restrictions1 and within these limits1 they will produce powerful1 but safe results4 ,another way to excite interest1 and that of the right kind in school1 is not to remove difficulties1 but to teach the pupils how to surmount them4 ,a text book so contrived as to make study mere play1 and to dispense with thought and effort1 is the worst text book that can be made1 and the surest to be1 in the end1 a dull one4 ,the great source of literary enjoyment1 which is the successful exercise of intellectual power1 is1 by such a mode of presenting a subject1 cut off4 ,secure therefore severe study4 ,let the pupil see that you are aiming to secure it1 and that the pleasure which you expect that they will receive1 is that of firmly and patiently encountering and overcoming difficulty2 of penetrating1 by steady and persevering effort1 into regions1 from which the idle and the inefficient are debarred2 and that it is your province to lead them forward1 not to carry them4 ,they will soon understand this1 and like it4 ,never underrate the difficulties which your pupils will have to encounter1 or try to persuade them that what you assign is easy4 ,doing easy things is generally dull work1 and it is especially discouraging and disheartening for a pupil to spend his strength in doing what is really difficult for him1 when his instructer1 by calling his work easy1 gives him no credit1 for what may have been severe and protracted labor4 ,if a thing is really hard for the pupil1 his teacher ought to know it1 and admit it4 ,the child then feels that he has some sympathy4 ,it is astonishing how great an influence may be exerted over a child1 by his simply knowing that his efforts are observed and appreciated4 ,you pass a boy in the street1 wheeling a heavy load1 in a barrow2 now simply stop to look at him1 with a countenance which says1 that is a heavy load2 ,i should not think that boy could wheel it2 and how quick will your look give fresh strength and vigor to his efforts4 ,on the other hand1 when1 in such a case1 the boy is faltering under his load1 try the effect of telling him1 ,why1 that is not heavy2 you can wheel it easily enough2 trundle it along4 ,the poor boy will drop his load1 disheartened and discouraged1 and sit down upon it1 in despair4 ,no1 even if the work you are assigning to a class is easy1 do not tell them so1 unless you wish to destroy all their spirit and interest in doing it2 and if you wish to excite their spirit and interest1 make your work difficult1 and let them see that you know it is so4 ,not so difficult as to tax their powers too heavily1 but enough so1 to require a vigorous and persevering effort4 ,let them distinctly understand too1 that you know it is difficult1--that you mean to make it so1--but that they have your sympathy and encouragement1 in the efforts which it calls them to make4 ,you may satisfy yourself that human nature is1 in this respect1 what ,i have described1 by some such experiment as the following3--,select two classes1 not very familiar with elementary arithmetic1 and offer to each of them the following example in ,addition3-- #a #b #c #d #e #f #g #h #i #b #c #d #e #f #g #h #i #a #c #d #e #f #g #h #i #a #b c4 c4 ,the numbers may be continued1 according to the obvious law regulating the above1 until each one of the nine digits has commenced the line4 ,or1 if you choose ,multiplication1 let the example be this3-- ,multiply #abcdefghi by #abcdefghi --------- ,now1 when you bring the example to one of the classes1 address the pupils as follows3 ,i have contrived for you a very difficult sum4 ,it is the most difficult one that can be made1 with the number of figures contained in it1 and ,i do not think that any of you can do it1 but you may try4 ,i shall not be surprised if every answer should contain mistakes4 ,to the other class1 say as follows3-- ,i have prepared an example for you1 which ,i wish you to be very careful to perform correctly4 ,it is a little longer than those you have had heretofore1 but it is to be performed upon the same principles1 and you can all do it correctly1 if you really try4 ,now under such circumstances the first class will go to their seats with ardor and alacrity2 determined to show you that they can do work1 even if it is difficult4 ,and if they succeed1 they come to the class the next day1 with pride and pleasure4 ,they have accomplished something1 which you admit it was not easy to accomplish4 ,on the other hand1 the second class will go to their seats1 with murmuring looks and words2 and with a hearty dislike of the task you have assigned them4 ,they know that they have something to do1 which1 however easy it may be to the teacher1 is really difficult for them1 and they have to be perplexed and wearied with the work1 without having at last1 even the little satisfaction of knowing that the teacher appreciates the difficulties with which they had to contend4 #b4 ,we now come to consider the subject of rendering assistance to the pupil1 which is one of the most important and delicate parts of a teacher's work4 ,the great difference1 which exists among teachers1 in regard to the skill they possess in this part of their duty1 is so striking that it is very often noticed by others2 and perhaps skill here is of more avail1 in deciding the question of success or failure1 than any thing besides4 ,the first great principle1 is1 however1 simple and effectual4 7#a47 ,divide and subdivide a difficult process1 until your steps are so short1 that the pupil can easily take them4 ,most teachers forget the difference between the pupil's capacity and their own1 and they pass rapidly forward1 through a difficult train of thought1 in their own ordinary gait1 their unfortunate followers vainly trying to keep up with them4 ,the case is precisely analagous to that of the father1 who walks with the step of a man1 while his little son is by his side1 wearying and exhausting himself1 with fruitless efforts to reach his feet as far1 and to move them as rapidly1 as a full gown man4 ,but to show what ,i mean by subdividing a difficult process1 so as to make each step simple1 ,i will take a case which may serve as an example4 ,i will suppose that the teacher of a common school1 undertakes to show his boys1 who1 we will suppose1 are acquainted with nothing but elementary arithmetic1 how longitude is ascertained1 by means of the eclipses of ,jupiter's satellites2 not a very simple question1 7as it would1 at first view1 strike one17 but still one which1 like all others1 may be1 merely by the power of the subdivision alluded to1 easily explained4 ,i will suppose that the subject has come up at a general exercise1--perhaps the question was asked in writing1 by one of the older boys4 ,i will present the explanation1 chiefly in the form of question and answer1 that it may be seen1 that the steps are so short1 that the boys may take them themselves4 ,which way1 asks the teacher1 are the ,rocky ,mountains from us8 ,west1 answer two or three of the boys4 ,in such cases as this1 it is very desirable that the answers should be general1 so that throughout the school1 there should be a spirited interest in the questions and replies4 ,this will never be the case1 if a small number of the boys only take part in the answers2 and many teachers complain1 that1 when they try this experiment1 they can seldom induce many of the pupils to take a part4 ,the reason ordinarily is1 that they say that any of the boys may answer1 instead of that all of them may4 ,the boys do not get the idea that it is wished that an universal reply should come from all parts of the room in which every one's voice should be heard4 ,if the answers were feeble1 in the instance we are supposing1 the teacher would perhaps say2 ,i only heard one or two answers3 do not more of you know where the ,rocky ,mountains are8 ,will you all think1 and answer together8 ,which way are they from us8 ,west1 answer a large number of boys4 ,you do not answer fully enough yet2 ,i do not think more than forty answered1 and there are about sixty here4 ,i should like to have every one in the room answer1 and all precisely together4 ,he then repeats the question1 and obtains a full response4 ,a similar effort will always succeed4 ,now1 does the sun1 in going round the earth1 pass over the ,rocky ,mountains1 or over us1 first8 ,to this question1 the teacher hears a confused answer4 ,some do not reply2 some say1 ,over the ,rocky ,mountains2 others1 ,over us2 and others still1 ,the sun does not move at all4 ,it is true that the sun1 strictly speaking1 does not move2 the earth turns round1 presenting the various countries1 in succession1 to the sun1 but the effect is precisely the same as it would be1 if the sun moved1 and accordingly ,i use that language4 ,now1 how long does it take the sun to pass round the earth8 ,twenty four hours4 ,does he go towards the west1 or towards the east1 from us8 ,towards the west4 ,but it is not necessary to give the replies2 the questions alone will be sufficient4 ,the reader will observe that they inevitably lead the pupil1 by short and simple steps1 to a clear understanding of the point to be explained4 ,will the sun go towards1 or from1 the ,rocky ,mountains1 after leaving us8 ,how long did you say it takes the sun to go round the globe1 and come to us again8 ,how long to go half round8 ,quarter round8 ,how long will it take him to go to the ,rocky ,mountains8 ,no answer4 ,you cannot tell4 ,it would depend upon the distance4 ,suppose then the ,rocky ,mountains were half round the globe1 how long would it take the sun to go to them8 ,suppose they were quarter round8 ,the whole distance is divided into portions called degrees2 #cfj in all4 ,how many will the sun pass1 in going half round8 ,in going quarter round8 ,ninety degrees then make one quarter of the circumference of the globe4 ,this you have already said will take six hours4 ,in one hour then1 how many degrees will the sun pass over8 ,perhaps no answer4 ,if so1 the teacher will subdivide the question1 on the principle we are explaining1 so as to make the steps such that the pupils can take them4 ,how many degrees will the sun pass over in three hours8 ,forty-five4 ,how large a part of that1 then1 will he pass1 in one hour8 ,one third of it4 ,and what is one third of forty-five8 ,the boys would readily answer fifteen1 and the teacher would then dwell for a moment1 on the general truth1 thus deduced1 that the sun1 in passing round the earth1 passes over fifteen degrees every hour4 ,suppose then it takes the sun one hour to go from us to the river ,mississippi1 how many degrees west of us1 would the river be8 ,having thus familiarized the pupils to the fact1 that the motion of the sun is a proper measure of the difference of longitude between two places1 the teacher must dismiss the subject1 for a day1 and when the next opportunity of bringing it forward occurs1 he would perhaps take up the subject of the sun's motion as a measure of time4 ,is the sun ever exactly over our heads8 ,is he ever exactly south of us8 ,when he is exactly south of us1 or in other words1 exactly opposite to us1 in his course round the earth1 he is said to be in our meridian4 ,for the word meridian means a line drawn exactly north or south from any place4 ,there is no limit to the simplicity which may be imparted1 even to the most difficult subjects1 by subdividing the steps4 ,this point for instance1 the meaning of meridian1 may be the subject1 if it were necessary1 of many questions1 which would render it simple to the youngest child4 ,the teacher may point to the various articles in the room1 or buildings1 or other objects without1 and ask if they are or are not in his meridian4 ,but to proceed3 ,when the sun is exactly opposite to us1 in the south1 at the highest point to which he rises1 what o'clock is it8 ,when the sun is exactly opposite to us1 can he be opposite to the ,rocky ,mountains8 ,does he get opposite to the ,rocky ,mountains1 before1 or after1 he is opposite to us8 ,when he is opposite to the ,rocky ,mountains1 what o'clock is it there8 ,is it twelve o'clock here1 then1 before1 or after it is twelve o'clock there8 ,suppose the river ,mississippi is fifteen degrees from us1 how long is it twelve o'clock here1 before it is twelve o'clock there8 ,when it is twelve o'clock here then1 what time will it be there8 ,some will probably answer one1 and some eleven4 ,if so1 the step is too long1 and may be subdivided thus3 ,when it is noon here1 is the sun going towards the ,mississippi1 or has he passed it8 ,then has noon gone by1 at that river1 or has it not yet come8 ,then will it be one hour before1 or one hour after noon8 ,then will it be eleven1 or one8 ,such minuteness and simplicity would1 in ordinary cases1 not be necessary4 ,i go into it here1 merely to show1 how1 by simply subdividing the steps1 a subject ordinarily perplexing1 may be made plain4 ,the reader will observe that in the above1 there are no explanations by the teacher1 there are not even leading questions2 that is1 there are no questions whose form suggests the answers desired4 ,the pupil goes on from step to step1 simply because he has but one short step to take at a time4 ,can it be noon1 then1 continues the teacher1 here and at a place fifteen degrees west of us1 at the same time8 ,can it be noon here1 and at a place ten miles west of us1 at the same time8 ,it is unnecessary to continue the illustration1 for it will be very evident to every reader1 that by going forward in this way1 the whole subject may be laid out before the pupils1 so that they shall perfectly understand it4 ,they can1 by a series of questions like the above1 be led to see by their own reasoning1 that time1 as denoted by the clock1 must differ in every two places1 not upon the same meridian1 and that the difference must be exactly proportional to the difference of longitude4 ,so that a watch1 which is right in one place1 cannot1 strictly speaking1 be right in any other place1 east or west of the first3 and that1 if the time of day1 at two places1 can be compared1 either by taking a chronometer from one to another1 or by observing some celestial phenomenon1 like the eclipses of ,jupiter's satellites1 and ascertaining precisely the time of their occurrence1 according to the reckoning at both2 the distances east or west1 by degrees1 may be determined4 ,the reader will observe1 too1 that the method by which this explanation is made1 is strictly in accordance with the principle ,i am illustrating1--which is by simply dividing the process into short steps4 ,there is no ingenious reasoning on the part of the teacher1 no happy illustrations2 no apparatus1 no diagrams4 ,it is a pure process of mathematical reasoning1 made clear and easy by simple analysis4 ,in applying this method1 however1 the teacher should be very careful not to subdivide too much4 ,it is best that the pupils should walk as fast as they can4 ,the object of the teacher should be to smooth the path1 not much more than barely enough to enable the pupil to go on4 ,he should not endeavor to make it very easy4 7#b47 ,truths must not only be taught to the pupils1 but they must be fixed1 and made familiar4 ,this is a point which seems to be very generally overlooked4 ,can you say the ,multiplication ,table8 said a teacher1 to a boy1 who was standing before him1 in his class4 ,yes sir4 ,well1 ,i should like to have you say the line beginning nine times one4 ,the boy repeated it slowly1 but correctly4 ,now ,i should like to have you try again1 and ,i will1 at the same time1 say another line1 to see if ,i can put you out4 ,the boy looked surprised4 ,the idea of his teacher's trying to perplex and embarrass him1 was entirely new4 ,you must not be afraid1 said the teacher2 you will undoubtedly not succeed in getting through1 but you will not be to blame for the failure4 ,i only try it1 as a sort of intellectual experiment4 ,the boy accordingly began again1 but was soon completely confused by the teacher's accompaniment2 he stopped in the middle of his line saying1 ,i could say it1 only you put me out4 ,well1 now try to say the ,alphabet1 and let me see if ,i can put you out there4 ,as might have been expected the teacher failed4 ,the boy went regularly onward to the end4 ,you see now1 said the teacher to the class which had witnessed the experiment1 that this boy knows his ,alphabet1 in a different sense1 from that in which he knows his ,multiplication table4 ,in the latter1 his knowledge is only imperfectly his own2 he can make use of it only under favorable circumstances4 ,in the former it is entirely his own2 circumstances have no control over him4 ,a child has a lesson in ,latin ,grammar to recite4 ,she hesitates and stammers1 miscalls the cases1 and then corrects herself1 and if she gets through at last1 she considers herself as having recited well2 and very many teachers would consider it well too4 ,if she hesitates a little longer than usual1 in trying to summon to her recollection a particular word1 she says1 perhaps1 ,don't tell me1 and if she happens at last to guess right1 she takes her book with a countenance beaming with satisfaction4 ,suppose you had the care of an infant school1 might the instructer say to such a scholar2 and were endeavoring to teach a little child to count1 and she should recite her lesson to you in this way2 ',one1 two1 four1 no1 three2--one1 two1 three1-- -- stop1 don't tell me1--five--no four--four--1 five1-- -- -- ,i shall think in a minute1--six--is that right8 five1 six1 c4' ,should you call that reciting well8 ,nothing is more common than for pupils to say1 when they fail of reciting their lesson1 that they could say it at their seats1 but that they cannot now say it1 before the class4 ,when such a thing is said for the first time1 it should not be severely reproved1 because nine children in ten honestly think1 that if the lesson was learned so that it could be recited any where1 their duty is discharged4 ,but it should be kindly1 though distinctly explained to them1 that1 in the business of life1 they must have their knowledge so much at command1 that they can use it1 at all times1 and in all circumstances1 or it will do them little good4 ,one of the most common causes of difficulty in pursuing mathematical studies1 or studies of any kind1 where the succeeding lessons depend upon those which precede1 is the fact that the pupil1 though he may understand what precedes1 is not familiar with it4 ,this is very strikingly the case with ,geometry4 ,the class study the definitions1 and the teacher supposes they fully understand them2 in fact1 they do understand them1 but the name and the thing are so feebly connected in their minds1 that a direct effort1 and a short pause1 are necessary to recall the idea1 when they hear or see the word4 ,when they come on therefore to the demonstrations1 which1 in themselves1 would be difficult enough1 they have double duty to perform4 ,the words used do not readily suggest the idea1 and the connexion of the ideas requires careful study4 ,under this double burden1 many a young geometrician sinks discouraged4 ,a class should go on slowly1 and dwell on details1 so long as to fix firmly1 and make perfectly familiar1 whatever they undertake to learn4 ,in this manner1 the knowledge they acquire will become their own4 ,it will be incorporated1 as it were1 into their very minds1 and they cannot afterwards be deprived of it4 ,the exercises which have for their object this rendering familiar what has been learned1 may be so varied as to interest the pupil very much1 instead of being tiresome1 as it might1 at first be supposed4 ,suppose1 for instance1 a teacher has explained to a large class in grammar1 the difference between an adjective and an adverb3 if he leave it here1 in a fortnight1 one half would have forgotten the distinction1 but by dwelling upon it1 a few lessons1 he may fix it for ever4 ,the first lesson might be to write twenty short sentences containing only adjectives4 ,the second to write twenty1 containing only adverbs4 ,the third1 to write sentences in two forms1 one containing the adjective1 and the other expressing the same idea by means of the adverb1 arranging them in two columns1 thus1 ,he writes well4 ,his writing is good4 ,again1 they may make out a list of adjectives1 with the adverbs derived from each1 in another column4 ,then they may classify adverbs on the principle of their meaning1 or according to their termination4 ,the exercise may be infinitely varied1 and yet the object of the whole may be1 to make perfectly familiar1 and to fix for ever in the mind1 the distinction explained4 ,these two points seem to me to be fundamental1 so far as assisting pupils through the difficulties which lie in their way1 is concerned4 ,diminish the difficulties as far as is necessary1 by merely shortening and simplifying the steps1 and make thorough work as you go on4 ,these principles carried steadily into practice1 will be effectual1 in leading any mind through any difficulties which may occur4 ,and though they cannot perhaps be fully applied to every mind1 in a large school1 yet they can be so far acted upon1 in reference to the whole mass1 as to accomplish the object for a very large majority4 #c4 ,general cautions4 ,a few miscellaneous suggestions1 which we shall include under this head1 will conclude this chapter4 7#a47 ,never do any thing for a scholar1 but teach him to do it for himself4 ,how many cases occur1 in the schools of our country1 where the boy brings his slate to the teacher1 saying he cannot do a certain sum4 ,the teacher takes the slate and pencil1--performs the work in silence1--brings the result1--and returns the slate to the hands of his pupil1 who walks off to his seat1 and goes to work on the next example2 perfectly satisfied with the manner in which he is passing on4 ,a man who has not done this a hundred times himself1 will hardly believe it possible that such a practice can prevail4 ,it is so evidently a waste of time1 both for master and scholar4 7#b47 ,never get out of patience with dulness4 ,perhaps ,i ought to say1 never get out of patience with any thing4 ,that would perhaps be the wisest rule4 ,but above all things1 remember that dulness and stupidity1 and you will certainly find them in every school1 are the very last things to get out of patience with4 ,if the ,creator has so formed the mind of a boy1 that he must go through life slowly and with difficulty1 impeded by obstructions which others do not feel1 and depressed by discouragements which others never know1 his lot is surely hard enough1 without having you to add to it the trials and suffering1 which sarcasm and reproach from you1 can heap upon him4 ,look over your school-room1 therefore1 and wherever you find one1 whom you perceive the ,creator to have endued with less intellectual power than others1 fix your eye upon him with an expression of kindness and sympathy4 ,such a boy will have suffering enough from the selfish tyranny of his companions2 he ought to find in you1 a protector and friend4 ,one of the greatest pleasures which a teacher's life affords1 is1 the interest of seeking out such an one1 bowed down with burdens of depression and discouragement1--unaccustomed to sympathy and kindness1 and expecting nothing for the future1 but a weary continuation of the cheerless toils1 which have imbittered the past2--and the pleasure of taking off the burden1 of surprising the timid disheartened sufferer by kind words and cheering looks1 and of seeing1 in his countenance1 the expression of ease and even of happiness1 gradually returning4 7#c47,the teacher should be interested in all his scholars1 and aim equally to secure the progress of all4 ,let there be no neglected ones in the school room4 ,we should always remember that1 however unpleasant in countenance and manners that bashful boy1 in the corner1 may be1 or however repulsive in appearance1 or unhappy in disposition1 that girl1 seeming to be interested in nobody1 and nobody appearing interested in her1 they still have1 each of them1 a mother1 who loves her own child1 and takes a deep and constant interest in its history4 ,those mothers have a right too1 that their children should receive their full share of attention1 in a school which has been established for the common and equal benefit of all4 7#d47 ,do not hope or attempt to make all your pupils alike4 ,providence has determined that human minds should differ from each other1 for the very purpose of giving variety and interest to this busy scene of life4 ,now if it were possible for a teacher1 so to plan his operations1 as to send his pupils forth upon the community1 formed on the same model1 as if they were made by machinery1 he would do so much1 towards spoiling one of the wisest of the plans which the ,almighty has formed1 for making this world a happy scene4 ,let it be the teacher's aim to cooperate with1 not vainly to attempt to thwart the designs of ,providence4 ,we should bring out those powers with which the ,creator has endued the minds placed under our control4 ,we must open our garden to such influences as shall bring forward all the plants1 each1 in a way corresponding to its own nature4 ,it is impossible1 if it were wise1 and it would be foolish1 if it were possible1 to stimulate1 by artificial means1 the rose1 in hope of its reaching the size and magnitude of the apple-tree1 or to try to cultivate the fig and the orange1 where wheat only will grow4 ,no2 it should be the teacher's main design1 to shelter his pupils from every deleterious influence1 and to bring every thing to bear upon the community of minds before him1 which will encourage1 in each one1 the developement of its own native powers4 ,for the rest1 he must remember that his province is to cultivate1 not to create4 ,error on this point1 is very common4 ,many teachers1 even among those who have taken high rank1 through the success with which they have labored in this field1 have wasted much time1 in attempting to do what can never be done2 to form the character of those brought under their influence1 after a certain uniform model1 which they have conceived as the standard of excellence4 ,their pupils must write just such a hand1 they must compose in just such a style1 they must be similar in sentiment and feeling1 and their manners must be formed according to a fixed and uniform model2 and when1 in such a case1 a pupil comes under their charge whom ,providence has designed to be entirely different from the beau ideal adopted as the standard1 more time and pains1 and anxious solicitude is wasted in vain attempts to produce the desired conformity1 than half the school require beside4 7#e47 ,do not allow the faults or obliquities of character1 or the intellectual or moral wants1 of any individual1 of your pupils1 to engross a disproportionate share of your time4 ,i have already said1 that those who are peculiarly in need of sympathy or help1 should receive the special attention they seem to require2 what ,i mean to say now1 is1 do not carry this to an extreme4 ,when a parent sends you a pupil1 who1 in consequence of neglect or mismanagement1 at home1 has become wild and ungovernable1 and full of all sorts of wickedness1 he has no right to expect1 that you shall turn your attention away from the wide field1 which1 in your whole school-room1 lies before you1 to spend your time1 and exhaust your spirits and strength1 in endeavoring to repair the injuries which his own neglect has occasioned4 ,when you open a school1 you do not engage1 either openly or tacitly1 to make every pupil who may be sent to you1 a learned or a virtuous man4 ,you do engage to give them all faithful instruction1 and to bestow upon each such a degree of attention1 as is consistent with the claims of the rest4 ,but it is both unwise and unjust1 to neglect the many trees in your nursery1 which by ordinary attention1 may be made to grow straight and tall1 and to bear good fruit1 that you may waste your labor upon a crooked stick1 from which all your toil can secure very little beauty or fruitfulness4 ,let no one now understand me to say1 that such cases are to be neglected4 ,i admit the propriety1 and in fact1 have urged the duty1 of paying to them a little more than their due share of attention4 ,what ,i now condemn is the practice1 of which all teachers are in danger1 of devoting such a disproportionate and unreasonable degree of attention to them1 as to encroach upon their duties to others4 ,the school1 the whole school1 is your field1 the elevation of the mass1 in knowledge and virtue1 and no individual instance1 either of dulness or precocity1 should draw you away from its steady pursuit4 7#f47 ,the teacher should guard against unnecessarily imbibing those faulty mental habits1 to which his station and employment expose him4 ,accustomed to command1 and to hold intercourse with minds which are immature and feeble1 compared with our own1 we gradually acquire habits1 that the rough collisions and the friction of active life1 prevent from gathering around other men4 ,narrowminded prejudices and prepossessions are imbibed1 through the facility1 with which1 in our own little community1 we adopt and maintain opinions4 ,a too strong confidence in our own views on every subject1 almost inevitably comes1 from never hearing our opinions contradicted or called in question2 and we express those opinions in a tone of authority and even sometimes of arrogance1 which we acquire in the school-room1 for there1 when we speak1 nobody can reply4 ,these peculiarities show themselves first1 and in fact1 most commonly1 in the school-room2 and the opinions thus formed1 very often relate to the studies and management of the school4 ,one has a peculiar mode of teaching spelling1 which is successful almost entirely through the magic influence of his interest in it1 and he thinks no other mode of teaching this branch1 is even tolerable4 ,another must have all his pupils write on the angular system1 or the anti-angular system1 and he enters with all the zeal into a controversy on the subject1 as if the destiny of the whole rising generation1 depended upon its decision4 ,tell him that all that is of any consequence in any handwriting1 is1 that it should be legible1 rapid1 and uniform1 and that1 for the rest1 it would be better that every human being should write a different hand1 and he looks upon you with astonishment1 wondering that you cannot see the vital importance of the question1 whether the vertex of an o should be pointed or round4 ,so in every thing4 ,he has his way in every minute particular1--a way from which he cannot deviate1 and to which he wishes every one else to conform4 ,this set1 formal mannerism is entirely inconsistent with that commanding1 intellectual influence1 which the teacher should exert in the administration of his school4 ,he should work1 with what an artist calls boldness and freedom of touch4 ,activity and enterprise of mind should characterize all his measures1 if he wishes to make bold1 original1 and efficient men4 7#g47 ,assume no false appearances1 in your school1 either as to knowledge or character4 ,perhaps it may justly be said to be the common practice of teachers in this country1 to affect dignity of deportment in the presence of their pupils1 which1 in other cases1 is laid aside2 and to pretend to superiority in knowledge1 and an infallibility of judgment1 which no sensible man would claim before other sensible men1 but which an absurd fashion seems to require of the teacher4 ,it can however scarcely be said to be a fashion1 for the temptation is almost exclusively confined to the young and the ignorant1 who think they must make up by appearance1 what they want in reality4 ,very few of the older1 and more experienced1 and successful instructers in our country1 fall into it at all4 ,but some young beginner1 whose knowledge is very limited1 and who1 in manner and habits1 has only just ceased to be a boy1 walks into his school-room with a countenance of forced gravity1 and with a dignified and solemn step1 which is ludicrous even to himself4 ,i describe accurately1 for ,i describe from recollection4 ,this unnatural1 and forced1 and ludicrous dignity1 cleaves to him like disease1 through the whole period of his duty4 ,in the presence of his scholars1 he is always under restraint1--assuming a stiff1 and formal dignity1 which is as ridiculous as it is unnatural4 ,he is also obliged to resort to arts which are certainly not very honorable1 to conceal his ignorance4 ,a scholar1 for example1 brings him a sum in arithmetic1 which he does not know how to perform4 ,this may be the case with a most excellent teacher1--and one well qualified for his business4 ,in order to be successful as a teacher1 it is not necessary to understand every thing4 ,instead1 however1 of saying frankly1 ,i do not understand that example1 ,i will look at it and examine it1 he looks at it embarrassed and perplexed1 not knowing how he shall escape the exposure of his ignorance4 ,his first thought is1 to give some general directions to the pupil1 and send him to his seat to make a new experiment1 hoping that in some way or other1 he scarcely knows how1 he will get through2 and1 at any rate1 if he does not1 the teacher at least gains time by manoeuvre1 and is glad to postpone his trouble1 though he knows it must soon return4 ,all efforts to conceal ignorance1 and all affectation of knowledge not possessed1 are as unwise as they are dishonest4 ,if a scholar asks a question which you cannot answer1 or brings you a difficulty which you cannot solve1 say frankly1 ,i do not know4 ,it is the only way to avoid continual anxiety and irritation1 and the surest means of securing real respect4 ,let the scholars understand that the superiority of the teacher does not consist in his infallibility1 or in his universal acquisitions1 but in a well balanced mind1 where the boundary between knowledge and ignorance is distinctly marked2 in a strong desire to go forward1 in mental improvement2 and in fixed principles of action1 and systematic habits4 ,you may even take up in school1 a study entirely new to you1 and have it understood at the outset1 that you know no more of it than the class commencing1 but that you can be their guide1 on account of the superior maturity and discipline of your powers1 and the comparative ease with which you can meet and overcome difficulties4 ,this is the understanding which ought always to exist between master and scholars4 ,the fact that the teacher does not know every thing1 cannot long be concealed1 if he tries to conceal it2 and in this1 as in every other case1 ,,honesty ,,is ,,the ,,best ,,policy4 ,,chapter ,,iv4 ,,moral ,,discipline4 ,under the title which ,i have placed at the head of this chapter1 ,i intend to discuss the methods by which the teacher is to secure a moral ascendency over his pupils1 so that he may lead them to do what is right1 and bring them back to duty1 when they do what is wrong4 ,i shall use1 in what ,i have to say1 a very plain and familiar style2 and as very much depends1 not only on the general principles by which the teacher is actuated1 but also on the tone and manner in which1 in cases of discipline1 he addresses his pupils1 ,i shall describe particular cases1 real and imaginary1 because by this method1 ,i can better illustrate the course to be pursued4 ,i shall also present and illustrate the various principles which ,i consider important1 and in the order in which they occur to my mind4 #a4 ,the first duty then1 of the teacher1 when he enters his school1 is1 to beware of the danger of making an unfavorable impression1 at first1 upon his pupils4 ,many years ago1 when ,i was a child1 the teacher of the school where my early studies were performed1 closed his connexion with the establishment1 and1 after a short vacation1 another was expected4 ,on the appointed day1 the boys began to collect1 some from curiosity1 at an early hour1 and many speculations were started1 as to the character of the new instructer4 ,we were standing near a table1 with our hats on1--and our position1 and the exact appearance of the group is indelibly fixed on my memory1--when a small and youthful looking man1 entered the room1 and walked up towards us4 ,supposing him to be some stranger1 or rather1 not making any supposition at all1 we stood looking at him as he approached1 and were thunder-struck at hearing him accost us with a stern voice and sterner brow1 ,take off your hats4 ,take off your hats1 and go to your seats4 ,the conviction immediately rushed upon our minds1 that this must be our new teacher4 ,the first emotion was that of surprise1 and the second was that of the ludicrous2 though ,i believe we contrived to smother the laugh1 until we got out into the open air4 ,so long since was this little occurrence1 that ,i have entirely forgotten the name of the teacher1 and have not the slightest recollection of any other act in his administration of the school4 ,but this recollection of his first greeting of his pupils1 and the expression of his countenance at the moment1 will go with me to the end of life4 ,so strong are first impressions4 ,be careful1 then1 when you first see your pupils1 that you meet them with a smile4 ,i do not mean a pretended cordiality1 which has no existence in the heart1 but think of the relation1 which you are to sustain to them1 and think of the very interesting circumstances1 under which1 for some months at least1 your destinies are to be united to theirs1 until you cannot help feeling a strong interest in them4 ,shut your eyes1 for a day or two1 to their faults1 if possible1 and take an interest in all their pleasures and pursuits1 that the first attitude1 in which you exhibit yourself before them1 may be one1 which shall allure1 not repel4 #b4 ,in endeavoring to correct the faults of your pupils1 do not1 as many teachers do1 seize only upon those particular cases of transgression1 which may happen to come under your notice4 ,these individual instances are very few1 probably1 compared with the whole number of faults1 against which you ought to exert an influence4 ,and though you perhaps ought not to neglect those1 which may accidentally come under your notice1 yet the observing and punishing such cases1 is a very small part of your duty4 ,you accidentally hear1 ,i will suppose1 as you are walking home from school1 two of your boys in earnest conversation1 and one of them uses profane language4 ,now1 the course to be pursued in such a case1 is most evidently1 not to call the boy to you1 the next day1 and punish him1 and there let the matter rest4 ,this would perhaps be better than nothing4 ,but the chief impression which it would make upon the individual1 and upon the other scholars1 would be1 ,i must take care how ,i let the master hear me use such language again4 ,a wise teacher1 who takes enlarged and extended views of his duty1 in regard to the moral progress of his pupils1 would act very differently4 ,he would look at the whole subject4 ,does this fault1 he would say to himself1 prevail among my pupils8 ,if so1 how extensively8 ,it is comparatively of little consequence to punish the particular transgression4 ,the great point is1 to devise some plan to reach the whole evil1 and to correct it1 if possible4 ,in one case1 where such a circumstance occurred1 the teacher managed it most successfully1 in the following way4 ,he said nothing to the boy1 and in fact1 the boy did not know that he was overheard4 ,he allowed a day or two to elapse1 so that the conversation might be forgotten1 and then took an opportunity1 one day1 after school1 when all things had gone on pleasantly1 and the school was about to be closed1 to bring forward the whole subject4 ,he told the boys that he had something to say to them1 after they had laid by their books1 and were ready to go4 ,the desks were soon closed1 and every face in the room was turned towards the master1 with a look of fixed attention4 ,it was almost evening4 ,the sun had gone down4 ,the boys' labors were over4 ,the day was done1 and their minds were at rest1 and every thing was favorable for making a deep and permanent impression4 ,a few days ago1 says the teacher1 when all was still1 ,i accidentally overheard some conversation between two of the boys of this school1 and one of them swore4 ,there was a pause4 ,perhaps you expect that ,i am now going to call the boy out1 and punish him4 ,is that what ,i ought to do8 ,there was no answer4 ,i think a boy who uses bad language of any kind1 does what he knows is wrong4 ,he breaks ,god's commands4 ,he does what he knows would be displeasing to his parents1 and he sets a bad example4 ,he does wrong1 therefore1 and justly deserves punishment4 ,there were1 of course1 many boys1 who felt that they were in danger4 ,every one1 who had used profane language1 was aware that he might be the one1 who had been overheard1 and1 of course1 all were deeply interested in what the teacher was saying4 ,he might1 ,i say1 continued the teacher1 justly be punished1 but ,i am not going to punish him2 for if ,i should1 ,i am afraid that it would only make him a little more careful hereafter1 not to commit this sin when ,i could possibly be within hearing1 instead of persuading him1 as ,i wish to1 to avoid such a sin1 in future1 altogether4 ,i am satisfied that that boy would be far happier1 even in this world1 if he would make it a principle always to do his duty1 and never1 in any case1 to do wrong4 ,and then when ,i think how soon he1 and all of us will be in another world1 where we shall all be judged for what we do here1 ,i feel strongly desirous of persuading him to abandon entirely this practice4 ,i am afraid that punishing him now1 would not do that4 ,besides1 continues the teacher1 ,i think it very probable that there are many other boys in this school1 who are sometimes guilty of this fault1 and ,i have thought that it would be a great deal better and happier for us all1 if1 instead of punishing this particular boy1 whom ,i have accidentally overheard1 and who probably is not more to blame than many other boys in school1 ,i should bring up the whole subject1 and endeavor to persuade all to reform4 ,i am aware that there are1 unfortunately1 in our country1 a great many teachers1 from whose lips1 such an appeal as this1 would be wholly in vain4 ,the man who is accustomed to scold1 and storm1 and punish1 with unsparing severity1 every transgression1 under the influence of irritation and anger1 must not expect that he can win over his pupils to confidence in him1 and to the principles of duty1 by a word4 ,but such an appeal will not be lost1 when it comes from a man1 whose daily and habitual management corresponds with it4 ,but to return to the story3 ,the teacher made some farther remarks1 explaining the nature of the sin1 not in the language of execration1 and affected abhorrence1 but calmly1 temperately1 and without any disposition to make the worst of the occurrence which had taken place4 ,in concluding what he said1 he addressed the boys as follows3 ,now boys1 the question is1 do you wish to abandon this habit1 or not2 if you do1 all is well4 ,i shall immediately forget all the past1 and will do all ,i can to help you resist and overcome temptation in future4 ,but all ,i can do1 is1 only to help you2 and the first thing to be done1 if you wish to engage in this work of reform1 is1 to acknowledge your fault2 and ,i should like to know how many are willing to do this4 ,i wish all those who are willing to tell me whether they use profane language1 would rise4 ,every individual but one1 rose4 ,i am very glad to see so large a number1 said the teacher2 and ,i hope you will find that the work of confessing and forsaking your faults1 is1 on the whole1 pleasant1 not painful business4 ,now those who can truly and honestly say1 that they never do use profane language1 of any kind1 may take their seats4 ,three only1 of the whole number1 which consisted of not far from #bj1 sat down4 ,it was in a sea-port town1 where the temptation to yield to this vice is even greater1 than would be1 in the interior of our country1 supposed possible4 ,those who are now standing1 pursued the teacher1 admit that they do1 sometimes at least1 commit this sin4 ,i suppose all1 however1 are determined to reform2 for ,i do not know what else should induce you to rise and acknowledge it here1 unless it is a desire1 hereafter to break yourselves of the habit4 ,but do you suppose that it will be enough for you merely to resolve here1 that you will reform8 ,no sir1 said the boys4 ,why8 ,if you now sincerely determine never more to use a profane word1 will you not easily avoid it8 ,the boys were silent4 ,some said faintly1 ,no sir4 ,it will not be easy for you to avoid the sin hereafter1 continued the teacher1 even if you do now1 sincerely and resolutely1 determine to do so4 ,you have formed the habit of sin1 and the habit will not be easily overcome4 ,but ,i have detained you long enough now4 ,i will try to devise some method1 by which you may carry your plan into effect1 and to-morrow ,i wilt tell you what it is4 ,so they were dismissed for the day4 ,the pleasant countenance and cheerful tone of the teacher conveying to them the impression1 that they were engaging in the common effort to accomplish a most desirable purpose1 in which they were to receive the teacher's help2 not that he was pursuing them1 with threatening and punishment1 into the forbidden practice into which they had wickedly strayed4 ,great caution is however1 in such a case1 necessary1 to guard against the danger1 that the teacher1 in attempting to avoid the tones of irritation and anger1 should so speak of the sin1 as to blunt their sense of its guilt1 and lull their consciences into a slumber4 ,at the appointed time1 on the following day1 the subject was again brought before the school1 and some plans proposed1 by which the resolutions now formed1 might be more certainly kept4 ,these plans were readily and cheerfully adopted by the boys1 and in a short time1 the vice of profaneness was1 in a great degree1 banished from the school4 ,this whole account is substantially fact4 ,i hope the reader will keep in mind the object of the above illustration1 which is to show1 that it is the true policy of the teacher1 not to waste his time and strength1 in contending against such accidental instances of transgression1 as may chance to fall under his notice1 but to take an enlarged and extended view of the whole ground1 endeavoring to remove whole classes of faults1--to elevate and improve multitudes1 together4 ,by these means1 his labors will not only be more effectual1 but far more pleasant4 ,you cannot come into collision with an individual scholar1 to punish him for a mischievous spirit1 or even to rebuke him for some single act1 by which he has given you trouble1 without an uncomfortable and uneasy feeling1 which makes1 in ordinary cases1 the discipline of a school1 the most unpleasant part of a teacher's duty4 ,but you can plan a campaign against a whole class of faults1 and put into operation a system of measures to correct them1 and watch from day to day the operation of that system1 with all the spirit and interest of a game4 ,it is in fact a game1 where your ingenuity and moral power are brought into the field1 in opposition to the evil tendencies of the hearts which are under your influence4 ,you will notice the success or the failure of the means you may put into operation1 with all the interest with which the experimental philosopher observes the curious processes he guides2 though your interest may be much purer and higher2 for he works upon matter1 but you are experimenting upon mind4 ,remember then1 as1 for the first time you take your new station1 that it is not your duty1 simply to watch with an eagle eye for those accidental instances of transgression1 which may chance to fall under your notice2 you are to look over the whole ground2 you are to make yourself acquainted1 as soon as possible1 with the classes of character1 and classes of faults1 which may prevail in your dominions1 and to form deliberate and well digested plans1 for improving the one and correcting the other4 ,and this is to be the course pursued1 not only with great delinquencies1 such as those to which ,i have already alluded1 but to every little transgression against the rules of order and propriety4 ,you can correct them far more easily and pleasantly in the mass1 than in detail4 ,to illustrate this principle by another case4 ,a teacher1 who takes the course ,i am condemning1 approaches the seat of one of his pupils1 and asks to see one of his books4 ,as the boy opens his desk1 the teacher observes that it is in complete disorder4 ,books1 maps1 papers1 playthings1 are there in promiscuous confusion2 and from the impulse of the moment1 the displeased teacher pours out upon the poor boy a torrent of reproach4 ,what a looking desk6 ,why1 ,john6 ,i am really ashamed of you4 ,look1 continues he1 holding up the lid1 so that the boys in the neighborhood can look in2 see what a mass of disorder and confusion4 ,if ever ,i see your desk in such a state again1 ,i shall most certainly punish you4 ,the boys around laugh2 very equivocally1 however1 for with the feeling of amusement1 there is mingled the fear that the angry master may take it into his head to inspect their dominions4 ,the boy accidentally exposed1 looks sullen1 and begins to throw his books into some sort of arrangement1 just enough to shield himself from the charge of absolutely disobeying1 and there the matter ends4 ,another teacher takes no apparent notice of the confusion he thus accidentally witnesses4 ,i must take up1 thinks he to himself1 the subject of order1 before the whole school4 ,i have not yet spoken of it4 ,he thanks the boy for the book he borrowed1 and goes away4 ,he makes a memorandum of the subject1 and the boy does not know that the condition of his desk was noticed2 perhaps he does not even know that there was any thing amiss4 ,a day or two after1 at a time regularly appropriated to such subjects1 he addresses the boys as follows3 ,in our efforts to improve the school as much as possible1 there is one subject1 which we must not forget4 ,i mean the order of the desks4 ,the boys all begin to open their desk lids4 ,you may stop a moment1 says the teacher4 ,i shall give you all an opportunity to examine your desks presently4 ,i do not know what the condition of your desks is4 ,i have not examined them1 and have not1 in fact1 seen the inside of more than one or two4 ,as ,i have not brought up this subject before1 ,i presume that there are a great many1 which can be arranged better than they are4 ,will you all now look into your desks1 and see whether you consider them in good order4 ,stop a moment however4 ,let me tell you what good order is4 ,all those things which are alike1 should be arranged together4 ,books should be in one place1 papers in another1 and thus every thing should be classified4 ,again1 every thing should be so placed that it can be taken out without disturbing other things4 ,there is another principle also1 which ,i will mention1 the various articles should have constant places1--that is1 they should not be changed from day to day4 ,by this means1 you soon remember where every thing belongs1 and you can put away your things much more easily every night1 than if you had every night to arrange them in a new way4 ,now will you look into your desks1 and tell me whether they are1 on these three principles1 well arranged4 ,the boys of most schools1 where this subject had not been regularly attended to1 would nearly all answer in the negative4 ,i will allow you then1 some time to-day1 fifteen minutes to arrange them1 and ,i hope you will try to keep them in good order hereafter4 ,a few days hence1 ,i shall examine them4 ,if any of you wish for assistance or advice from me1 in putting them in order1 ,i shall be happy to render it4 ,by such a plan1 which will occupy but little more time than the irritating and useless scolding1 which ,i supposed in the other case1 how much more will be accomplished4 ,such an address would1 of itself1 probably1 be the means of putting in order1 and keeping in order1 at least one half2 and following up the plan in the same manner1 and in the same spirit1 with which it was begun1 would secure the rest4 ,i repeat it1 therefore1 make it a principle in all cases1 to aim as much as possible at the correction of those faults which are likely to be general1 by general measures4 ,you avoid by this means1 a vast amount of irritation and impatience1 both on your own part1 and on the part of your scholars1 and you produce at least twenty times the useful effect4 #c4 ,the next principle which occurs to me1 as deserving the teacher's attention in the outset of his course1 is this3 ,interest your scholars in doing something themselves to elevate the moral character of the school1 so as to secure a decided majority1 who will1 of their own accord1 co-operate with you4 ,let your pupils understand1 not by any formal speech you make to that effect1 but by the manner in which1 from time to time1 you incidentally allude to the subject1 that you consider the school1 when you commence it1 as at par1 so to speak1--that is1 on a level with other schools1 and that your various plans for improving and amending it1 are not to be considered in the light of finding fault1 and punishing transgressions1 and controlling evil propensities1 so as just to keep things in a tolerable state2 but as efforts to improve and carry forward1 to a state of excellence not yet attained1 all the affairs of the institution4 ,such is the tone and manner of some teachers1 that they never appear to be more than merely satisfied4 ,when the scholars do right1 nothing is said about it4 ,the teacher seems to consider that a matter of course4 ,it does not appear to interest or please him at all4 ,nothing arouses him1 but when they do wrong1 and that only excites him to anger and frowns4 ,now1 in such a case1 there can of course be no stimulus to effort on the part of the pupils1 but the cold and heartless stimulus of fear4 ,now1 it is wrong for the teacher to expect that things will go right in his school1 as a matter of course4 ,all that he can expect1 as a matter of course1 is1 that things should go on as well as they do ordinarily in schools1--the ordinary amount of idleness1--the ordinary amount of misconduct4 ,this is the most that he can expect to come as a matter of course2 he should feel this1 and then1 all he can gain which will be better than this1 will be a source of positive pleasure2 a pleasure which his pupils have procured for him1 and which consequently they should share4 ,they should understand that the teacher is engaged in various plans for improving the school1 in which they should be invited to engage1 not from the selfish desire of thereby saving him trouble1 but because it will really be happy employment for them to engage in such an enterprise1 and because1 by such efforts1 their own moral powers will be exerted and strengthened in the best possible way4 ,in another chapter1 ,i have explained to what extent1 and in what manner1 the assistance of the pupils may be usefully and successfully employed1 in carrying forward the general arrangements of the school4 ,the same principles will apply here1 though perhaps a little more careful and delicate management is necessary1 in interesting them in subjects which relate to moral discipline4 ,one important method of doing this1 is1 to present these plans before the minds of the scholars1 as experiments1--moral experiments1 whose commencement1 progress1 and results1 they may take a great interest in witnessing4 ,let us take1 for example1 the case alluded to under the last head1--the plan of effecting a reform in regard to keeping desks in order4 ,suppose the teacher were to say1 when the time had arrived1 at which he had promised to give them an opportunity to put them in order1 ,i think it would be a good plan to keep some account of our efforts for improving the school in this respect4 ,we might make a record of what we do to-day1 noting the day of the month1 and the number of desks which may be found to be disorderly4 ,then at the end of any time you may propose1 we will have the desks examined again1 and see how many are disorderly4 ,we can then see how much improvement has been made1 in that time4 ,should you like to adopt the plan8 ,if the boys should appear not much interested in the proposal1 the teacher might1 at his own discretion1 waive it4 ,in all probability1 however1 they would like it1 and would indicate their interest by their countenances1 or perhaps by a response4 ,if so1 the teacher might proceed4 ,you may all examine your desks then1 and decide whether they are in order1 or not4 ,i do not know1 however1 but that we ought to appoint a committee to examine them2 for perhaps all the boys would not be honest1 and report their desks as they really are4 ,yes sir2 ,yes sir2 say the boys4 ,do you mean that you will be honest1 or that you would like to have a committee appointed8 ,there was a confused murmur4 ,some answer one1 and some the other4 ,i think1 proceeds the teacher1 the boys will be honest1 and report their desks just as they are4 ,at any rate1 the number of dishonest boys in this school1 cannot be so large as materially to affect the result4 ,i think we had better take your own statements4 ,as soon as the desks are all examined1 those who have found theirs in a condition which does not satisfy them1 are requested to rise and be counted4 ,the teacher then looks around the room1 and selecting some intelligent boy who has influence among his companions1 and whose influence he is particularly desirous of enlisting on the side of good order1 says1 ,shall ,i nominate some one to keep an account of this plan8 ,yes sir1 say the boys4 ,well1 ,i nominate ,william ,jones4 ,how many are in favor of requesting ,william ,jones to perform this duty8 ,it is a vote4 ,william1 ,i will thank you to write upon a piece of paper1 that on the #hth of ,december1 the subject of order in the desks was brought up1 and that the boys resolved on making an effort to improve the school in this respect4 ,then say1 that the boys reported all their desks which they thought were disorderly1 and that the number was #ce2 and that after a week or two1 the desks are to be examined again1 and the disorderly ones counted1 that we may see how much we have improved4 ,after you have written it1 you may bring it to me1 and ,i will3 tell you whether it is right4 ,how many desks do you think will be found to be disorderly1 when we come to make the examination8 ,the boys hesitate4 ,the teacher names successively several numbers1 and asks1 whether they think the real number will be greater or less4 ,he notices their votes upon them1 and at last fixes upon one1 which seems to be about the general sense of the school4 ,then the teacher1 himself mentions the number1 which he supposes will be found to be disorderly4 ,his estimate will ordinarily be larger than that of the scholars2 because he knows better how easily resolutions are broken4 ,this number too1 is recorded1 and then the whole subject is dismissed4 ,now1 of course1 no reader of these remarks1 will understand me to be recommending1 by this imaginary dialogue1 7for the whole of it is imaginary17 a particular course to be taken in regard to this subject1 far less the particular language to be used4 ,all ,i mean is1 to show by a familiar illustration1 how the teacher is to endeavor to enlist the interest1 and to excite the curiosity of his pupils1 in his plans for the improvement of his school1 by presenting them as moral experiments1 which they are to assist him in trying1--experiments1 whose progress they are to watch1 and whose results they are to predict4 ,if the precise steps which ,i have described1 should actually be taken1 although it would occupy but a few minutes1 and would cause no thought1 and no perplexing care1 yet it would undoubtedly be the means of awakening a very general interest in the subject of order1 throughout the school4 ,all would be interested in the work of arrangement4 ,all would watch1 too1 with interest1 the progress and the result of the experiment2 and if1 a few days after1 the teacher should accidentally1 in recess1 see a disorderly desk1 a pleasant remark1 made with a smile1 to the bystanders1 ,i suspect my prediction will turn out the correct one1 would have far more effect1 than the most severe reproaches1 or the tingling of a rap over the knuckles with a rattan4 ,i know1 from experience1 that scholars of every kind1 can be led1 by such measures as these1 or rather by such a spirit as this1 to take an active interest1 and to exert a most powerful influence1 in regard to the whole condition of the institution4 ,i have seen the experiment successful in boys' schools1 and in girls' schools2 among very little children1 and among the seniors and juniors at college4 ,in one of the colleges of ,new ,england1 a new and beautiful edifice was erected4 ,the lecture rooms were fitted up in handsome style1 and the officers1 when the time for the occupation of the building approached1 were anticipating with regret1 what seemed to be the unavoidable defacing1 and cutting1 and marking of the seats and walls4 ,it was however thought1 that if the subject was properly presented to the students1 they would take an interest in preserving the property from injury4 ,they were accordingly addressed somewhat as follows3 ,it seems1 young gentlemen1 to be generally the custom in colleges1 for the students to ornament the walls and benches of their recitation rooms1 with various inscriptions and carricatures1 so that after the premises have been for a short time in the possession of a class1 every thing within reach1 which will take an impression from a penknife1 or a trace from a pencil1 is covered with names1 and dates1 and heads1 and inscriptions of every kind4 ,the faculty do not know what you wish in this respect1 in regard to the new accommodations which the ,trustees have now provided for you1 and which you are soon to enter4 ,they have had them fitted up for you handsomely1 and if you wish to have them kept in good order1 we will assist you4 ,if the students think proper to express by a vote1 or in any other way1 their wish to keep them in good order1 we will engage to have such incidental injuries1 as may from time to time occur1 immediately repaired4 ,such injuries will1 of course1 be done2 for whatever may be the wish and general opinion of the whole1 it is not to be expected that every individual1 in so large a community1 will be careful4 ,if1 however1 as a body1 you wish to have the building preserved in its present state1 and will1 as a body1 take the necessary precautions1 we will do our part4 ,the students responded to this appeal most heartily4 ,they passed a vote1 expressing a desire to preserve the premises in order1 and for many years1 and for ought ,i know1 to the present hour1 the whole is kept as a room occupied by gentlemen should be kept4 ,at some other colleges1 and those1 too1 sustaining the very highest rank among the institutions of the country1 the doors of the public buildings are sometimes studded with nails1 as thick as they can possibly be driven1 and then covered with a thick coat of sand1 dried into the paint1 as a protection from the knives of the students66 ,the particular methods1 by which the teacher is to interest his pupils in his various plans for their improvement1 cannot be very fully described here4 ,in fact1 it does not depend so much on the methods he adopts1 as upon the view which he himself takes of these plans1 and the tone and manner in which he speaks of them to his pupils4 ,a teacher1 for example1 perhaps on the first day of his labors in a new school1 calls a class to read4 ,they pretend to form a line1 but it crooks in every direction4 ,one boy is leaning back against a desk2 another comes forward as far as possible1 to get near the fire2 the rest lounge in every position and in every attitude4 ,john is holding up his book high before his face1 to conceal an apple1 from which he is endeavoring to secure an enormous bite4 ,james is by the same sagacious device1 concealing a whisper1 which he is addressing to his next neighbor1 and ,moses is seeking amusement by crowding and elbowing the little boy who is unluckily standing next him4 ,what a spectacle6 says the master to himself1 as he looks at this sad display4 ,what shall ,i do8 ,the first impulse is1 to break forth upon them at once1 with all the artillery of reproof1 and threatening1 and punishment4 ,i have seen1 in such a case1 a scolding and frowning master walk up and down before such a class1 with a stern and angry air1 commanding this one to stand back1 and that to come forward1 ordering one boy to put down his book1 and scolding at a second for having lost his place1 and knocking the knees of another with his rule1 because he was out of the line4 ,the boys scowl at their teacher1 and1 with ill-natured reluctance1 they obey1 just enough to escape punishment4 ,another teacher looks calmly at the scene1 and says to himself1 ,what shall ,i do to remove effectually these evils8 ,if ,i can but interest the boys in reform1 it will be far more easy to effect it1 than if ,i attempt to accomplish it by the mere exercise of my authority4 ,in the meantime1 things go on1 during the reading1 in their own way4 ,the teacher simply observes4 ,he is in no haste to commence his operations4 ,he looks for the faults2 watches1 without seeming to watch1 the movements which he is attempting to control4 ,he studies the materials with which he is to work1 and lets their true character develope itself4 ,he tries to find something to approve in the exercise1 as it proceeds1 and endeavors to interest the class1 by narrating some fact1 connected with the reading1 or making some explanation which interests the boys4 ,at the end of the exercise1 he addresses them1 perhaps1 as follows3 ,i have observed1 boys1 in some military companies1 that the officers are very strict1 requiring implicit and precise obedience4 ,the men are required to form a precise line4 7,here there is a sort of involuntary movement all along the line1 by which1 it is very sensibly straightened47 ,they make all the men stand erect1 7,at this word1 heads go up1 and straggling feet draw in1 all along the class17 in the true military posture4 ,they allow nothing to be done in the ranks1 but to attend to the exercise1 7,john hastily crowds his apple into his pocket17 and thus they regulate every thing1 in exact and steady discipline1 so that all things go on in a most systematic and scientific manner4 ,this discipline is so admirable in some countries1 especially in ,europe1 where much greater attention is paid to military tactics than in our country1 that ,i have heard it said by travellers1 that some of the soldiers who mount guard at public places1 look as much like statues1 as they do like living men4 ,other commanders act differently4 ,they let the men do pretty much as they please4 ,so you will see such a company lounging into a line1 when the drum beats1 as if they took little interest in what was going on4 ,while the captain is giving his commands1 one is eating his luncheon2 another is talking with his next neighbor4 ,part are out of the line2 part lounge on one foot2 they hold their guns in every position2 and on the whole1 present a very disorderly and unsoldier-like appearance4 ,i have observed1 too1 that boys very generally prefer to see the strict companies1 but perhaps they would prefer to belong to the lax ones4 ,no sir2 ,no sir2 say the boys4 ,suppose you all had your choice either to belong to a company like the first one ,i described1 where the captain was strict in all his requirements1 or to one like the latter1 where you could do pretty much as you pleased1 which should you prefer8 ,unless ,i entirely mistaken in my idea of the inclinations of boys1 it would be very difficult to get a single honest expression of preference for the latter4 ,they would say with one voice1 ,the first4 ,i suppose it would be so4 ,you would be put to some inconvenience by the strict commands of the captain1 but then you would be more than paid by the beauty of regularity and order1 which you would all witness4 ,there is nothing so pleasant as regularity1 and nobody likes regularity more than boys do4 ,to show this1 ,i should like to have you now form a line as exact as you can4 ,after some unnecessary shoving and pushing1 increased by the disorderly conduct of a few bad boys1 a line is formed4 ,most of the class are pleased with the experiment1 and the teacher takes no notice of the few exceptions4 ,the time to attend to them1 will come by and by4 ,hands down4 ,the boys obey4 ,shoulders back4 ,there2--there is a very perfect line4 ,do you stand easily in that position8 ,yes sir4 ,i believe your position is the military one1 now1 pretty nearly2 and military men study the postures of the human body1 for the sake of finding the one most easy2 for they wish to preserve as much as possible of the soldiers' strength1 for the time of battle4 ,i should like to try the experiment of your standing thus1 at the next lesson4 ,it is a very great improvement upon your common mode4 ,are you willing to do it8 ,yes sir2 say the boys4 ,you will get tired1 ,i have no doubt4 ,in fact1 ,i do not expect you will succeed1 the first day1 very well4 ,you will probably become restless and uneasy1 before the end of the lesson1 especially the smaller boys4 ,i must excuse it1 ,i suppose1 if you do1 as it will be the first time4 ,by such methods as these1 the teacher will certainly secure a majority in favor of all his plans4 ,but perhaps some experienced teacher1 who knows from his own repeated difficulties with bad boys1 what sort of spirits the teacher of district schools has sometimes to deal with1 may ask1 as he reads this1 ,do you expect that such a method as this1 will succeed in keeping your school in order8 ,why1 there are boys in almost every school1 whom you would no more coax into obedience and order in this way1 than you would persuade the northeast wind to change its course by reasoning4 ,i know there are4 ,and my readers are requested to bear in mind1 that my object is not now to show1 how the whole government of the school may be secured1 but how one important advantage may be gained1 which will assist in accomplishing the object4 ,all ,i should expect or hope for1 by such measures as these1 is to interest and gain over to our side1 the majority4 ,what is to be done with those who cannot be reached by such kinds of influence1 ,i shall endeavor presently to show4 ,the object now is1 simply to gain the majority1--to awaken a general interest1 which you can make effectual in promoting your plans1 and thus to narrow the field of discipline1 by getting those right1 who can be got right by such measures4 ,thus securing a majority to be on your side in the general administration of the school1 is absolutely indispensable to success4 ,a teacher may1 by the force of mere authority1 so control his pupils1 as to preserve order in the school-room1 and secure a tolerable progress in study1 but the heart will not be in it4 ,the progress in knowledge must accordingly be1 in ordinary cases1 slow1 and the cultivation of moral principle must be1 in such a case1 entirely neglected4 ,the principles of duty cannot be inculcated by fear2 and though pain and terror must1 in many instances1 be called in to coerce an individual offender1 whom milder measures will not reach1 yet these agents1 and others like them1 can never be successfully employed1 as the ordinary motives to action4 ,they cannot produce any thing but mere external and heartless obedience in the presence of the teacher1 with an inclination to throw off all restraint1 when the pressure of stern authority is removed4 ,we should all remember that our pupils are1 but a very short time1 under our direct control4 ,even when they are in school1 the most untiring vigilance will not enable us to watch1 except for a very small portion of the time1 any individual4 ,many hours of the day1 too1 they are entirely removed from our inspection1 and a few months will take them away from us altogether4 ,subjecting them then to mere external restraint1 is a very inadequate remedy for the moral evil1 to which they are exposed4 ,what we aim at1 is to bring forward and strengthen an internal principle1 which will act1 when both parent and teacher are away1 and control where external circumstances are all unfavorable4 ,i have thus far under this head1 been endeavoring to show the importance of securing1 by gentle measures1 a majority of the scholars1 to co-operate with the teacher in his plans4 ,the methods of doing this1 demand a little attention4 7#a47 ,the teacher should study human nature as it exhibits itself in the school-room1 by taking an interest in the sports and enjoyments of the pupils1 and connecting1 as much as possible1 what is interesting and agreeable1 with the pursuits of the school1 so as to lead the scholars to like the place4 ,an attachment to the institution and to the duties of it1 will give the teacher a very strong hold upon the community of mind which exists there4 7#b47 ,every thing which is unpleasant in the discipline of the school should be attended to1 as far as possible1 privately4 ,sometimes it is necessary to bring a case forward in public1 for reproof or punishment1 but this is seldom4 ,in some schools1 it is the custom to postpone cases of discipline1 till the close of the day1 and then1 just before the boys are dismissed at night1 all the difficulties are settled4 ,thus1 day after day1 the impression which is last made upon their minds1 is received from a season of suffering1 and terror1 and tears4 ,now such a practice may be attended with many advantages1 but it seems to be1 on the whole1 unwise4 ,awing the pupils1 by showing them the consequences of doing wrong1 should be very seldom resorted to4 ,it is far better to allure them1 by showing them the pleasures of doing right4 ,doing right is pleasant to every body1 and no persons are so easily convinced of this1 or rather so easily led to see it1 as children4 ,now the true policy is1 to let them experience the pleasure of doing their duty1 and they will easily be allured to it4 ,in many cases1 where a fault has been publicly committed1 it seems1 at first view1 to be necessary that it should be publicly punished2 but the end will1 in most cases1 be answered1 if it is noticed publicly1 so that the pupils may know that it received attention1 and then the ultimate disposal of the case1 may be made a private affair1 between the teacher and the individual concerned4 ,if1 however1 every case of disobedience1 or idleness1 or disorder1 is brought out publicly before the school1 so that all witness the teacher's displeasure1 and feel the effects of it1 7for to witness it1 is to feel its most unpleasant effects17 the school becomes1 in a short time1 hardened to such scenes4 ,unpleasant associations become connected with the management of the school1 and the scholars are prepared to do wrong with less reluctance1 since the consequence is only a repetition of what they are obliged to see every day4 ,besides1 if a boy does something wrong1 and you severely reprove him in the presence of his class1 you punish the class1 almost as much as you do him4 ,in fact1 in many cases1 you punish them more2 for ,i believe it is almost invariably more unpleasant for a good boy to stand by and listen to rebukes1 than for a bad boy to take them4 ,keep these things1 therefore1 as much as possible1 out of sight4 ,never bring forward cases of discipline1 except on mature deliberation1 and for a distinct and well-defined purpose4 7#c47 ,never bring forward a case of discipline of this kind1 unless you are sure that public opinion will go in your favor4 ,if a case comes up1 in which the sympathy of the scholars is excited for the criminal1 in such a way as to be against yourself1 it will always do more harm than good4 ,now this1 unless there is great caution1 will often be the case4 ,in fact1 it is probable that a very large proportion of the punishments which are ordinarily inflicted in schools1 only prepare the way for more offences4 ,it is1 however1 possible to bring forward individual cases in such a way1 as to produce a very strong moral effect1 of the right kind4 ,this is to be done by seizing upon those peculiar emergencies1 which will arise in the course of the administration of a school1 and which each teacher must watch for1 and discover himself4 ,they cannot be pointed out4 ,i may1 however1 give a clearer idea of what is meant1 by such emergencies1 by an example4 ,it is a case which actually occurred1 as here narrated4 ,in a school where nearly all the pupils were faithful and docile1 there were one or two boys1 who were determined to find amusement in those mischievous tricks1 so common in schools and colleges4 ,there was one boy in particular1 who was the life and soul of all these plans4 ,devoid of principle1 idle as a scholar1 morose and sullen in his manners1 he was1 in every respect1 a true specimen of the whole class of mischief-makers1 wherever they are to be found4 ,his mischief consisted1 as usual1 in such exploits as stopping up the keyhole1 upsetting the teacher's inkstand1 or fixing something to his desk to make a noise1 and interrupt the school4 ,it so happened1 that there was a standing feud between the boys of his neighborhood1 and those of another1 situated a mile or two from it4 ,by his malicious activity1 he had stimulated this quarrel to a high pitch1 and was very obnoxious to the boys of the other party4 ,one day1 when taking a walk1 the teacher observed a number of boys with excited looks1 and armed with sticks and stones1 standing around a shoe-maker's shop1 to which his poor pupil had gone for refuge from them4 ,they had got him completely within their power1 and were going to wait until he should be wearied with his confinement1 and come out1 when they were going to inflict upon him the punishment they thought he deserved4 ,the teacher interfered1 and by the united influence of authority1 management1 and persuasion1 succeeded in effecting a rescue4 ,the boy would probably have preferred to owe his safety to any one else1 than to the teacher1 whom he had so often tried to tease2 but he was glad to escape in any way4 ,the teacher said nothing about the subject1 and the boy soon supposed it was entirely forgotten4 ,but it was not forgotten4 ,the teacher knew perfectly well that the boy would1 before long1 be at his old tricks again1 and was reserving this story as the means of turning the whole current of public opinion against such tricks should they again occur4 ,one day he came to school1 in the afternoon1 and found the room filled with smoke2 the doors and windows were all closed1 though1 as soon as he came in1 some of the boys opened them4 ,he knew by this circumstance1 that it was roguery1 not accident1 which caused the smoke4 ,he appeared not to notice it1 however1 said he was sorry it smoked1 and asked the mischievous boy1 for he was sure to be always near in such a case1 to help him fix the fire4 ,the boy supposed it was understood to be accidental1 and perhaps secretly laughed at the dulness of his master4 ,in the course of the afternoon1 the teacher ascertained1 by private inquiries1 that his suspicions were correct1 as to the author of the mischief4 ,at the close of school1 when the studies were ended1 and the books laid away1 he told the scholars that he wanted to tell them a story4 ,he then1 with a pleasant tone and manner1 gave a very minute1 and1 to the boys1 a very interesting narrative of his adventure1 two or three weeks before1 when he rescued this boy from his danger4 ,he called him1 however1 simply a boy1 without mentioning his name1 or even hinting that he was a member of the school4 ,no narrative could excite a stronger interest among an audience of school-boys1 than such an one as this2 and no act of kindness from a teacher1 would make as vivid an impression1 as interfering to rescue a trembling captive1 from such a situation as the one this boy had been in4 ,the scholars listened with profound interest and attention1 and though the teacher said little about his share in the affair1 and spoke of what he did1 as if it were a matter of course1 that he should thus befriend a boy in distress1 an impression1 very favorable to himself1 must have been made4 ,after he had finished his narrative1 he said1 ,now should you like to know who this boy was8 ,yes sir2 ,yes sir2 said they1 eagerly4 ,it was a boy that you all know4 ,the boys looked around upon one another4 ,who could it be8 ,he is a member of this school4 ,there was an expression of fixed1 and eager1 and increasing interest1 on every face in the room4 ,he is here now1 said the teacher1 winding up the interest and curiosity of the scholars1 by these words1 to the highest pitch4 ,but ,i cannot tell you his name2 for what return do you think he made to me8 ,to be sure it was no very great favor that ,i did him2 ,i should have been unworthy the name of teacher1 if ,i had not done it for him1 or for any boy in my school4 ,but at any rate1 it showed my good wishes for him1--it showed that ,i was his friend1 and what return do you think he made me for it8 ,why1 to-day he spent his time between schools in filling the room with smoke1 that he might torment his companions here1 and give me trouble1 and anxiety and suffering1 when ,i should come4 ,if ,i should tell you his name1 the whole school would turn against him for his ingratitude4 ,the business ended here1 and it put a stop1 a final stop to all malicious tricks in the school4 ,now it is not very often that so fine an opportunity occurs1 to kill1 by a single blow1 the disposition to do wilful1 wanton injury1 as this circumstance afforded2 but the principle illustrated by it1--bringing forward individual cases of transgression1 in a public manner1 only for the sake of the general effect1 and so arranging what is said and done as to produce the desired effect upon the public mind1 in the highest degree1 may very frequently be acted upon4 ,cases are continually occurring1 and if the teacher will keep it constantly in mind1 that when a particular case comes before the whole school1 the object is an influence upon the whole1 and not the punishment or reform of the guilty individual1 he will insensibly so shape his measures1 as to produce the desired result4 7#d47 ,there should be a great difference made between the measures you take to prevent wrong1 and the feelings of displeasure against wrong1 when it is done4 ,the former should be strict1 authoritative1 unbending2 the latter should be mild and gentle4 ,your measures1 if uniform and systematic will never give offence1 however powerfully you may restrain and control4 ,it is the morose look1 the harsh expression1 the tone of irritation and fretfulness which is so unpopular in school4 ,the sins of childhood are by nine tenths of mankind enormously overrated1 and perhaps none overrate them1 more extravagantly1 than teachers4 ,we confound the trouble they give us1 with their real moral turpitude1 and measure the one by the other4 ,now if a fault prevails in school1 one teacher will scold and fret himself about it1 day after day1 until his scholars are tired both of school and of him3 and yet he will do nothing effectual to remove it4 ,another will take efficient and decided measures1 and yet say very little on the subject1 and the whole evil will be removed1 without suspending for a moment1 the good humor1 and pleasant feeling1 which should prevail in school4 ,the expression of your displeasure on account of any thing that is wrong1 will seldom or never do any good4 ,the scholars consider it scolding2 it is scolding1 and though it may1 in many cases1 contain many sound arguments and eloquent expostulations1 it operates simply as a punishment4 ,it is unpleasant to hear it4 ,general instruction must indeed be given1 but not general reproof4 7#e47 ,feel that1 in the management of the school1 you are under obligation as well as the scholars1 and let this feeling appear in all that you do4 ,your scholars wish you to dismiss school earlier than usual on some particular occasion1 or to allow them an extra holiday4 ,show by the manner in which you consider and speak of the question1 that your main inquiry is what is your duty4 ,speak often of your responsibility to your employers1 not formally1 but incidentally and naturally as you will speak1 if you feel this responsibility4 ,it will assist very much too1 in securing cheerful1 good-humored obedience to the regulations of the school1 if you extend their authority over yourself4 ,not that the teacher is to have no liberty from which the scholars are debarred2 this would be impossible4 ,but the teacher should submit1 himself1 to every thing which he requires of his scholars1 unless it is in cases where a different course is necessary4 ,suppose for instance1 a study card1 like the one described in a preceding chapter1 is made1 so as to mark the time of recess and of study4 ,the teacher near the close of recess1 is sitting with a group of his pupils around him1 telling them some story4 ,they are all interested1 and they see he is interested4 ,he looks at his watch1 and shows by his manner1 that he is desirous of finishing what he is saying1 but that he knows that the striking of the bell will cut short his story4 ,perhaps he says not a word about it1 but his pupils see that he is submitting to the control which is placed over them3 and when the card goes up1 and he stops instantly in the middle of his sentence1 and rises with the rest1 each one to go to his own place1 to engage at once in their several duties1 he teaches them a most important lesson1 and in the most effectual way4 ,such a lesson of fidelity and obedience1 and such an example of it1 will have more influence1 than a half hour's scolding about whispering without leave1 or a dozen public punishments4 ,at least so ,i find it1 for ,i have tried both4 ,show then continually1 that you see and enjoy the beauty of system and strict discipline1 and that you submit to it yourself1 as well as require it of others4 7#f47 ,lead your pupils to see that they must share with you1 the credit or the disgrace1 which success or failure may bring4 ,lead them to feel this1 not by telling them so1 for there are very few things which can be impressed upon children by direct efforts to impress them2 but by so speaking of the subject1 from time to time1 as to lead them to see that you understand it so4 ,repeat1 with judicious caution1 what is said of the school1 both for and against it1 and thus endeavor to interest the scholars in its public reputation4 ,this feeling of interest in the institution may very easily be awakened4 ,it sometimes springs up1 spontaneously1 and where it is not guided aright by the teacher1 sometimes produces very bad effects upon the minds of the pupils1 in rival institutions4 ,when two schools are situated near each other1 evil consequences will result from this feeling1 unless the teacher manages it so as to deduce good consequences4 ,i recollect1 that1 in my boyish days1 there was a standing quarrel between the boys of a town school and an academy1 which were in the same village4 ,we were all ready1 at any time1 when out of school1 to fight for the honor of our respective institutions1 but very few were ready to be diligent and faithful1 when in it1 though it would seem that that might have been rather a more effectual means of establishing the point4 ,if the scholars are led to understand that the school is to a great extent their institution1 that they must assist to sustain its character1 and that they share the honor if any honor is acquired1 a feeling will prevail in the school1 which may be turned to a most useful account4 7#g47 ,in giving instruction on moral duty1 the subject should be taken up generally1 in reference to imaginary cases1 or cases which are unknown to most of the scholars4 ,if this is done1 the pupils feel that the object of bringing up the subject is to do good2 whereas1 if questions of moral duty are only brought up1 from time to time1 when some prevailing or accidental fault in school calls for it1 the feeling will be that the teacher is only endeavoring to remove from his own path a source of inconvenience and trouble4 ,the most successful mode of giving general moral instruction that ,i have known1 and which has been adopted in many schools1 with occasional variations of form1 is the following4 ,when the time has arrived a subject is assigned1 and small papers are distributed to the whole school1 that all may write something concerning it4 ,these are then read and commented on by the teacher1 and are made the occasion of any remarks1 which he may wish to make4 ,the interest is strongly excited to hear the papers read1 and the instruction which the teacher may give1 produces a deeper effect1 when engrafted thus1 upon something which originates in the minds of the pupils4 ,to take a particular case2 a teacher addressed his scholars thus4 ,the subject for the moral exercise to day1 is ,prejudice4 ,each one may take one of the papers which have been distributed1 and you may write upon them any thing you please relating to the subject4 ,as many as have thought of any thing to write1 may raise their hands4 ,one or two only of the older scholars gave the signal4 ,i will mention the kinds of communications you can make1 and perhaps what ,i say will suggest something to you4 ,as fast as you think of any thing1 you may raise your hands1 and as soon as ,i see a sufficient number up1 ,i will give directions to begin4 ,you can describe any case in which you have been prejudiced1 yourselves1 either against persons or things4 ,here a number of the hands went up4 ,you can mention any facts relating to antipathies of any kind1 or any cases where you know other persons to be prejudiced4 ,you can ask any questions in regard to the subject1 questions about the nature of prejudice1 or the causes of it1 or the remedy for it4 ,as he said this1 many hands were successively raised1 and at last1 directions were given for them to begin to write4 ,five minutes were allowed1 and at the end of that time the papers were collected and read4 ,the following specimens1 transcribed verbatim from the originals1 with the remarks made1 as nearly as they could be remembered immediately after the exercise1 will give an idea of the ordinary operation of this plan4 ,i am very much prejudiced against spiders1 and every insect in the known world1 with scarcely an exception4 ,there is a horrid sensation created by their ugly forms1 that makes me wish them all to ,jericho4 ,the butterfly's wings are pretty1 but he is dreadful ugly4 ,there is no affectation in this1 for my pride will not permit me to show this prejudice to any great degree1 when ,i can help it4 ,i do not fear the little wretches2 but ,i do hate them4 ,anti-,spider-,sparer4 ,this is not expressed very well1 the phrases1 to ,jericho and dreadful ugly1 are vulgar1 and in very bad taste4 ,such a dislike too is more commonly called an antipathy1 than a prejudice1 though perhaps it comes under the general head of prejudices4 ,how may we overcome prejudice8 ,i think that when we are prejudiced against a person1 it is the hardest thing in the world to overcome it4 ,a prejudice is usually founded on some unpleasant association connected with the subject of it4 ,the best way to overcome the prejudice1 therefore1 is to connect some pleasant association with it4 ,for example1 7to take the case of the antipathy to the spider1 alluded to in the last article17 the reason why that young lady dislikes spiders1 is undoubtedly because she has some unpleasant idea associated with the thought of that animal1 perhaps for example1 the idea of their crawling upon her--which is certainly not a very pleasant one for any body4 ,now the way to correct such a prejudice1 is to try to connect some pleasant thoughts with the sight of the animal4 ,i once found a spider in an empty apartment1 hanging in its web on the wall1 with a large ball of eggs which it had suspended by its side4 ,my companion and myself cautiously brought up a tumbler under the web1 and pressed it suddenly against the wall1 so as to enclose both spider and eggs within it4 ,we then contrived to run in a pair of shears1 so as to cut off the web1 and let both the animal and its treasure fall down into the tumbler4 ,we put a book over the top1 and walked off with our prize1 to a table1 to see what it would do4 ,at first it tried to climb up the side of the tumbler1 but its feet slipped1 from the smooth glass4 ,we then inclined the glass1 so as to favor its climbing and to enable it to reach the book at the top4 ,as soon as it touched the book1 it was safe4 ,it could cling to the book easily1 and we placed the tumbler again upright1 to watch its motions4 ,it attached a thread to the book and let itself down by it to the bottom of the tumbler1 and walked round and round the ball of eggs1 apparently in great trouble4 ,presently it ascended by its thread1 and then came down again4 ,it attached a new thread to the ball1 and then went up1 drawing the ball with it4 ,it hung the ball at a proper distance from the book1 and bound it firmly in its place by threads running from it1 in every direction1 to the parts of the book which were near1 and then the animal took its place1 quietly by its side4 ,now ,i do not say1 that if any body had a strong antipathy to a spider1 seeing one perform such a work as this would entirely remove it2 but it would certainly soften it4 ,it would tend to remove it4 ,it would connect an interesting and pleasant association1 with the object4 ,so if she should watch a spider in the fields making his web4 ,you have all seen those beautiful1 regular webs1 in the morning dew1 7,yes1 sir1 ,yes sir47 composed of concentric circles1 and radii diverging in every direction4 7,yes sir47 ,well1 watch a spider when making one of these1 or observe his artful ingenuity and vigilance1 when he is lying in wait for a fly4 ,by thus connecting pleasant ideas1 with the sight of the animal1 you will destroy the unpleasant association which constitutes the prejudice4 ,in the same manner1 if ,i wished to create an antipathy to a spider1 in a child1 it would be very easily done4 ,i would tie her hands behind her1 and put three or four upon her1 to crawl over her face4 ,thus you must destroy prejudices in all cases1 by connecting pleasant thoughts and associations with the objects of them4 ,i am very often prejudiced against new scholars1 without knowing why8 ,we sometimes hear a person talk in this way1 ',i do not like such1 or such a person1 at all4' ',why8' ',oh ,i don't know1 ,i do not like her at all4 ,i can't bear her4' ',but why not4 ,what is your objection to her4' ',oh ,i don't know1 ,i have not any particular reason1 but ,i never did like her4' ,now whenever you hear any person talk so1 you may be sure that her opinion1 on any subject1 is worth nothing at all4 ,she forms opinions in one case1 without grounds1 and it depends merely upon accident1 whether she does not1 in other cases4 ,why is it that so many of our countrymen are1 or seem to be prejudiced against the unfortunate children of ,africa8 ,almost every large white boy1 who meets a small black boy1 insults him1 in some way or other4 ,it is so hard to overcome prejudices1 that we ought to be careful how we form them4 ,when ,i see a new scholar enter this school and she does not happen to suit me exactly in her ways and manners1 ,i very often get prejudiced against her1 though sometimes ,i find her a valuable friend1 after ,i get acquainted with her4 ,there is an inquiry ,i should like very much to make1 though ,i suppose it would not be quite right to make it4 ,i should like to ask all those who have some particular friend in school1 and who can recollect the impression which the individual made upon them when they first saw her1 to rise1 and then ,i should like to inquire in how many cases the first impression was favorable1 and in how many unfavorable4 ,yes sir4 ,yes sir4 ,do you mean you would like to have the inquiry made8 ,yes sir4 ,all1 then1 who have intimate friends1 and can recollect the impression which they first made upon them1 may rise4 ,about thirty rose2 more than two thirds of whom voted that the first impression made by the persons who had since become their particular friends1 was unfavorable4 ,this shows how much dependence you can justly place on first impressions4 ,it was the next ,monday morning1 after ,i had attained the wise age of #d years1 that ,i was called up into my mother's room1 and told that ,i was the next day going to school4 ,i called forth all my reasoning powers1 and with all the ability of a child of four years1 ,i reasoned with my mother1 but to no purpose4 ,i told her that ,i hated the school mistress then2 though ,i had never seen her4 ,the very first day ,i tottered under the weight of the mighty foolscap4 ,i only attended her school two quarters2 with prejudice ,i went1 and with prejudice ,i came away4 ,the old school-house is now torn down1 and a large brick house takes the place of it4 ,but ,i never pass by without remembering my teacher4 ,i am prejudiced to against the very spot4 99 99 99 99 99 ,is it not right to allow prejudice1 to have influence over our minds as far as this8 ,if any thing comes to our knowledge1 with which wrong seems to be connected1 and one in whom we have always felt confidence is engaged in it1 is it not right to allow our prejudice in favor of this individual to have so much influence over us1 as to cause us to believe that all is really right1 though every circumstance which has come to our knowledge is against such a conclusion8 ,i felt this influence not many weeks since1 in a very great degree4 ,no2 it would not be prejudice in such a case4 ,that is1 a prejudice would not be a sufficient ground to justify withholding blame4 ,well grounded confidence in such a person1 if there was reason for it1 ought to leave such an effect1 but not prejudice4 99 99 99 99 99 ,the above may be considered as a fair specimen of the ordinary operation of such an exercise4 ,it is taken as an illustration1 not by selection from the large number of similar exercises which ,i have witnessed1 but simply because it was an exercise occurring at the time when a description was to be written4 ,besides the articles quoted above1 there were thirty or forty others1 which were read and commented on4 ,the above will1 however1 be sufficient to give the reader a clear idea of the exercise1 and to show what is the nature of the moral effect it is calculated to produce4 ,the subjects which may be advantageously brought forward in such a way1 are of course very numerous4 ,they are such as the following4 ,in connexion with each1 give the suggestions as to the kind of articles to be written1 which the pupils may receive at the time the subject is assigned4 #a4 ,,duties ,,to ,,parents4 ,anecdotes of good or bad conduct at home4 ,questions4 ,cases where it is most difficult to obey4 ,dialogues between parents and children4 ,excuses which are often made for disobedience4 #b4 ,,selfishness4 ,cases of selfishness any of the pupils have observed4 ,dialogues they have heard exhibiting it4 ,questions about its nature4 ,indications of selfishness4 #c4 ,,faults ,,of ,,the ,,school4 ,any bad practices the scholars may have observed in regard to general deportment1 recitations1 habits of study1 or the scholars' treatment of one another4 ,each scholar may write what is his own greatest trouble in school1 and whether he thinks any thing can be done to remove it4 ,any thing they think can be improved in the management of the school by the ,teacher4 ,unfavorable things they have heard said about it1 out of school1 though without names4 #d4 ,,excellences ,,of ,,the ,,school4 ,good practices1 which ought to be persevered in4 ,any little incidents the scholars may have noticed illustrating good character4 ,cases which have occurred in which scholars have done right1 in temptation1 or when others around were doing wrong4 ,favorable reports in regard to the school1 in the community around4 #e4 ,,the ,,sabbath4 ,any thing the scholars may have known to be done on the ,sabbath which they doubt whether right or wrong4 ,questions in regard to the subject4 ,various opinions they have heard expressed4 ,difficulties they have in regard to proper ways of spending the ,sabbath4 7#h47 ,we have one other method to describe1 by which a favorable moral influence may be exerted in school4 ,the method can1 however1 go into full effect1 only where there are several pupils who have made considerable advances in mental cultivation4 ,it is to provide a way1 by which teachers and pupils may write1 anonymously1 for the school4 ,this may be done by having a place of deposit for such articles as may be written1 where any person may leave what he wishes to have read1 nominating1 by a memorandum1 upon the article itself1 the reader4 ,if a proper feeling on the subject of good discipline1 and the formation of good character1 prevails in school1 many articles1 which will have a great deal of effect upon the pupils1 will find their way through such an avenue1 once opened4 ,the teacher can himself often bring forward1 in this way1 his suggestions1 with more effect than he otherwise could do4 ,such a plan is1 in fact like the plan of a newspaper for an ordinary community1 where sentiments and opinions stand on their own basis1 and influence the community just in proportion to their intrinsic merits1 unassisted by the authority of the writer's name1 and unimpeded by any prejudice which may exist against him4 ,in my own school1 this practice has had a very powerful effect4 ,i have1 myself1 often thus anonymously addressed my pupils1 and ,i have derived great assistance from communications which many of the pupils have written4 ,sometimes we have had full discussions of proposed measures1 and at others1 criticisms of the management of the school1 or of prevailing faults4 ,sometimes good humored satires1 and sometimes simple descriptions4 ',tis true the practice is not steadily kept up4 ,often1 for months together1 there is not an article offered4 ,still the place of deposit remains1 and1 after a time1 some striking communication is made1 which awakens general attention1 and calls out other pens1 until the fifteen minutes1 corresponding to the afternoon ,general ,exercise1 in the plan provided in a preceding chapter1 7which is all which is allowed to be devoted to such purposes17 is not sufficient to read what is daily offered4 ,of course1 in such a plan as this1 the teacher must have the usual editorial powers1 to comment upon what is written1 or to alter or suppress it at pleasure4,a ,footnote ,a3 ,the following articles1 which were really offered for such a purpose1 will serve as specimens4 ,one or two were written by teachers4 ,i do not know the authors of the others4 ,i do not offer them as remarkable compositions3 every teacher will see that they are not so4 ,the design of inserting them is merely to show that the ordinary literary ability to be found in every school1 may be turned to useful account1 by simply opening a channel for it1 and to furnish such teachers as may be inclined to try the experiment1 the means of making the plan clearly understood by their pupils4 ,,marks ,,of ,a ,,bad ,,scholar4 ,at the time when she should be ready to take her seat at school1 she commences preparation for leaving home4 ,to the extreme annoyance of those about her1 all is now hurry and bustle and ill humor4 ,thorough search is to be made for every book or paper1 for which she has occasion2 some are found in one place1 some in another1 and others are forgotten altogether4 ,being finally equipped1 she casts her eye at the clock1 hopes to be in tolerable good season1 7notwithstanding that the hour for opening the school has already arrived17 and sets out1 in the most violent hurry4 ,after so much haste1 she is unfitted for attending properly to the duties of the school1 until a considerable time after her arrival4 ,if present at the devotional exercises1 she finds it difficult to command her attention1 even when desirous of so doing1 and her deportment at this hour1 is accordingly marked with an unbecoming listlessness and abstraction4 ,when called to recitations1 she recollects that some task was assigned1 which till that moment1 she had forgotten2 of others she had mistaken the extent1 most commonly thinking them to be shorter than her companions suppose4 ,in her answers to questions with which she should be familiar1 she always manifests more or less of hesitation1 and what she ventures to express1 is very commonly in the form of a question4 ,in these1 as in all exercises1 there is an inattention to general instructions4 ,unless what is said be addressed particularly to herself1 her eyes are directed towards another part of the room2 it may be her thoughts are employed about something not at all connected with the school4 ,if reproved by her teacher1 for negligence in any respects1 she is generally provided with an abundance of excuses1 and however mild the reproof1 she receives it as a piece of extreme severity4 ,throughout her whole deportment1 there is an air of indolence1 and a want of interest in those exercises which should engage her attention4 ,in her seat1 she most commonly sits in some lazy posture2--either with her elbows upon her desk1 her head leaning upon her hands1 or with her seat tipped forwards or backwards4 ,when she has occasion to leave her seat1 it is in a sauntering1 lingering gait2--perhaps some trick is contrived on the way1 for exciting the mirth of her companions4 ,about every thing in which it is possible to be so1 she is untidy4 ,her books are carelessly used1 and placed in her desk without order4 ,if she has a piece of waste paper to dispose of1 she finds it much more convenient to tear it into small pieces1 and scatter it about her desk1 than to put it in a proper place4 ,her hands and clothes are usually covered with ink4 ,her written exercises are blotted1 and full of mistakes4 ,,the ,,consequences ,,of ,,being ,,behindhand4 ,the following incident1 which ,i witnessed on a late journey1 illustrates an important principle1 and ,i will relate it4 ,when our steamboat started from the wharf1 all our passengers had not come4 ,after we had proceeded a few yards1 there appeared among the crowd on the wharf1 a man with his trunk under his arm1--out of breath1--and with a most disappointed and disconsolate air4 ,the ,captain determined to stop for him1 but stopping an immense steamboat1 moving swiftly through the water1 is not to be done in a moment4 ,so we took a grand sweep1 wheeling majestically around an ,english ship1 which was at anchor in the harbor4 ,as we came towards the wharf again1 we saw the man in a small boat1 coming off from it4 ,as the steamboat swept round1 they barely succeeded in catching a rope from the stern1 and then immediately the steam engine began its work again1 and we pressed forward1--the little boat following us so swiftly1 that the water around her was all in a foam4 ,they pulled upon the rope attached to the little boat1 until they drew it alongside4 ,they then let down a rope with a hook in the end of it1 from an iron crane1 which projected over the side of the steamboat1 and hooked it into a staple in the front of the small boat4 ,hoist away2 said the ,captain4 ,the sailors hoisted1 and the front part of the little boat began to rise1 the stern still ploughing and foaming through the water1 and the man still in it1 with his trunk under his arm4 ,they hoisted away1 until ,i began to think that the poor man would actually tumble out behind4 ,he clung to the seat1 and looked as though he was saying to himself1 ,i will take care how ,i am tardy the next time4 ,however1 after awhile1 they hoisted up the stern of the boat1 and he got safely on board4 ,moral4 ,though coming to school a few minutes earlier or later1 may not in itself be a matter of much consequence1 yet the habit of being five minutes too late1 if once formed1 will1 in actual life1 be a source of great inconvenience1 and sometimes of lasting injury4 ,,new ,,scholars4 ,there is1 at----1 a young ladies' school1 taught by ,mr4----4 99 99 99 99 99 99 99 99 99 ,but with all these excellences1 there is one fault1 which ,i considered a great one1 and which does not comport with the general character of the school for kindness and good feeling4 ,it is the little effort made by the scholars to become acquainted with the new ones who enter4 ,whoever goes there1 must push herself forward1 or she will never feel at home4 ,the young ladies seem to forget1 that the new comer must feel rather unpleasantly1 in the midst of a hundred persons1 to whom she is wholly a stranger1 and with no one to speak to4 ,two or three will stand together1 and instead of deciding upon some plan1 by which the individual may be made to feel at ease1 something like the following conversation takes place4 ,miss ,x4 ,how do you like the looks of ,miss ,a41 who entered school to-day8 ,miss ,y4 ,i don't think she is very pretty1 but she looks as if she might be a good scholar4 ,miss ,x4 ,she does not strike me very pleasantly2 did you ever see such a face8 ,and her complexion is so dark1 ,i should think she had always lived in the open air2 and what a queer voice she has6 ,miss ,y4 ,i wonder if she has a taste for ,arithmetic8 ,miss ,x4 ,she does not look as if she had much taste for any thing2 see1 how strangely she fixes her hair4 ,miss ,s4 ,whether she has much taste or not1 some one of us ought to go and get acquainted with her4 ,see how unpleasantly she feels4 ,miss ,x4 ,i don't want to get acquainted with her1 until ,i know whether ,i shall like her or not4 ,thus nothing is done to relieve her4 ,when she does become acquainted1 all her first strange appearance is forgotten2 but this is sometimes not the case for several weeks4 ,it depends entirely on the character of the individual herself4 ,if she is forward1 and willing to make the necessary effort1 she can find many friends2 but if she is diffident1 she has much to suffer4 ,this arises principally from thoughtlessness4 ,the young ladies do not seem to realize that there is any thing for them to do4 ,they feel enough at home themselves1 and the remembrance of the time when they entered school1 does not seem to arise in their minds4 ,a ,,satirical ,,spirit4 ,i witnessed1 a short time since1 a meeting between two friends1 who had had but little intercourse before1 for a long while4 ,i thought a part of their conversation might be useful1 and ,i shall1 therefore1 relate it1 as nearly as ,i can recollect1 leaving each individual to draw her own inferences4 ,for some time1 ,i sat silent but not uninterested1 while the days of ',auld ,lang ,syne' came up to the remembrance of the two friends4 ,after speaking of several individuals1 who were among their former acquaintances1 one asked1 ',do you remember ,miss ,w48' ',yes1' replied the former1 ',i remember her as the fear1 terror1 and abhorrence of all who knew her4' ,i knew the lady by report1 and asked why she was so regarded1 the reply was1 ',because she was so severe1 so satirical in her remarks upon others4 ,she spared neither friend or foe4' ,the friends resumed conversation4 ',did you know1' said the one who had first spoken of ,miss ,w41 'that she sometimes had seasons of bitter repentance for indulging in this unhappy propensity of hers8 ,she would1 at such times1 resolve to be more on her guard1 but after all her good resolutions1 she would yield to the slightest temptations4 ,when she was expressing1 and apparently really feeling sorrow for having wounded the feelings of others1 those who knew her1 would not venture to express any sympathy1 for very likely1 the next moment1 that would be turned into ridicule4 ,no confidence could be placed in her4' ,a few more facts will be stated respecting the same individual1 which ,i believe are strictly true4 ,miss ,w4 possessed a fine and well cultivated mind1 great penetration1 and a tact at discriminating character1 rarely equalled4 ,she could1 if she chose1 impart a charm to her conversation1 that would interest1 and even fascinate those who listened to it2 still she was not beloved4 ,weaknesses and foibles met with unmerciful severity2 and well-meaning intentions and kind actions did not always escape without the keen sarcasm1 which it is so difficult for the best regulated mind to bear unmoved4 ,the mild and gentle seemed to shrink from her1 and thus she1 who might have been the bright and beloved ornament of the circle in which she moved1 was regarded with distrust1 fear1 and even hatred4 ,this dangerous habit of making satirical remarks was evinced in childhood2 it was cherished2 'it grew with her growth and strengthened with her strength1' until she became what ,i have described4 ,,laura4 ,though such a satirical spirit is justly condemned1 a little good-humored raillery may sometimes be allowed1 as a mode of attacking faults in school which cannot be reached by graver methods4 ,the teacher must not be surprised1 if some things connected with his own administration1 come in1 sometimes1 for a share4 ,,variety4 ,i was walking out1 a few days since1 and not being particularly in haste1 ,i concluded to visit a certain school for an hour or two4 ,in a few minutes after ,i had seated myself on the sofa1 the ',study ,card1' was dropped1 and the general noise and confusion1 indicated that recess had arrived4 ,a line of military characters1 bearing the title of the ',freedom's ,band1' was soon called out1 headed by one of their own number4 ,the tune chosen to guide them was ,kendall's march4 ',please to form a regular line1' said the lady commander4 ',remember that there is to be no speaking in the ranks4 ,do not begin to step1 until ,i strike the bell4 ,miss ,b41 ,i requested you not to step until ,i gave the signal4' ,presently the command was given1 and the whole line stepped1 for a few minutes1 to all intents and purposes4 ,again the bell sounded2--',some of you have lost the step1' said the general4 ',look at me1 and begin again4 ,left6 ,right6 ,left6 ,right6' ,the line was once more in order1 and ,i observed a new army on the opposite side of the room1 performing the same manoeuvres1 always to the tune of ',kendall's ,march4' ,after a time1 the recess closed1 and order was again restored4 ,in about half an hour1 ,i approached a class1 which was reciting behind the railing4 ',miss ,a41' said a teacher1 'how many kinds of magnitude are there8' ,miss ,a4 7',answer inaudible4'7 ,several voices4 ',we can't hear4' ,teacher4 ',will you try to speak a little louder1 ,miss ,a48' ,some of the class at length seemed to guess the meaning of the young lady2 but ,i was unable to do even that1 until the answer was repeated by the teacher4 ,finding that ,i should derive little instruction from the recitation2 ,i returned to the sofa4 ,in a short time the propositions were read4 ',proposed that the committee be impeached1 for not providing suitable pens4' ',lost1 a pencil1 with a piece of ,india-rubber attached to it1 by a blue riband1' c4 c4 ,recess was again announced1 and the lines commenced their evolutions to the tune of ,kendall's ,march4' ,thought ,i1 ',oh6 that there were a new tune under the sun6' ,before the close of school1 some compositions were read4 ,one was entitled ',the ,magical ,ring1' and commenced1 ',as ,i was sitting alone last evening1 ,i heard a gentle tap on the door1 and immediately a beautiful fairy appeared before me4 ,she placed a ring on my finger1 and left me4' ,the next began1 ',it is my week to write composition1 but ,i do not know what to say4 ,however1 ,i must write something1 so it shall be a dialogue4' ,another was entitled the ,magical ,shoe1' and contained a marvellous narration of adventures made in a pair of shoes1 more valuable than the farfamed 'seven league boots4' ,a fourth began1 ',are you acquainted with that new scholar8' ',no2 but ,i don't believe ,i shall like her4' ,and soon the ',magical ,thimble1' the ',magical ,eye-glass1' c41 were read1 in succession1 until ,i could not but exclaim1 ',how pleasing is variety6' ,school was at length closed1 and the young ladies again attacked the piano4 ',oh6' repeated ,i1 to myself1 'how pleasing is variety6' as ,i left the room1 to the tune ,of ,kendall's ,march4 ,by means like these1 it will not be difficult for any teacher to obtain1 so far an ascendancy over the minds of his pupils1 as to secure an overwhelming majority in favor of good order1 and co-operation with him in his plans for elevating the character of the school4 ,but let it be distinctly understood1 that this1 and this only1 has been the object of this chapter1 thus far3 ,the first point brought up1 was the desirableness of making1 at first1 a favourable impression1--the second1 the necessity of taking general views of the condition of the school1 and aiming to improve it in the mass1 and not merely to rebuke or punish accidental faults1--and the third1 the importance and the means of gaining a general influence and ascendency over the minds of the pupils4 ,but1 though an overwhelming majority can be reached by such methods as these1 all cannot4 ,we must have the majority secured1 however1 in order to enable us to reach and to reduce the others4 ,but to this work we must come at last4 #d4 ,i am therefore now to consider under a fourth general head1 what course is to be taken with individual offenders1 whom the general influences of the school-room will not control4 7#a47 ,the first point to be attended to1 is to ascertain who they are4 ,not by appearing suspiciously to watch any individuals1 for this would be almost sufficient to make them bad1 if they were not so before4 ,observe1 however2 notice1 from day to day1 the conduct of individuals1 not for the purpose of reproving or punishing their faults1 but to enable you to understand their characters4 ,this work will often require great adroitness1 and very close scrutiny2 and you will find1 as the results ,of it1 a considerable variety of character1 which the general influences above described1 will not be sufficient to control4 ,the number of individuals will not he great1 but the diversity of character comprised in it1 will be such1 as to call into exercise all your powers of vigilance and discrimination4 ,on one seat1 you will find a coarse1 rough looking boy1 who will openly disobey your commands and oppose your wishes2 on another1 a more sly rogue1 whose demure and submissive look is assumed1 to conceal a mischief-making disposition4 ,here is one1 whose giddy spirit is always leading him into difficulty1 but who is of so open and frank a disposition1 that you will most easily lead him back to duty2 but there is another1 who1 when reproved1 will fly into a passion2 and there1 a third1 who will stand sullen and silent before you1 when he has done wrong1 and is neither to be touched by kindness1 nor awed by authority4 ,now all these characters must be studied4 ,it is true that the caution given in a preceding part of this chapter1 against devoting undue and disproportionate attention to such persons must not be forgotten4 ,still1 these individuals will require1 and it is right that they should receive1 a far greater degree of attention1 so far as the moral administration of the school is concerned1 than their mere numbers would appear to justify4 ,this is the field in which the teacher is to study human nature2 for here it shows itself without disguise4 ,it is through this class1 too1 that a very powerful moral influence is to be exerted upon the rest of the school4 ,the manner in which such individuals are managed2 the tone the teacher assumes towards them2 the gentleness with which he speaks of their faults1 and the unbending decision with which he restrains them from wrong1 will have a most powerful effect upon the rest of the school4 ,that he may occupy this field1 therefore1 to the best advantage1 it is necessary that he should first thoroughly explore it4 ,by understanding the dispositions and characters of such a class of pupils as ,i have described1 ,i do not mean merely watching them1 with vigilance1 in school1 so that none of their transgressions shall go unobserved and unpunished4 ,i intend a far deeper and more thorough examination of character4 ,every boy has something or other which is good in his disposition and character1 which he is aware of1 and on which he prides himself2 find out what it is1 for it may often be made the foundation1 on which you may build the superstructure of reform4 ,every one has his peculiar sources of enjoyment1--and objects of pursuit1 which are before his mind from day to day2 find out what they are1 that by taking an interest in what interests him1 and perhaps sometimes assisting him in his plans1 you can bind him to you4 ,every boy is1 from the circumstances in which he is placed at home1 exposed to temptations1 which have perhaps1 had a far greater influence in the formation of his character1 than any deliberate and intentional depravity of his own2 ascertain what these temptations are1 that you may know where to pity him1 and where to blame4 ,the knowledge which such an examination of character will give you1 will not be confined to making you acquainted with the individual4 ,it will be the most valuable knowledge which a man can possess1 both to assist him in the general administration of the school1 and in his intercourse among mankind in the business of life4 ,men are but boys1 only with somewhat loftier objects of pursuit4 ,their principles1 motives1 and ruling passions are essentially the same4 ,extended commercial speculations are1 so far as the human heart is concerned1 substantially what trading in jack-knives and toys is1 at school1 and building a snow fort1 to its own architects1 the same as erecting a monument of marble4 7#b47 ,after exploring the ground1 the first thing to be done1 as a preparation for reforming individual character1 in school1 is1 to secure the personal attachment of the individuals to be reformed4 ,this must not be attempted by professions and affected smiles1 and still less by that sort of obsequiousness1 common in such cases1 which produces no effect but to make the bad boy suppose that his teacher is afraid of him2 which1 by the way1 is1 in fact1 in such cases1 usually true4 ,approach the pupil in a bold and manly1 but frank and pleasant manner4 ,approach him as his superior1 but still1 as his friend2 desirous to make him happy1 not merely to obtain his good-will4 ,and the best way to secure these appearances1 is1 just to secure the reality4 ,actually be the boy's friend4 ,really desire to make him happy2--happy1 too1 in his own way1 not in yours4 ,feel that you are his superior1 and that you must and will enforce obedience2 but with this feel1 that probably obedience will be rendered1 without any contest4 ,if these are really the feelings which reign within you1 the boy will see it1 and they will exert a strong influence over him1 but you cannot counterfeit appearances4 ,a most effectual way to secure the good will of a scholar1 is1 to ask him to assist you4 ,the ,creator has so formed the human heart1 that doing good must be a source of pleasure1 and he who tastes this pleasure once1 will almost always wish to taste it again4 ,to do good to any individual1 creates or increases the desire to do it4 ,there is a boy in your school1 who is famous for his skill in making whistles from the green branches of the poplar4 ,he is a bad boy1 and likes to turn his ingenuity to purposes of mischief4 ,you observe him some day in school1 when he thinks your attention is engaged in another way1 blowing softly upon one1 which he has concealed in his desk1 for the purpose of amusing his neighbors1 without attracting the attention of the teacher4 ,now there are two remedies4 ,will you try the physical one8 ,then call him out into the floor2 inflict painful punishment1 and send him smarting to his seat1 with his heart full of anger and revenge1 to plot some new and less dangerous scheme of annoyance4 ,will you try the moral one8 ,then wait till the recess1 and while he is out at his play1 send a message out by another boy1 saying that you have heard he is very skilful in making whistles1 and asking him to make one for you to carry home to a little child at your boarding-house4 ,what would1 in ordinary cases1 be the effect8 ,it would certainly be a very simple application2 but its effect would be1 to open an entirely new train of thought and feeling for the boy4 ,what6 he would say to himself1 while at work on his task1 give the master pleasure by making whistles6 ,who ever heard of such a thing8 ,i never thought of any thing but giving him trouble and pain4--,i wonder who told him ,i could make whistles8 ,he would find1 too1 that the new enjoyment was far higher and purer than the old1 and would have little disposition to return to the latter4 ,i do not mean by this illustration1 that such a measure as this1 would be the only notice that ought to be taken of such an act of wilful disturbance in school4 ,probably it would not4 ,what measures in direct reference to the fault committed1 would be necessary1 would depend upon the circumstances of the case4 ,it is not necessary to our purpose1 that they should be described here4 ,the teacher can awaken in the hearts of his pupils1 a personal attachment for him1 by asking in various ways1 their assistance in school1 and then appearing honestly gratified with the assistance rendered4 ,boys and girls are delighted to have what powers and attainments they possess1 brought out into action1 especially where they can lead to useful results4 ,they love to be of some consequence in the world1 and will be especially gratified to be able to assist their teacher4 ,even if the studies of a turbulent boy are occasionally interrupted for half an hour1 that he might help you arrange papers1 or rule books1 or cut the tops of quills1 or distribute exercises1 it will be time well spent4 ,get him to co-operate with you in any thing1 and he will feel how much pleasanter it is to co-operate1 than to thwart and oppose2 and by judicious measures of this kind1 almost any boy may be brought over to your side4 ,another means of securing the personal attachment of boys1 is to notice them1--to take an interest in their pursuits1 and the qualities and powers which they value in one another4 ,it is astonishing what an influence is exerted by such little circumstances1 as stopping at a play ground a moment1 to notice with interest1 though perhaps without saying a word1 speed of running1--or exactness of aim1--the force with which a ball is struck1--or the dexterity with which it is caught or thrown4 ,the teacher must1 indeed1 in all his intercourse with his pupils1 never forget his station1 nor allow them to lay aside the respect1 without which authority cannot be maintained4 ,but he may be1 notwithstanding this1 on the most intimate and familiar footing with them all4 ,he may take a strong and open interest in all their enjoyments1 and thus awaken on their part1 a personal attachment to himself1 which will exert over them a constant and powerful control4 7#c47 ,the efforts described under the last head1 for gaining a personal influence over those1 who from their disposition and character are most in danger of doing wrong1 will not be sufficient entirely to prevent transgression4 ,cases of deliberate1 intentional wrong will occur1 and the question will rise1 what is the duty of the teacher in such an emergency8 ,when such cases occur1 the course to be taken is1 first of all1 to come to a distinct understanding on the subject with the guilty individual4 ,think of the case calmly1 until you have obtained just and clear ideas of it4 ,endeavor to understand precisely in what the guilt of it consists4 ,notice every palliating circumstance1 and take as favorable a view of the thing as you can1 while1 at the same time1 you fix most firmly in your mind the determination to put a stop to it4 ,then go to the individual1 and lay the subject before him1 for the purpose of understanding distinctly from his own lips1 what he intends to do4 ,i can however1 as usual1 explain more fully what ,i mean1 by describing a particular case1 substantially true4 ,the teacher of a school observed1 himself1 and learned from several quarters1 that a certain boy was in the habit of causing disturbance during time of prayer1 at the opening and close of school1 by whispering1 playing1 making gestures to the other boys1 and throwing things about from seat to seat4 ,the teacher's first step was1 to speak of the subject1 generally1 before the whole school1 not alluding1 however1 to any particular instance which had come under his notice4 ,these general remarks produced1 as he expected1 but little effect4 ,he waited for some days1 and the difficulty still continued4 ,had the irregularity been very great1 it would have been necessary to have taken more immediate measures1 but he thought the case admitted of a little delay4 ,in the meantime1 he took a little pains to cultivate the acquaintance of the boy1 to discover and to show that he noticed what was good in his character and conduct1 occasionally to get from him some little assistance1 and thus to gain some personal ascendancy over him4 ,one day1 when every thing had gone smoothly and pleasantly1 the teacher told the boy1 at the close of school1 that he wanted to talk with him a little1 and asked him to walk home with him4 ,it was not uncommon for the teacher to associate thus1 with his pupils1 out of school1 and this request1 accordingly1 attracted no special attention4 ,on the walk1 the teacher thus accosted the criminal4 ,do you like frank1 open dealing1 ,james8 ,james hesitated a moment1 and then answered faintly1 ,yes sir4 ,most boys do1 and ,i do2 and ,i supposed that you would prefer being treated in that way4 ,do you8 ,yes sir4 ,well1 ,i am going to tell you of one of your faults4 ,i have asked you to walk with me1 because ,i supposed it would be pleasanter for you to have me see you privately1 than to bring it up in school4 ,james said it would be pleasanter4 ,well1 the fault is1 being disorderly at prayer time4 ,now if you like frank and open dealing1 and are willing to deal so with me1 ,i should like to talk with you a little about it1 but if you are not willing1 ,i will dismiss the subject4 ,i do not wish to talk with you now about it1 unless you yourself desire it4 ,but if we talk at all1 we must both be open1 and honest1 and sincere4 ,now should you rather have me talk with you or not8 ,yes sir1 ,i should rather have you talk with me now1 than in school4 ,the teacher then described his conduct1 in a mild manner1 using the style of simple narration1--admitting no harsh epithets1--no terms of reproach4 ,the boy was surprised1 for he supposed he had not been noticed4 ,he thought1 perhaps he should have been punished1 if he had been observed4 ,the teacher said in conclusion3 ,now1 ,james1 ,i do not suppose you have done this from any designed irreverence towards ,god1 or deliberate intention of giving me trouble and pain4 ,you have several times lately1 assisted me1 in various ways1 and ,i know from the cheerful manner with which you comply with my wishes1 that your prevailing desire is1 to give me pleasure1 not pain4 ,you have fallen into this practice through thoughtlessness2 but that does not alter the character of the sin4 ,to do so1 is a great sin against ,god1 and a great offence against good order in school4 ,you see1 yourself1 that my duty to the school1 will require me to adopt the most decided measures1 to prevent the continuance and the spread of such a practice4 ,i should be imperiously bound to do it1 even if the individual was the very best friend ,i had in school1 and if the measures necessary1 should bring upon him great disgrace and suffering4 ,do you not think it would be so8 ,yes sir1 said ,james1 seriously1 ,i suppose it would4 ,i want to remove the evil1 however1 in the pleasantest way4 ,do you remember my speaking on this subject1 in school the other day8 ,yes sir4 ,well1 my object in that1 was1 almost entirely1 to persuade you to reform1 without having to speak to you directly4 ,i thought it would be pleasanter to you to be reminded of your duty in that way4 ,but ,i do not think it did you much good4 ,did it8 ,i don't think ,i have played so much since then4 ,nor ,i4 ,you have improved a little1 but you have not decidedly and thoroughly reformed4 ,so ,i was obliged to take the next step which would be least unpleasant to you2 that is1 talking with you alone4 ,now you told me1 when we began1 that you would deal honestly and sincerely with me1 if ,i would with you4 ,i have been honest and open4 ,i have told you all about it1 so far as ,i am concerned4 ,now ,i wish you to be honest1 and tell me what you are going to do4 ,if you think1 from this conversation1 that you have done wrong1 and if you are fully determined to do so no more1 and to break off at once1 and for ever from this practice1 ,i should like to have you tell me1 and then the whole thing will be settled4 ,on the other hand1 if you feel about it pretty much as you have done1 ,i should like to have you tell me that too1 honestly and frankly1 that we may have a distinct understanding1 and that ,i may be considering what to do next4 ,i shall not be offended with you for giving me either of these answers1 but be sure that you are honest2 you promised to be so4 ,the boy looked up in his master's face1 and said1 with great earnestness1 ,mr4 ,t41 ,i will do better4 ,i will not trouble you any more4 ,i have detailed this case1 thus particularly1 because it exhibits clearly what ,i mean1 by going directly and frankly to the individual1 and coming at once1 to a full understanding4 ,in nine cases out of ten1 this course will be effectual4 ,for four years1 and with a very large school1 ,i have found this sufficient1 in every case of discipline which has occurred1 except in three or four instances1 where something more was required4 ,to make it successful1 however1 it must be done properly4 ,several things are necessary4 ,it must be deliberate2 generally better after a little delay4 ,it must be indulgent1 so far as the view which the teacher takes of the guilt of the pupil1 is concerned2 every palliating consideration must be felt4 ,it must be firm and decided1 in regard to the necessity of a change1 and the determination of the teacher to effect it4 ,it must also be open and frank2 no insinuations1 no hints1 no surmises1 but plain1 honest1 open dealing4 ,in many cases1 the communication may be made most delicately1 and most successfully1 in writing4 ,the more delicately you touch the feelings of your pupils1 the more tender these feelings will become4 ,many a teacher hardens and stupefies the moral sense of his pupils1 by the harsh and rough exposures1 to which he drags out the private feelings of the heart4 ,a man may easily produce such a state of feeling in his school-room1 that to address even the gentlest reproof to any individual1 in the hearing of the next1 would be a most severe punishment2 and on the other hand1 he may so destroy that sensitiveness1 that his vociferated reproaches will be as unheeded as the idle wind4 ,if now1 the teacher has taken the course recommended in this chapter2 if he has1 by his general influence in the school1 done all in his power to bring the majority of his pupils to the side of order and discipline2 if he has then studied1 attentively and impartially1 the characters of those who cannot thus be led2 if he has endeavored to make them his friends1 and to acquire1 by every means1 a personal influence over them2 if1 finally1 when they do wrong1 he goes1 plainly1 but in a gentle and delicate manner1 to them1 and lays before them the whole case2 if he has done all this1 he has gone as far as moral influence will carry him4 ,my opinion is1 that this course1 faithfully and judiciously pursued1 will in almost all instances succeed2 but it will not in all2 and where it fails1 there must be other1 and more vigorous and decided measures4 ,what these measures of restraint or punishment shall be1 must depend upon the circumstances of the case2 but in resorting to them1 the teacher must be decided and unbending4 ,the course above recommended1 is not trying lax and inefficient measures1 for a long time1 in hopes of their being ultimately successful1 and then1 when they are found not to be so1 changing the policy4 ,there should be1 through the whole1 the tone and manner of authority1 not of persuasion4 ,the teacher must be a monarch1 and while he is gentle and forbearing1 always looking on the favorable side of conduct so far as guilt is concerned1 he must have an eagle eye1 and an efficient hand1 so far as relates to arresting the evil1 and stopping the consequences4 ,he may slowly and cautiously1 and even tenderly approach a delinquent4 ,he may be several days in gathering around him the circumstances1 of which he is ultimately to avail himself1 in bringing him to submission2 but1 while he proceeds thus slowly1 and tenderly1 he must come with the air of authority and power4 ,the fact that the teacher bases all his plans1 on the idea of his ultimate authority1 in every case1 may be perfectly evident to all the pupils1 while he proceeds with moderation and gentleness1 in all his specific measures4 ,let it be seen1 then1 that the constitution of your school is a monarchy1 absolute and unlimited1--but let it also be seen1 that the one who holds the power1 is himself under the control of moral principle1 in all that he does1 and that he endeavors to make the same moral principle which guides him1 go as far as it is possible to make it go1 in the government of his subjects4 ,,chapter ,v4 ,,religious ,,influence4 ,in consequence of the unexampled religious liberty enjoyed in this country1 for which it is happily distinguished above all other countries on the globe1 there necessarily results a vast variety of religious sentiment and action4 ,we cannot enjoy the blessings without the inconveniences of freedom4 ,where every man is allowed to believe as he pleases1 some will undoubtedly believe wrong1 and others will be divided1 by embracing views of a subject which are different1 though perhaps equally consistent with truth4 ,hence1 we have among us1 every shade and every variety of religious opinion1 and in many cases1 contention and strife1 resulting from hopeless efforts to produce uniformity4 ,a stranger who should come among us1 would suppose from the tone of our religious journals1 and from the general aspect of society on the subject of religion1 that the whole community was divided into a thousand contending sects1 who hold nothing in common1 and whose sole objects are1 the annoyance and destruction of each other4 ,but if we leave out of view some hundreds1 or if you please1 some thousands of theological controversialists1 who manage the public discussions1 and say and do all that really comes before the public on this subject1 it will be found1 that there is vastly more religious truth admitted by common consent1 among the people of ,new ,england1 than is generally supposed4 ,this common ground1 ,i shall endeavor briefly to describe4 ,for it is very plain1 that the teacher must1 in ordinary cases1 confine himself to it4 ,by common consent1 however1 ,i do not mean the consent of every body2 ,i mean that of the great majority of serious1 thinking men4 ,but let us examine1 first1 for a moment1 what right any member of the community has to express and to disseminate his opinions1 with a view to the inquiry1 whether the teacher is really bound to confine himself to what he can do1 on this subject1 with the common consent of his employers4 ,the ,french nation has been1 for some time1 as is well known1 strongly agitated with questions of politics4 ,it is with difficulty that public tranquillity is preserved4 ,every man takes sides4 ,now in this state of things1 a wealthy gentleman1 opposed to the revolutionary projects so constantly growing up there1 and from principle and feeling1 strongly attached to a monarchial government1 wishes to bring up his children1 with the same feelings which he himself cherishes4 ,he has a right to do so4 ,no matter if his opinions are wrong4 ,he ought1 it will be generally supposed in this country1 to be republican4 ,i suppose him to adopt opinions1 which will generally1 by my readers1 be considered wrong1 that ,i may bring more distinctly to view the right he has to educate his children as he thinks it proper that they should be educated4 ,he may be wrong to form such opinions4 ,but the opinions once formed1 he has a right1 with which no human power can justly interfere1 to educate his children in conformity with those opinions4 ,it is alike the law of ,god and nature1 that the father should control1 as he alone is responsible1 the education of his child4 ,now under these circumstances1 he employs an ,american mechanic1 who is residing in ,paris1 to come to his house and teach his children the use of the lathe4 ,after some time1 he comes into their little workshop1 and is astonished to find the lathe standing still1 and the boys gathered round the republican turner1 who is telling them stories of the tyranny of kings1 the happiness of republicans1 and the glory of war4 ,the parent remonstrates4 ,the mechanic defends himself4 ,i am a republican1 he says1 upon principle1 and wherever ,i go1 ,i must exert all the influence in my power1 to promote free principles1 and to expose the usurpations and the tyranny of kings4 ,to this the ,frenchman might very properly reply1 ,in your efforts to promote your principles1 you are limited1 or you ought to be limited to modes that are proper and honorable4 ,i employ you for a distinct and specific purpose1 which has nothing to do with questions of government2 and you ought not to allow your love of republican principles1 to lead you to take advantage of the position in which ,i place you1 and interfere with my plans for the political education of my children4 ,now for the parallel case4 ,a member of a ,congregational ,society1 is employed to teach a school1 in a district1 occupied exclusively by ,quakers1--a case not uncommon4 ,he is employed there1 not as a religious teacher1 but for another specific and well-defined object4 ,it is for the purpose of teaching the children of that district1 reading1 writing1 and calculation1 and for such other purposes1 analogous to this1 as the law1 providing for the establishment of district schools1 contemplated4 ,now when he is placed in such a situation1 with such a trust confided to him1 and such duties to discharge1 it is not right for him1 to make use of the influence1 which this official station gives him1 over the minds of the children committed to his care1 for the accomplishment of any other purposes whatever1 which the parents would disapprove4 ,it would not be considered right1 by men of the world1 to attempt to accomplish any other purposes1 in such a case2 and are the pure and holy principles of piety1 to be extended by methods more exceptionable1 than those by which political and party contests are managed8 ,there is a very great and obvious distinction between the general influence which the teacher exerts as a member of the community1 and that which he can employ in his school room as teacher4 ,he has unquestionably a right to exert upon the community1 by such means as he shares in common with every other citizen1 as much influence as he can command1 for the dissemination of his own political1 or religious1 or scientific opinions4 ,but the strong ascendency1 which1 in consequence of his official station1 he has obtained over the minds of his pupils1 is sacred4 ,he has no right to use it for any purpose foreign to the specific objects for which he is employed1 unless by the consent1 expressed or implied1 of those by whom he is entrusted with his charge4 ,the parents who send their children to him1 to be taught to read1 to write and to calculate1 may have erroneous views of their duty1 as parents1 in other respects4 ,he may know that their views are erroneous4 ,they may be taking a course1 which the teacher knows is wrong4 ,but he has not1 on this account1 a right to step in between the parent and the child1 to guide the latter according to his own opinions1 and to violate the wishes and thwart the plans of the former4 ,god has constituted the relation between the parent and the child1 and according to any view1 which a rational man can take of this relation1 the parent is alone responsible for the guidance he gives to that mind1 so entirely in his power4 ,he is responsible to ,god2 and where our opinions1 in regard to the manner in which any of the duties1 arising from the relation1 are to be performed1 differ from his1 we have no right to interfere1 without his consent1 to rectify what we thus imagine to be wrong4 ,i know of but one exception1 which any man whatever would be inclined to make1 to this principle2 and that is1 where the parent would1 if left to himself1 take such a course1 as would ultimately make his children unsafe members of society4 ,the community have a right to interfere1 in such a case1 as they in fact do by requiring every man to provide for the instruction of his children1 and in some other ways which need not now be specified4 ,beyond this1 however1 no interference contrary to the parent's consent1 is justifiable4 ,where parents will do wrong1 notwithstanding any persuasions which we can address to them1 we must not violate the principles of an arrangement1 which ,god has himself made1 but submit patiently to the awful consequences1 which will1 in some cases1 occur1--reflecting that the responsibility for these consequences1 is on the head of those who neglect their duty1 and that the being who makes them liable1 will settle the account4 ,whatever1 then1 the teacher attempts to do1 beyond the specific and defined duties1 which are included among the objects for which he is employed1 must be done by permission1--by the voluntary consent1 whether tacit1 or openly expressed1 of those by whom he is employed4 ,this of course confines him to what is1 generally1 common ground1 among his particular employers4 ,in a republican country1 where all his patrons are republican1 he may without impropriety1 explain and commend to his pupils1 as occasion may occur1 the principles of free governments1 and the blessings which may be expected to flow from them4 ,but it would not be justifiable for him to do this1 under a monarchy1 or in a community divided in regard to this subject1 because this question does not come within the objects1 for the promotion of which1 his patrons have associated1 and employed him1--and consequently1 he has no right1 while continuing their teacher1 to go into it1 without their consent4 ,in the same manner1 an ,episcopal teacher1 in a private school1 formed and supported by ,episcopalians1 may use and commend forms of prayer1 and explain the various usages of that church1 exhibiting their excellence1 and their adaptation to the purposes for which they are intended4 ,he may properly do this1 because in the case supposed1 the patrons of the school are united on this subject1 and their tacit consent may be supposed to be given4 ,but place the same teacher over a school of ,quaker children1 whose parents dislike forms and ceremonies of every kind1 in religion1 and his duty would be changed altogether4 ,so1 if a ,roman ,catholic is entrusted with the instruction of a common district school1 in a community composed of many ,protestant denominations1 it would be plainly his duty to avoid all influence1 direct or indirect1 over the minds of his pupils1 except in those religious sentiments and opinions which are common to himself and all his employers4 ,i repeat the principle4 ,he is employed for a specific purpose1 and he has no right to wander from that purpose1 except as far as he can go1 with the common consent of his employers4 ,now1 the common ground1 on religious subjects1 in this country1 is very broad4 ,there are indeed1 many principles1 which are1 in my view1 essential parts of ,christianity1 which are subjects of active discussion among us4 ,but setting these aside1 there are other principles equally essential1 in regard to which the whole community are agreed2 or at least1 if there is a dissenting minority1 it is so small1 that it is hardly to be considered4 ,let us look at some of these principles4 #a4 ,our community is agreed that there is a ,god4 ,there is probably not a school in our country1 where the parents of the scholars would not wish to have the teacher1 in his conversation with his pupils1 take this for granted1 and allude reverently and judiciously to that great ,being1 with the design of leading them to realize his existence1 and to feel his authority4 #b4 ,our community are agreed1 that we are responsible to ,god for all our conduct4 ,though some persons absurdly pretend to believe1 that the ,being who formed this world1 if indeed they think there is any such ,being1 has left it and its inhabitants to themselves1 not inspecting their conduct1 and never intending to call them to account1 they are too few among us to need consideration4 ,a difference of opinion on this subject1 might embarrass the teacher in ,france1 and in other countries in ,europe1 but not here4 ,however negligent men may be in obeying ,god's commands1 they do almost universally in our country1 admit in theory1 the authority from which they come2 and believing this1 the parent1 even if he is aware that he himself does not obey these commands1 chooses to have his children taught to respect them4 ,the teacher will thus be acting with the consent of his employers1 in almost any part of our country1 in endeavoring to influence his pupils to perform moral duties1 not merely from worldly motives1 nor from mere abstract principles of right and wrong1 but from regard to the authority of ,god4 #c4 ,the community are agreed1 too1 in the belief of the immortality of the soul4 ,they believe1 almost without exception1 that there is a future state of being1 to which this is introductory and preparatory1 and almost every father and mother in our country1 wish to have their children keep this in mind1 and to be influenced by it1 in all their conduct4 #d4 ,the community are agreed1 that we have a revelation from heaven4 ,i believe there are very few instances where the parents would not be glad to have the ,bible read from time to time1 its geographical and historical meanings illustrated1 and its moral lessons brought to bear upon the hearts and lives of their children4 ,of course1 if the teacher is so unwise as to make such a privilege1 if it were allowed him1 the occasion of exerting an influence1 upon one side or the other of some question which divides the community around him1 he must expect to excite jealousy and distrust1 and to be excluded from a privilege1 which he might otherwise have been permitted freely to enjoy4 ,there may1 alas6 be some cases1 where the use of the ,scriptures is altogether forbidden in school4 ,but probably in almost every such case1 it would be found1 that it is from fear of its perversion to sect or party purposes1 and not from any unwillingness to have the ,bible used in the way ,i have described4 #e4 ,the community are agreed in theory1 that personal attachment to the ,supreme ,being1 is the duty of every human soul2 and every parent1 with exceptions so few that they are not worth naming1 wishes that his children should cherish that affection1 and yield their hearts to its influence4 ,he is willing therefore that the teacher1 of course without interfering with the regular duties for the performance of which he holds his office1 should1 from time to time1 so speak of this duty1--of ,god's goodness to men1--of his daily protection1--and his promised favors1 as to awaken1 if possible1 this attachment1 in the hearts of his children4 ,of course1 it is very easy for the teacher1 if he is so disposed1 to abuse this privilege also4 ,he can1 under pretence of awakening and cherishing the spirit of piety in the hearts of his pupils1 present the subject in such aspects and relations1 as to arouse the sectarian or denominational feelings of some of his employers4 ,but ,i believe if this was honestly and fully avoided1 there are few1 if any1 parents1 in our country1 who would not be gratified to have the great principle of love to ,god1 manifest itself in the instructions of the school-room1 and showing itself1 by its genuine indications in the hearts and conduct of their children4 #f4 ,the community are agreed1 not only in believing that piety consists primarily1 in love to ,god1 but that the life of piety is to be commenced by penitence for past sins1 and forgiveness1 in some way or other1 through a ,saviour4 ,i am aware that one class of theological writers1 in the heat of controversy1 charge the other with believing that ,jesus ,christ was nothing more nor less than a teacher of religion1 and there are unquestionably1 individuals1 who take this view4 ,but these individuals are few4 ,there are very few in our community1 who do not in some sense1 look upon ,jesus ,christ as our ,saviour1--our ,redeemer2 who do not feel themselves in some way1 indebted to him1 for the offer of pardon4 ,there may be1 here and there1 a theological student1 or a contributor to the columns of a polemical magazine1 who ranks ,jesus ,christ with ,moses and with ,paul4 ,but the great mass of the fathers and mothers1 of every name and denomination through all the ranks of society1 look up to the ,saviour of sinners1 with something at least of the feeling1 that he is the object of extraordinary affection and reverence4 ,i am aware however1 that ,i am approaching the limit1 which1 in many parts of our country1 ought to bound the religious influence of the teacher in a public school2 and on this subject1 as on every other1 he ought to do nothing directly or indirectly1 which would be displeasing to those who have entrusted children to his care4 ,so much ground1 it seems1 the teacher may occupy1 by common consent1 in ,new-,england1 and it certainly is a great deal4 ,it may be doubted whether1 after all our disputes1 there is a country in the world1 whose inhabitants have so much in common1 in regard to religious belief4 ,there is1 perhaps1 no country in the world1 where the teacher may be allowed to do so much1 towards leading his pupils to fear ,god1 and to obey his commands1 with the cordial consent of parents1 as he can here4,b ,footnote ,b3 ,in speaking of this common ground1 and in commenting upon it1 ,i wish not to be understood that ,i consider these truths as comprising all that is essential in ,christianity4 ,very far from it4 ,a full expression of the ,christian faith1 would go far in advance of all here presented4 ,we must not confound however1 what is essential to prepare the way for the forgiveness of sin1 with what is essential that a child should understand1 in order to secure his penitence and forgiveness4 ,the former is a great deal2 the latter1 very little4 ,the ground which ,i have been laying out1 is common1 all over our country2 in particular places1 there will be1 even much more1 that is common4 ,of course1 the teacher1 in such cases1 will be at much greater liberty4 ,if a ,roman ,catholic community establish a school1 and appoint a ,roman ,catholic teacher1 he may properly1 in his intercourse with his scholars1 allude1 with commendation1 to the opinions and practices of that church4 ,if a college is established by the ,methodist denomination1 the teacher of that institution may1 of course1 explain and enforce there1 the views of that society4 ,each teacher is confined only to those views which are common to the founders and supporters of the particular institution1 to which he is attached4 ,i trust the principle which ,i have been attempting to enforce1 is fully before the reader's mind1 namely1 that moral and religious instruction in a school1 being in a great degree extra-official1 in its nature1 must be carried no farther than the teacher can go with the common consent1 either expressed or implied1 of those who have founded1 and who support his school4 ,of course1 if those founders forbid it altogether1 they have a right to do so1 and the teacher must submit4 ,the only question that can justly arise1 is1 whether1 he will remain in such a situation1 or seek employment1 where a door of usefulness1 here closed against him1 will be opened4 ,while he remains1 he must honestly and fully submit to the wishes of those1 in whose hands ,providence has placed the ultimate responsibility of training up the children of his school4 ,it is only for a partial and specific purpose1 that they are placed under his care4 ,the religious reader may inquire1 why ,i am so anxious to restrain1 rather than to urge on1 the exercise of religious influence in schools4 ,there is far too little1 some one will say1 instead of too much1 and teachers need to be encouraged and led on in this duty1 not to be restrained from it4 ,there is1 indeed1 far too little religious influence exerted in common schools4 ,what ,i have said1 has been intended to prepare the way for an increase of it4 ,my view of it is this3 ,if teachers do universally confine themselves to limits1 which ,i have been attempting to define1 they may accomplish within these limits1 a vast amount of good4 ,by attempting however1 to exceed them1 the confidence of parents is destroyed or weakened1 and the door is closed4 ,in this way1 injury to a very great extent has been done in many parts of our country4 ,parents are led to associate with the very idea of religion1 indirect and perhaps secret efforts to influence their children1 in a way which they themselves would disapprove4 ,they transfer to the cause of piety itself1 the dislike which was first awakened by exceptionable means to promote it2 and other teachers1 seeing these evil effects1 are deterred from attempting what they might easily and pleasantly accomplish4 ,before therefore1 attempting to enforce the duty1 and to explain the methods of exerting religious influence in school1 ,i thought proper1 distinctly to state1 with what restrictions1 and within what limits1 the work is to be done4 99 99 99 99 99 ,there are many teachers who profess to cherish the spirit1 and to entertain the hopes of piety1 who yet make no effort whatever to extend its influence to the hearts of their pupils4 ,others appeal sometimes to religious truth1 merely to assist them in the government of the school4 ,they perhaps bring it before the minds of disobedient pupils1 in a vain effort to make an impression upon the conscience of one who has done wrong1 and who cannot by other means be brought to submission4 ,but the pupil1 in such cases1 understands1 or at least he believes1 that the teacher applies to religious truth1 only to eke out his own authority1 and of course1 it produces no effect4 ,another teacher thinks he must1 to discharge his duty1 give a certain amount weekly1 of what he considers religious instruction4 ,he accordingly appropriates a regular portion of time to a formal lecture or exhortation1 which he delivers without regard to the mental habits of thought and feeling which prevail among his charge4 ,he forgets that the heart must be led1 not driven1 to piety1 and that unless his efforts are adapted to the nature of the minds he is acting upon1 and suited to influence them1 he must as certainly fail of success1 as when there is a want of adaptedness between the means and the end in any other undertaking whatever4 ,the arrangement which seems to me as well calculated as any for the religious exercises of a school1 is this3 #a4 ,in the morning open the school with a very short prayer1 resembling in its object and length1 the opening prayer in the morning1 at ,congregational churches4 ,the posture1 which from four years' experience1 ,i would recommend at this exercise1 is sitting1 with the heads reclined upon the desks4 ,the prayer1 besides being short1 should be simple in its language1 and specific in its petitions4 ,a degree of particularity and familiarity1 which might be improper elsewhere1 is not only allowable here1 but necessary to the production of the proper effect4 ,that the reader may understand to what extent ,i mean to be understood to recommend this1 ,i will subjoin a form1 such as in spirit ,i suppose such a prayer ought to be4 ,our ,father in heaven1 who has kindly preserved the pupils and the teacher of this school during the past night1 come and grant us a continuance of thy protection and blessing during this day4 ,we cannot spend the day prosperously and happily without thee4 ,come then1 and be in this school-room during this day1 and help us all to be faithful and successful in duty4 ,guide the teacher in all that he may do4 ,give him wisdom and patience1 and faithfulness4 ,may he treat all his pupils with kindness2 and if any of them should do any thing that is wrong1 wilt thou help him1 gently but firmly to endeavor to bring him back to duty4 ,may he sympathize with the difficulties and trials of all1 and promote the present happiness1 as well as the intellectual progress1 of all who are committed to his care4 ,take care of the pupils too4 ,may they spend the day pleasantly and happily together4 ,wilt thou who didst originally give us all our powers1 direct and assist us all1 this day1 in the use and improvement of them4 ,remove difficulties from our path1 and give us all1 fidelity and patience in every duty4 ,let no one of us destroy our peace and happiness this day1 by breaking any of thy commands1--or encouraging our companions1 in sins--or neglecting1 in any respect1 our duty4 ,we ask all in the name of our great ,redeemer ,amen4 ,of course the prayer of each day will be varied1 unless1 in special cases1 the teacher prefers to read some form like the above4 ,but let every one be minute and particular1 relating especially to school1--to school temptations1 and trials1 and difficulties4 ,let every one be filled with expressions relating to school1 so that it will bear upon every sentence1 the impression1 that it is the petition of a teacher and his pupils1 at the throne of grace4 #b4 ,if the pupils can sing1 there may be a single verse1 or sometimes two verses of some well known hymn1 sung after the prayer1 at the opening of the school4 ,teachers will find it much easier to introduce this practice1 than it would at first be supposed4 ,in almost every school1 there are enough who can sing to begin1 especially if the first experiment is made in a recess1 or before or after school2 and the beginning once made1 the difficulty is over4 ,if but few tunes are sung1 a very large proportion of the scholars will soon learn them4 #c4 ,let there be no other regular exercise until the close of the afternoon school4 ,when that hour has arrived1 let the teacher devote a very short period1 five minutes perhaps1 to religious instruction1 given in various ways4 ,at one time1 he may explain and illustrate some important truth4 ,at another1 read1 and comment upon1 a very short portion of ,scripture4 ,at another1 relate an anecdote1 or fact1 which will tend to interest the scholars in the performance of duty4 ,the teacher should be very careful not to imitate on these occasions1 the formal style of exhortation from the pulpit4 ,let him use no cant and hackneyed phrases1 and never approach the subject of personal piety1--i4 e4 such feelings as penitence for sin1 trust in ,god1 and love for the ,saviour1--unless his own heart is really1 at the time1 warmed by the emotions which he wishes to awaken in others4 ,children very easily detect hypocrisy4 ,they know very well1 when a parent or teacher is talking to them on religious subjects1 merely as a matter of course1 for the sake of effect2 and such constrained and formal efforts never do any good4 ,let then every thing which you do1 in reference to this subject1 be done with proper regard to the character and condition of the youthful mind1 and in such a way as shall be calculated to interest1 as well as to instruct4 ,a cold and formal exhortation1 or even an apparently earnest one1 delivered in a tone of affected solemnity1 will produce no good effect4 ,perhaps ,i ought not to say it will produce no good effect3 for good does sometimes result1 as a sort of accidental consequence1 from almost any thing4 ,i mean it will have no effectual tendency to do good4 ,you must vary your method too1 in order to interest your pupils4 ,watch their countenances when you are addressing them1 and see if they look interested4 ,if they do not1 be assured that there is something wrong1 or at least something ill-judged1 or inefficient1 in your manner of explaining the truths which you wish to have produce an effect upon their minds4 ,that you may be prepared to bring moral and religious truths before their minds in the way ,i have described1 your own mind must take a strong interest in this class of truths4 ,you must habituate yourself to look at the moral and religious aspects and relations of all that you see and hear4 ,when you are reading1 notice such facts1 and remember such narratives1 as you can turn to good account1 in this way4 ,in the same way1 treasure up in mind such occurrences as may come under your own personal observation1 when travelling1 or when mixing with society4 ,that the spirit and manner of these religious exercises1 may be the more distinctly understood1 ,i will give some examples4 ,let us suppose then that the hour for closing school has come4 ,the books are laid aside2 the room is still2 the boys expect the few words which the teacher is accustomed to address to them1 and looking up to him1 they listen to hear what he has to say4 ,you may take your ,bibles4 ,the boys1 by a simultaneous movement1 open their desks1 and take from them their copies of the sacred volume4 ,what is the first book of the ,new ,testament8 ,matthew3 they all answer1 at once4 ,the second8 ,mark4 ,the third8 ,luke4 ,the next8 ,john4 ,the next8 ,the ,acts4 ,the next8 ,many answer1 ,romans4 ,the next8 ,a few voices say1 faintly and with hesitation1 ,first of ,corinthians4 ,i perceive your answers become fainter and fainter4 ,do you know what is the last book of the ,new ,testament8 ,the boys answer promptly1 ,revelations4 ,do you know what books are between the ,acts and the book of ,revelation8 ,some say1 ,no sir2 some begin to enumerate such books as occur to them1 and some perhaps begin to name them promptly1 and in their regular order4 ,i do not mean1 interrupts the teacher1 the names of the books1 but the kinds of books4 ,the boys hesitate4 ,they are epistles or letters4 ,do you know who wrote the letters8 ,paul1 ,peter1 answer many voices at once4 ,yes1 there were several writers4 ,now the point which ,i wish to bring before you is this2 do you know in what order1 ,i mean on what principles1 the books are arranged8 ,no sir2 is the universal reply4 ,i will tell you4 ,first come all ,paul's epistles4 ,if you turn over the leaves of the ,testament1 you will see that ,paul's letters are all put together1 after the book of the ,acts2 and what ,i wish you to notice is1 that they are arranged in the order of their length4 ,the longest comes first1 and then the next2 and so on to the shortest1 which is the epistle to ,philemon4 ,this of course1 comes last--,no2--,i am wrong in saying it is the last of ,paul's ,epistles1 there is one more1--to the ,hebrews2 and this comes after all the others1 for there has been a good deal of dispute whether it was really written by ,paul4 ,you will see that his name is not at the beginning of it1 as it is in his other epistles3 so it was put last4 ,then comes the epistle of ,james4 ,will you see whether it is longer than any that come after it8 ,the boys1 after a minute's examination1 answer1 ,yes sir1 ,yes sir4 ,what comes next8 ,the epistles of ,peter4 ,yes2 and you will see that the longest of ,peter's epistles is next in length to that of ,james'3 ,and indeed all his are arranged in the order of their length4 ,yes sir4 ,what comes next8 ,john's4 ,yes1 and they arranged in the order of their length4 ,do you now understand the principles of the arrangement of the epistles8 ,yes sir4 ,i should like to have any of you who are interested in it1 try to express this principle in a few sentences1 on paper1 and lay it on my desk to-morrow1 and ,i will read what you write4 ,you will find it very difficult to express it4 ,now you may lay aside your books4 ,it will be pleasanter for you if you do it silently4 ,intelligent children will be interested even in so simple a point as this1--much more interested than a maturer mind1 unacquainted with the peculiarities of children1 would suppose4 ,by bringing up1 from time to time1 some such literary inquiry as this1 they will be led insensibly to regard the ,bible as opening a field for interesting intellectual research1 and will more easily be led to study it4 ,at another time1 the teacher spends his five minutes in aiming to accomplish a very different object4 ,i will suppose it to be one of those afternoons1 when all has gone smoothly and pleasantly1 in school4 ,there has been nothing to excite strong interest or emotion2 and there has been1 7as every teacher knows there sometimes will be17 without any assignable cause which he can perceive1 a calm1 and quiet1 and happy spirit1 diffused over the minds and countenances of the little assembly4 ,his evening communication should accord with this feeling1 and he should make it the occasion to promote those pure and hallowed emotions in which every immortal mind must find its happiness1 if it is to enjoy any1 worth possessing4 ,when all is still1 the teacher addresses his pupils as follows4 ,i have nothing but a simple story to tell you to-night4 ,it is true1 and the fact interested me very much when ,i witnessed it1 but ,i do not know that it will interest you now1 merely to hear it repeated4 ,it is this3 ,last vacation1 ,i was travelling in a remote and thinly settled country1 among the mountains1 in another state2 ,i was riding with a gentleman on an almost unfrequented road4 ,forests were all around us1 and the houses were small and very few4 ,at length1 as we were passing a humble and solitary dwelling1 the gentleman said to me1 ',there is a young woman sick in this house2 should you like to go in and see her8' ',yes sir' said ,i1 'very much4 ,she can have very few visiters ,i think1 in this lonely place1 and if you think she would like to see us1 ,i should like to go4' ,we turned our horses towards the door1 and as we were riding up1 ,i asked what was the matter with the young woman4 ',consumption1' the gentleman replied1 'and ,i suppose she will not live long4' ,at that moment we dismounted and entered the house4 ,it was a very pleasant summer's afternoon1 and the door was open4 ,we entered and were received by an elderly lady1 who seemed glad to see us4 ,in one corner of the room was a bed1 on which was lying the patient whom we had come to visit4 ,she was pale and thin in her countenance1 but there was a very calm and happy expression beaming in her eye4 ,i went up to her bedside and asked her how she did4 ,i talked with her some time1 and found that she was a ,christian4 ,she did not seem to know whether she would get well again or not1 and in fact1 she did not seem to care much about it4 ,she was evidently happy then1 and believed she should continue so4 ,she had been penitent for her sins1 and sought and obtained forgiveness1 and enjoyed1 in her loneliness1 not only the protection of ,god1 but also his presence in her heart1 diffusing peace and happiness there4 ,when ,i came into the house1 ,i said to myself1 ,i pity1 ,i am sure1 a person who is confined by sickness in this lonely place1 with nothing to interest or amuse her2' but when ,i came out1 ,i said to myself1 ',i do not pity her at all4' ,never destroy the effect of such a communication as this1 by attempting to follow it up with an exhortation1 or with general remarks1 vainly attempting to strengthen the impression4 ,never1 do ,i say8 ,perhaps there may be some exceptions4 ,but children are not reached by formal exhortations2 their hearts are touched and affected in other ways4 ,sometimes you must reprove1 sometimes you must condemn4 ,but indiscriminate and perpetual harangues about the guilt of impenitence1 and earnest entreaties to begin a life of piety1 only harden the hearts they are intended to soften1 and consequently confirm those who hear them in the habits of sin4 ,in the same way a multitude of other subjects1 infinite in number and variety1 may be brought before your pupils at stated seasons for religious instruction4 ,it is unnecessary to give any more particular examples1 but still it may not be amiss to suggest a few general principles1 which ought to guide those who are addressing the young1 on every subject1 and especially on the subject of religion4 #a4 ,make no effort to simplify language4 ,children always observe this1 and are always displeased with it1 unless they are very young2 and it is not necessary4 ,they can understand ordinary language well enough1 if the subject is within their comprehension1 and treated in a manner adapted to their powers4 ,if you doubt whether children can understand language1 tell such a story as this1 with ardor of tone and proper gesticulation1 to a child only two or three years old2 ,i saw an enormous dog in the street the other day4 ,he was sauntering along slowly1 until he saw a huge piece of meat lying down on the ground4 ,he grasped it instantly between his teeth and ran away with all speed1 until he disappeared around a corner so that ,i could see him no more4 ,in such a description1 there is a large number of words which such a child would not understand if they stood alone1 but the whole description would be perfectly intelligible4 ,the reason is1 the subject is simple2 the facts are such as a very little child would be interested in2 and the connexion of each new word1 in almost every instance1 explains its meaning4 ,that is the way by which children learn all language4 ,they learn the meaning of words1 not by definitions1 but by their connexion in the sentences in which they hear them2 and by long practice1 they acquire an astonishing facility of doing this4 ',tis true they sometimes mistake1 but not often1 and the teacher of children of almost any age1 need not be afraid that he shall not be understood4 ,there is no danger from his using the language of men1 if his subject1 and the manner in which he treats it1 and the form and structure of his sentences are what they ought to be4 ,of course there may be cases1 in1 fact there often will be cases1 where particular words will require special explanation1 but they will be comparatively few1 and instead of making efforts to avoid them1 it will be better to let them come4 ,the pupils will be interested and profited by the explanation4 ,perhaps some may ask what harm it will do1 to simplify language1 when talking to children4 ,it certainly can do no injury1 they may say1 and it diminishes all possibility of being misunderstood4 ,it does injury in at least three ways4 7#a47 ,it disgusts the young persons to whom it is addressed1 and prevents their being interested in what is said4 ,i once met two children twelve years of age1 who had just returned from hearing a very able discourse1 delivered before a number of sabbath schools1 assembled on some public occasion4 ,how did you like the discourse8 said ,i4 ,very well indeed1 they replied1 only1 said one of them1 smiling1 he talked to us as if we were all little children4 ,girls and boys however young1 never consider themselves little children1 for they can always look down upon some younger than themselves4 ,they are mortified1 when treated as though they could not understand what is really within the reach of their faculties4 ,they do not like to have their powers underrated2 and they are right in this feeling4 ,it is common to all1 old and young4 7#b7 ,children are kept back in learning language1 if their teacher makes effort to come down1 as it is called1 to their comprehension in the use of words4 ,notice that ,i say1 in the use of words1 for as ,i shall show presently1 it is absolutely necessary to come down to the comprehension of children1 in some other respects4 ,if however1 in the use of words1 those who address children1 confine themselves to such words as children already understand1 how are they to make progress in that most important of all studies1 the knowledge of language4 ,many a mother keeps back her child1 in this way1 to a degree that is hardly conceivable2 thus doing all in her power to perpetuate in the child an ignorance of its mother tongue4 ,teachers ought to make constant efforts to increase their scholars' stock of words1 by using new ones from time to time1 taking care to explain them when the connexion does not do it for them4 ,so that instead of coming down to the language of childhood1 he ought rather to go as far away from it1 as he possibly can1 without leaving his pupils behind him4 7#c7 ,but perhaps the greatest evil of this practice is1 it satisfies the teacher4 ,he thinks he addresses his pupils in the right manner1 and overlooks1 altogether1 the real peculiarities1 in which the power to interest the young depends4 ,he talks to them in simple language1 and wonders why they are not interested4 ,he certainly is plain enough4 ,he is vexed with them for not attending to what he says1 attributing it to their dulness or regardlessness of all that is useful or good1 instead of perceiving that the great difficulty is his own want of skill4 ,these three evils are sufficient to deter the teacher from the practice4 #b4 ,present your subject not in its general views1 but in its minute details4 ,this is the great secret of interesting the young4 ,present it in its details1 and in its practical exemplifications2 do this with any subject whatever1 and children will always be interested4 ,to illustrate this1 let us suppose two teachers1 wishing to explain to their pupils the same subject1 and taking the following opposite methods of doing it4 ,one1 at the close of school1 addresses his charge as follows2 ,the moral character of any action1 that is1 whether it is right or wrong1 depends upon the motives with which it is performed4 ,men look only at the outward conduct1 but ,god looks at the heart4 ,in order now that any action should be pleasing to ,god1 it is necessary it should be performed from the motive of a desire to please him4 ,now there are a great many other motives of action which prevail among mankind1 besides this right one4 ,there is love of praise1 love of money1 affection for friends1 c4 ,by the time the teacher has proceeded thus far1 he finds1 as he looks around the room1 that the countenances of his pupils are assuming a listless and inattentive air4 ,one is restless in his seat1 evidently paying no attention4 ,another has reclined his head upon his desk1 lost in a reverie1 and others are looking round the room1 at one another1 or at the door1 restless and impatient1 hoping the dull lecture will soon be over4 ,the other teacher says2 ,i have thought of an experiment ,i might try1 which would illustrate to you a very important subject4 ,suppose ,i should call one of the boys1 ,a41 to me1 and should say to him2 ',i want you to go to your seat and transcribe for me a piece of poetry1 as handsomely as you can4 ,if it is written as well as you can possibly write it1 ,i will give you #be cents4' ,suppose ,i say this to him privately1 so that none of the rest of the boys can hear1 and he goes to take his seat1 and begins to work4 ,you perceive that ,i have presented to him a motive to exertion4 ,yes sir1 say the boys1 all looking with interest at the teacher1 wondering how this experiment is going to end4 ,well1 what would that motive be8 ,money4 ,the quarter of a dollar4 ,love of money1 or perhaps other answers are heard1 from the various parts of the room4 ,yes1 love of money1 it is called4 ,now suppose ,i should call another boy1 one with whom ,i was particularly acquainted1 and1 who1 ,i should know would make an effort to please me1 and should say to him1 ',for a particular reason1 ,i want you to copy this poetry'--giving him the same--',i wish you to copy it handsomely1 for ,i wish to send it away1 and have not time to copy it myself4 ,can you do it as well as not8' ,suppose the boy should say he could1 and should take it to his seat1 and begin2 neither of the boys knowing what the other was doing4 ,i should now have offered to this second boy a motive4 ,would it be the same with the other8 ,no sir4 ,what was the other8 ,love of money4 ,what is this8 ,the boys hesitate4 ,it might be called1 continues the teacher1 friendship4 ,it is the motive of a vast number of the actions which are performed in this world4 ,do you think of any other common motive of action1 besides love of money and friendship8 ,love of honor1 says one fear1 says another4 ,yes1 continues the teacher1 both these are common motives4 ,i might1 to exhibit them1 call two more boys1 one after the other1 and say to the one1 ,i will thank you to go and copy this piece of poetry as well as you can4 ,i want to send it to the school committee as a specimen of improvement made in this school4 ,to the other1 ,i might say2 'you have been a careless boy to-day2 you have not got your lessons well4 ,now take your seat1 and copy this poetry4 ,do it carefully4 ,unless you take pains1 and do it as well as you possibly can1 ,i shall punish you severely1 before you go home4' ,how many motives have ,i got now8 ,four1 ,i believe4 ,yes sir1 say the boys4 ,love of money1 friendship1 love of honor1 and fear4 ,we called the first boy ,a42 let us call the others1 ,b4 ,c and ,d42 no1 we shall remember better to call them by the name of their motives4 ,we will call the first1 ,m4 for money2 the second1 ,f4 for friendship2 the third1 ,h4 for honor2 and the last ,f42--we have got an ,f4 already2 what shall we do8 ,on the whole1 it is of no consequence1 we will have two ,f4's1 we shall remember not to confound them4 ,but there are a great many other motives entirely distinct from these4 ,for example1 suppose ,i should say to a fifth boy1 ',will you copy this piece of poetry8 it belongs to one of the little boys in school3 he wants a copy of it1 and ,i told him ,i would try to get some one to copy it for him4' ,this motive now would be benevolence2 that is1 if the boy1 who was asked to copy it1 was not particularly acquainted with the other1 and did it chiefly to oblige him4 ,we will call this boy ,b4 for ,benevolence4 ,now suppose ,i call a sixth boy1 and say to him1 ,i have set four or five boys to work1 copying this piece of poetry2 now ,i want you to set down and see if you cannot do it better than any of them4 ,no one of them knows that any other is writing1 except you1 but after the others are all done1 ,i will compare them and see if yours is not the best4' ,this would be trying to excite emulation4 ,we must call this boy then1 ,e4--,but the time ,i intended to devote to talking with you on this subject for to-day1 is expired4 ,perhaps1 to-morrow1 ,i will take up the subject again4 ,the reader now will observe that the grand peculiarity of the instructions given by this last teacher1 as distinguished from those of the first1 consists in this2 that the parts of the subject are presented in detail1 and in particular exemplification4 ,in the first case1 the whole subject was despatched in a single1 general1 and comprehensive description2 in the latter1 it is examined minutely1 one point being brought forward at a time4 ,the discussions are enlivened too1 by meeting and removing such little difficulties1 as will naturally come up1 in such an investigation4 ,boys and girls will take an interest in such a lecture2 they will regret to have it come to a conclusion1 and will give their attention when the subject is again brought forward1 on the following day4 ,let us suppose the time for continuing the exercise to have arrived4 ,the teacher resumes the discussion thus4 ,i was talking to you yesterday about the motives of action2 how many had ,i made8 ,some say1 ,four1 some ,five1 some ,six4 ,can you name any of them8 ,the boys attempt to recollect them1 and they give the names in the order in which they accidentally occur to the various individuals4 ,of course1 the words ,fear1 ,emulation1 ,honor1 ,friendship1 and others1 come in confused and irregular sounds1 from every part of the school-room4 ,you do not recollect the order1 says the teacher1 and it is of no consequence1 for the order ,i named was only accidental4 ,now to go on with my account2 suppose all these boys to sit down1 and go to writing1 each one acting under the impulse of the motive which had been presented to him individually4 ,but in order to make the supposition answer my purpose1 ,i must add two other cases4 ,i will imagine that one of these boys is called away1 a few minutes1 and leaves his paper on his desk1 and that another boy1 of an ill-natured and morose disposition1 happening to pass by and see his paper1 thinks he will sit down and write upon it a few lines1 just to plague and vex the one who was called away4 ,we will also suppose that ,i call another boy to me1 who1 ,i have reason to believe1 is a sincere ,christian1 and say to him1 ',here is a new duty for you to perform this afternoon4 ,this piece of poetry is to be copied2 now do it carefully and faithfully4 ,you know that this morning you committed yourself to ,god's care during the day2 now remember he has been watching you all the time1 thus far1 and he will be noticing you all the time you are doing this2 he will be pleased if you do your duty faithfully4' ,the boys thus all go to writing4 ,now suppose a stranger should come in1 and seeing them all busy1 should say to me1 ',what are all these boys doing8' ',they are writing4' ',what are they writing8' ',they are writing a piece of poetry4' ',they seem to be very busy2 they are very industrious1 good boys4' ',oh no6 it is not by any means certain that they are good boys4' ',i mean that they are good boys now2 that they are doing right at this time4' ',that is not certain2 some of them are doing right and some are doing very wrong2 though they are all writing the same piece of poetry4' ,the stranger would perhaps look surprised while ,i said this1 and would ask an explanation1 and ,i might properly reply as follows4 ',whether the boys are1 at this moment1 doing right1 or wrong1 depends not so much upon what they are doing1 as upon the feelings of the heart with which they are doing it4 ,i acknowledge that they are all doing the same thing outwardly1--they are all writing the same extract1 and they are all doing it attentively and carefully1 but they are thinking of very different things4' ',what are they thinking of8' ,do you see that boy8' ,i might say1 pointing to one of them4 ,his name is ,m4' ,he is writing for money4 ,he is saying to himself all the time1 ',i hope ,i shall get the quarter of a dollar4' ,he is calculating what he shall buy with it1 and every good or bad letter that he makes1 he is considering the chance whether he shall succeed or fail in obtaining it4' ',what is the next boy to him thinking of8' ',his name is ,b4 ,he is copying to oblige a little fellow1 whom he scarcely knows1 and is trying to make his copy handsome so as to give him pleasure4 ,he is thinking how gratified his schoolmate will be when he receives it1 and is forming plans to get acquainted with him4' ,do you see that boy in the back seat4 ,he has maliciously taken another boy's place just to spoil his work4 ,he knows too that he is breaking the rules of the school1 in being out of his place1 but he stays1 notwithstanding1 and is delighting himself with thinking how disappointed and sad his schoolmate will be1 when he comes in and finds his work spoiled1 because he was depending on doing it all himself4' ',i see1' the stranger might say by this time1 'that there is a great difference among these boys2 have you told me about them all8' ',no1' ,i might reply1 'there are several others4 ,i will only mention one more4 ,he sits in the middle of the second desk4 ,he is writing carefully1 simply because he wishes to do his duty and please ,god4 ,he thinks that ,god is present1 and loves him1 and takes care of him1 and he is obedient and grateful in return4 ,i do not mean that he is all the time thinking of ,god1 but love to him is his motive of effort4' ,do you see now1 boys1 what ,i mean to teach you by this long supposition8 ,yes sir4 ,i presume you do4 ,perhaps it would be difficult for you to express it in words1 ,i can express it in general terms1 thus1 ,our characters depend not on what we do1 but on the spirit and motive with which we do it4 ,what ,i have been saying throws light upon one important verse in the ,bible1 which ,i should like to have read4 ,james have you a ,bible in your desk8 ,yes sir4 ,will you turn to #a ,samuel xvi3 #g4 and then rise and read it4 ,read it loud1 so that all the school can hear4 ,james reads as follows4 ,,man ,,looketh ,,on ,,the ,,outward ,,appearance1 ,,but ,,god ,,looketh ,,on ,,the ,,heart4 ,this is the way to reach the intellect and the heart of the young4 ,go into detail4 ,explain truth and duty1 not in an abstract form1 but exhibit it1 in actual and living examples4 7#c47 ,be very cautious how you bring in the awful sanctions of religion1 to assist you directly1 in the discipline of your school4 ,you will derive a most powerful indirect assistance1 from the influence of religion in the little community which you govern4 ,but this will be1 through the prevalence of its spirit in the hearts of your pupils1 and not from any assistance which you can usually derive from it in managing particular cases of transgression4 ,many teachers make great mistakes in this respect4 ,a bad boy1 who has done something openly and directly subversive of the good order of the school1 or the rights of his companions1 is called before the master1 who thinks that the most powerful weapon to wield against him is the ,bible4 ,so while the trembling culprit stands before him1 he administers to him a reproof1 which consists of an almost ludicrous mixture of scolding1 entreaty1 religious instruction1 and threatening of punishment4 ,but such an occasion as this is no time to touch a bad boy's heart4 ,he is steeled1 at such a moment1 against any thing but mortification1 and the desire to get out of the hands of the master2 and he has an impression1 that the teacher appeals to religious principles1 only to assist him to sustain his own authority4 ,of course1 religious truth1 at such a time1 can make no good impression4 ,there may be exceptions to this rule4 ,there doubtless are4 ,i have found some2 and every successful teacher who reads this1 will probably call some to mind1 some which have occurred in the course of his own experience4 ,i am only speaking of what ought to be the general rule1 which is1 to reserve religious truths for moments of a different character altogether4 ,bring the principles of the ,bible forward when the mind is calm1 when the emotions are quieted1 and all within is at rest2 and in exhibiting them1 be actuated not by a desire to make your duties of government easier1 but to promote the real and permanent happiness of your charge4 7#d47 ,do not be eager to draw from your pupils1 an expression of their personal interest in religious truth4 ,lay before them1 and enforce1 by all the means in your power1 the principles of christian duty1 but do not converse with them for the purpose of gratifying your curiosity in regard to their piety1 or your spiritual pride by counting up the numbers of those who have been led to piety by your influence4 ,beginning to act from christian principles is the beginning of a new life1 and it may be an interesting subject of inquiry to you1 to ascertain how many of your pupils have experienced the change4 ,but1 in many cases1 it would merely gratify curiosity to know4 ,there is no question too1 that in very many instances1 the faint glimmering of religious interest1 which would have kindled into a bright flame1 is extinguished at once and perhaps for ever1 by the rough inquiries of a religious friend4 ,besides if you make inquiries1 and form a definite opinion of your pupils1 they will know that this is your practice1 and many a one will repose in the belief that you consider him or her a ,christian1 and you will thus increase the number1 already unfortunately too large1 of those1 who maintain the form and pretences of piety1 without its power2 whose hearts are filled with self-sufficiency and spiritual pride1 and perhaps zeal for the truths and external duties of religion1 while the real spirit of piety has no place there4 ,they trust to some imaginary change1 long since passed by1 and which has proved to be spurious by its failing of its fruits4 ,the best way1 in fact the only way1 to guard against this danger1 especially with the young1 is to show1 by your manner of speaking and acting on this subject1 at all times1 that you regard a truly religious life1 as the only evidence of piety2--and that consequently1 however much interest your pupils may apparently take in religious instruction1 they cannot know1 and you cannot know1 whether ,christian principle reigns within them1 in any other way than by following them through life and observing how1 and with what spirit1 the various duties of it are performed4 ,there are very many fallacious indications of piety2 so fallacious and so plausible1 that there are very few1 even among intelligent ,christians1 who are not often greatly deceived4 ,by their fruits ye shall know them1 said the ,saviour1 a direction sufficiently plain1 one would think1 and pointing to a test1 sufficiently easy to be applied4 ,but it is slow and tedious work to wait for fruits2 and we accordingly seek a criterion1 which will help us quicker to a result4 ,you see your pupil serious and thoughtful4 ,it is well3 but it is not proof of piety4 ,you see him deeply interested when you speak of his obligations to his ,maker1 and the duties he owes to him4 ,this is well2 but it is no proof of piety4 ,you know he reads his ,bible daily and offers his morning and evening prayers4 ,when you speak to him of ,god's goodness1 and of his past ingratitude1 his bosom heaves with emotion1 and the tear stands in his eye4 ,it is all well4 ,you may hope that he is going to devote his life to the service of ,god4 ,but you cannot know2 you cannot even believe1 with any great confidence4 ,these appearances are not piety4 ,they are not conclusive evidences of it4 ,they are only1 in the young1 faint grounds of hope1 that the genuine fruits of piety will appear4 ,i am aware that there are many persons1 so habituated to judging with confidence of the piety of others1 from some such indications as ,i have described1 that they will think ,i carry my cautions to the extreme4 ,perhaps ,i do2 but the ,saviour said1 ,by their fruits ye shall know them1 and it is safest to follow his direction4 ,by the word fruits1 however1 our ,saviour unquestionably does not mean1 the mere moral virtues of this life4 ,the fruits to be looked at1 are the fruits of piety1 that is1 indications of permanent attachment to the ,creator1 and a desire to obey his commands4 ,we must look for these4 ,there is no objection to your giving particular individuals special instruction1 adapted to their wants and circumstances4 ,you may do this1 by writing1 or in other ways1 but do not lead them to make up their minds fully that they are ,christians1 in such a sense as to induce them to feel that the work is done4 ,let them understand that becoming a ,christian is beginning a work1 not finishing it4 ,be cautious how you form an opinion even yourself on the question of the genuineness of their piety4 ,be content not to know4 ,you will be more faithful and watchful if you consider it uncertain1 and they will be more faithful and watchful too4 7#e47 ,bring1 very fully and frequently1 before your pupils the practical duties of religion in all their details1 especially their duties at home2 to their parents and to their brothers and sisters4 ,do not1 however1 allow them to mistake morality for religion4 ,show them clearly what piety is1 in its essence1 and this you can do most successfully by exhibiting its effects4 7#f47 ,finally let me insert as the keystone of all that ,i have been saying in this chapter1 be sincere1 and ardent1 and consistent1 in your own piety4 ,the whole structure which ,i have been attempting to build1 will tumble into ruins without this4 ,be constantly watchful and careful1 not only to maintain intimate communion with ,god1 and to renew it daily in your seasons of retirement1 but guard your conduct4 ,let piety control and regulate it4 ,show your pupils that it makes you amiable1 patient1 forbearing1 benevolent in little things1 as well as in great things1 and your example will co-operate with your instructions1 and allure your pupils to walk in the paths which you tread4 ,but no clearness and faithfulness in religious teaching will atone for the injury which a bad example will effect4 ,conduct speaks louder than words1 and no persons are more shrewd than the young1 to discover the hollowness of empty professions1 and the heartlessness of mere pretended interest in their good4 99 99 99 99 99 ,i am aware that this book may fall into the hands of some1 who may take little interest in the subject of this chapter4 ,to such ,i may perhaps owe an apology1 for having thus fully discussed a topic1 in which only a part of my readers can be supposed to be interested4 ,my apology is this4 ,it is obvious and unquestionable that we all owe allegiance to the ,supreme4 ,it is so obvious and unquestionable1 as to be entirely beyond the necessity of proof1 for it is plain that nothing but such a bond of union1 can keep the peace1 among the millions of distinct intelligences with which the creation is filled4 ,it is therefore the plain duty of every man1 to establish that connexion between himself and his ,maker1 which the ,bible requires1 and to do what he can to bring others to the peace and happiness of piety4 ,these truths are so plain that they admit of no discussion and no denial1 and it seems to me highly unsafe1 for any man to neglect or to postpone the performance of the duty which arises from them4 ,a still greater hazard is incurred1 when such a man having forty or fifty fellow beings almost entirely under his influence1 leads them1 by his example1 away from their ,maker1 and so far1 that he must in many cases hopelessly confirm the separation4 ,with these views ,i could not1 when writing on the duties of a teacher of the young1 refrain from bringing distinctly to view1 this1 which has so imperious a claim4 ,,chapter ,,vi4 ,,the ,,mt4 ,,vernon ,,school4 ,there is perhaps no way1 by which teachers can1 in a given time1 do more to acquire a knowledge of their art1 and an interest in it1 than by visiting each others schools4 ,it is not always the case1 that any thing is observed by the visiter1 which he can directly and wholly introduce into his own school2 but what he sees1 suggests to him modifications or changes1 and it gives him1 at any rate1 renewed strength and resolution in his work1 to see how similar objects are accomplished1 or similar difficulties removed1 by others4 ,i have often thought1 that there ought on this account1 to be far greater freedom and frequency in the interchange of visits1 than there is4 ,next1 however1 to a visit to a school1 comes the reading of a vivid description of it4 ,i do not mean a cold1 theoretical exposition of the general principles of its management and instruction1 for these are essentially the same1 in all good schools4 ,i mean a minute account of the plans and arrangements by which these general principles are applied4 ,suppose twenty1 of the most successful teachers in ,new ,england would write such a description1 each of his own school1 how valuable would be the volume which should contain them6 ,with these views1 ,i have concluded to devote one chapter to a description of the school which has been for four years under my care4 ,the account was originally prepared and printed1 but not published1 for the purpose of distribution among the scholars1 simply because this seemed to be the easiest and surest method of making them1 on their admission to the school1 acquainted with its arrangements and plans4 ,it is addressed1 therefore1 throughout1 to a pupil1 and ,i preserve its original form1 as1 by its being addressed to pupils1 and intended to influence them1 it is an example of the mode of address1 and the kind of influence recommended in this work4 ,it was chiefly designed for new scholars2 a copy of it was presented to each1 on the day of her admission to the school1 and it was made her first duty to read it attentively4 ,the system which it describes is one1 which gradually grew up in the institution under the writer's care4 ,the school was commenced with a small number of pupils1 and without any system or plan whatever1 and the one here described1 was formed insensibly and by slow degrees1 through the influence of various and accidental circumstances4 ,i have no idea that it is superior to the plans of government and instruction adopted in many other schools4 ,it is true that there must necessarily be some system in every large school2 but various instructers will fall upon different principles of organization1 which will naturally be such as are adapted to the habits of thought and manner of instruction of their respective authors1 and consequently each will be best for its own place4 ,while1 therefore1 some system1--some methodical arrangement1 is necessary in all schools1 it is not necessary that it should be the same in all4 ,it is not even desirable that it should be4 ,i consider this plan1 as only one among a multitude of others1 each of which will be successful1 not by the power of its intrinsic qualities1 but just in proportion to the ability and faithfulness with which it is carried into effect4 ,there may be features of this plan1 which teachers who may read it1 may be inclined to adopt4 ,in other cases suggestions may occur to the mind of the reader1 which may modify in some degree his present plans4 ,others may merely be interested in seeing how others effect1 what they1 by easy methods1 are equally successful in effecting4 ,it is in these1 and similar ways1 that ,i have often myself been highly benefited in visiting schools1 and in reading descriptions of them2 and it is for such purposes1 that ,i insert the account here4 ,,to ,a ,,new ,,scholar1 ,,on ,,her ,,admission ,,to ,,the ,,mt4 ,,vernon ,,school4 ,as a large school is necessarily somewhat complicated in its plan1 and as new scholars usually find that it requires some time1 and gives them no little trouble1 to understand the arrangements they find in operation here1 ,i have concluded to write a brief description of these arrangements1 by help of which1 you will1 ,i hope1 the sooner feel at home in your new place of duty4 ,that ,i may be more distinct and specific1 ,i shall class what ,i have to say1 under separate heads4 ,i4 ,,your ,,personal ,,duty4 ,your first anxiety as you come into the school-room1 and take your seat among the busy multitude1 if you are conscientiously desirous of doing your duty1 will be1 lest1 ignorant as you are of the whole plan and of all the regulations of the institution1 you should inadvertently do what will be considered wrong4 ,i wish first then to put you at rest on this score4 ,there is but one rule of this school4 ,that you can easily keep4 ,you will observe on one side of my desk a clock upon the wall1 and upon the other a piece of apparatus that is probably new to you4 ,it is a metallic plate upon which are marked in gilded letters1 the words ,study ,hours4 ,this is upright1 but it is so attached by its lower edge to its support1 by means of a hinge1 that it can fall over from above1 and thus be in a horizontal position2 or it will rest in an inclined position1--half down1 as it is called4 ,it is drawn up and let down by a cord passing over a pulley4 ,when it passes either way1 its upper part touches a bell1 which gives all in the room notice of its motion4 ,now when this ,study ,card,c as the scholars call it1 is up so that the words ,,study ,,hours are presented to the view of the school1 it is the signal for silence and study4 ,,there ,,is ,,then ,,to ,,be ,,no ,,communication ,,and ,,no ,,leaving ,,of ,,seats ,,except ,,at ,,the ,,direction ,,of ,,teachers4 ,footnote ,c3 ,this apparatus has been previously described4 ,see p4 #dj4 ,when it is half down1 each scholar may leave her seat and whisper1 but she must do nothing which will disturb others4 ,when it is down1 all the duties of school are suspended and scholars are left entirely to their liberty4 ,as this is the only rule of the school1 it deserves a little more full explanation2 for not only your progress in study1 but your influence in promoting the welfare of the school1 and consequently your peace and happiness while you are a member of it1 will depend upon the strictness with which you observe it4 ,whenever1 then1 the study card goes up1 and you hear the sound of its little bell1 immediately and instantaneously stop1 whatever you are saying4 ,if you are away from your seat go directly to it1 and there remain1 and forget in your own silent and solitary studies1 so far as you can1 all that are around you4 ,you will remember that all communication is forbidden4 ,whispering1 making signs1 writing upon paper or a slate1 bowing to any one1--and in fact1 every possible way1 by which one person may have any sort of mental intercourse with another1 is wrong4 ,a large number of the scholars take a pride and pleasure in carrying this rule into as perfect an observance as possible4 ,they say1 that as this is the only rule with which ,i trouble them1 they ought certainly to observe this faithfully4 ,i myself however put it upon other ground4 ,i am satisfied1 that it is better and pleasanter for you to observe it most rigidly1 if it is attempted to be enforced at all4 ,you will ask1 ,cannot we obtain permission of you or of the teachers to leave our seats or to whisper1 if it is necessary8 ,the answer is1 ,no4 ,you must never ask permission of me or of the teachers4 ,you can leave seats or speak at the direction of the teachers1 i4 e4 when they of their own accord1 ask you to do it1 but you are never to ask their permission4 ,if you should1 and if any teachers should give you permission1 it would be of no avail4 ,i have never given them authority to grant any permissions of the kind4 ,you will then say1 are we never on any occasion whatever to leave our seats in study hours8 ,yes you are4 ,there are two ways4 #a4 ,at the direction of teachers4 ,going to and from recitations1 is considered as at the direction of teachers4 ,so if a person is requested by a teacher to transact any business1 or is elected to a public office1 or appointed upon a committee1--leaving seats or speaking1 so far as is really necessary for the accomplishing such a purpose1 is considered as at the direction of teachers1 and is consequently right4 ,in the same manner1 if a teacher should ask you individually1 or give general notice to the members of class to come to her seat for private instruction1 or to go to any part of the school-room for her1 it would be right to do it4 ,the distinction1 you observe1 is this4 ,the teacher may of her own accord1 direct any leaving of seats which she may think necessary to accomplish the objects of the school4 ,she must not however1 at the request of an individual for the sake of her mere private convenience1 give her permission to speak or to leave her seat4 ,if for example a teacher should say to you in your class1 ,as soon as you have performed a certain work you may bring it to me1--you would in bringing it1 be acting under her direction and would consequently do right4 ,if however you should want a pencil and should ask her to give you leave to borrow it1 even if she should give you leave1 you would do wrong to go1 for you would not be acting at her direction1 but simply by her consent1 and she has no authority to grant consent4 #b4 ,the second case in which you may leave your seat is when some very uncommon occurrence takes place which is sufficient reason for suspending all rules4 ,if your neighbor is faint1 you may speak to her and if necessary lead her out4 ,if your mother or some other friend should come into the school-room you can go and sit with her upon the sofa1 and talk about the school4 ,and so in many other similar cases4 ,be very careful not to abuse this privilege1 and make slight causes the grounds of your exceptions4 ,it ought to be a very clear case4 ,if a young lady is unwell in a trifling degree1 so as to need no assistance1 you would evidently do wrong to talk to her4 ,the rule1 in fact1 is very similar to that which all well bred people observe at church4 ,they never speak or leave their seats unless some really important cause1 such as sickness1 requires them to break over all rules and go out4 ,you have in the same manner1 in really important cases1 such as serious sickness in your own case or in that of your companions1 or the coming in of a stranger1 or any thing else equally extraordinary1 power to lay aside any rule and to act as the emergency may require4 ,in using this discretion however1 be sure to be on the safe side2 in such cases never ask permission4 ,you must act on your own responsibility4 ,reasons for this rule4 ,when the school was first established1 there was no absolute prohibition of whispering4 ,each scholar was allowed to whisper in relation to her studies4 ,they were often1 very often1 enjoined to be conscientious and faithful1 but as might have been anticipated1 the experiment failed4 ,it was almost universally the practice to whisper more or less about subjects entirely foreign to the business of the school4 ,this they all repeatedly acknowledged2 and the scholars almost unanimously admitted1 that the good of the school required the prohibition of all communication during certain hours4 ,i gave them their choice1 either always to ask permission when they wished to speak1 or to have a certain time allowed for the purpose1 during which free inter-communication might be allowed to all the school2--with the understanding1 however1 that out of this time1 no permission should ever be asked or granted4 ,they very wisely chose the latter plan1 and the study card was constructed and put up to mark the times of free communication1 and of silent study4 ,the card was at first down every half hour for one or two minutes4 ,the scholars afterwards thinking1 that their intellectual habits would be improved and the welfare of the school promoted1 by their having a longer time for uninterrupted study1 of their own accord1 without any influence from me1 proposed that the card should be down only once an hour4 ,this plan was adopted by them1 by vote4 ,i wish it to be understood that it was not my plan1 but theirs1 and that ,i am at any time willing to have the study card down once in half an hour1 whenever a majority of the scholars1 voting by ballot1 desire it4 ,you will find that this system of having a distinct time for whispering1 when all may whisper freely1 all communication being entirely excluded at other times1 will at first give you some trouble4 ,it will be hard for you1 if you are not accustomed to it1 to learn conscientiously and faithfully to comply4 ,besides1 at first you will often need some little information1 or an article which you might obtain in a moment1 but which you cannot innocently ask for till the card is down1 and this might keep you waiting an hour4 ,you will1 however1 after a few such instances1 soon learn to make your preparations before hand1 and if you are a girl of enlarged views and elevated feelings1 you will good humoredly acquiesce in suffering a little inconvenience yourself1 for the sake of helping to preserve those distinct and well defined lines1 by which all boundaries must be marked1 in a large establishment1 if order and system are to be preserved at all4 ,though at first you may experience a little inconvenience1 you will soon take pleasure in the scientific strictness of the plan4 ,it will gratify you to observe the profound stillness of the room where a hundred are studying4 ,you will take pleasure in observing the sudden transition from the silence of study hours to the joyful sounds1 and the animating activity of recess1 when the ,study ,card goes down2 and then when it rises again at the close of the recess1 you will be gratified to observe how suddenly the sounds which have filled the air and made the room so lively a scene are hushed into silence by the single and almost inaudible touch of that little bell4 ,you will take pleasure in this1 for young and old always take pleasure in the strict and rigid operation of system1 rather than in laxity and disorder4 ,i am convinced also that the scholars do like the operation of this plan for ,i do not have to make any efforts to sustain it4 ,with the exception that occasionally1 usually not oftener than once in several months1 ,i allude to the subject1 and that chiefly on account of a few careless and unfaithful individuals1 ,i have little to say or to do to maintain the authority of the study card4 ,most of the scholars obey it of their own accord1 implicitly and cordially4 ,and ,i believe they consider this faithful monitor1 not only one of the most useful1 but one of the most agreeable friends they have4 ,we should not only regret its services1 but miss its company1 if it should be taken away4 ,this regulation then1 viz41 to abstain from all communication with one another1 and from all leaving of seats1 at certain times which are marked by the position of the ,study ,card1 is the only one which can properly be called a rule of the school4 ,there are a great many arrangements and plans relating to the instruction of the pupils1 but no other specific rules relating to their conduct4 ,you are1 of course1 while in the school1 under the same moral obligations which rest upon you elsewhere4 ,you must be kind to one another1 respectful to superiors1 and quiet and orderly in your deportment4 ,you must do nothing to encroach upon another's rights1 or to interrupt and disturb your companions in their pursuits4 ,you must not produce disorder1 or be wasteful of the public property1 or do any thing else which you might know is in itself wrong4 ,but you are to avoid these things1 not because there are any rules in this school against them1 for there are none2--but because they are in themselves wrong2--in all places and under all circumstances1 wrong4 ,the universal and unchangeable principles of duty are the same here as elsewhere4 ,i do not make rules pointing them out1 but expect that you will1 through your own conscience and moral principle1 discover and obey them4 ,such a case as this1 for example1 once occurred4 ,a number of little girls began to amuse themselves in recess with running about among the desks in pursuit of one another1 and they told me1 in excuse for it1 that they did not know that it was against the rule4 ,it is not against the rule2 said ,i1 ,i have never made any rule against running about among the desks4 ,then1 asked they1 did we do wrong8 ,do you think it would be a good plan1 ,i inquired1 to have it a common amusement in the recess1 for the girls to hunt each other among the desks8 ,no sir1 they replied simultaneously4 ,why not8 ,there are some reasons ,i do not know1 however whether you will have the ingenuity to think of them4 ,we may start the desks from their places1 said one4 ,yes1 said ,i1 they are fastened down very slightly1 so that ,i may easily alter their position4 ,we might upset the inkstands1 said another4 ,sometimes1 added a third1 we run against the scholars who are sitting in their seats4 ,it seems then you have ingenuity enough to discover the reasons4 ,why did not these reasons prevent your doing it4 ,we did not think of them before4 ,true2 that is the exact state of the case4 ,now when persons are so eager to promote their own enjoyment1 as to forget the rights and the comforts of others1 it is selfishness4 ,now is there any rule in this school against selfishness4 ,no sir4 ,you are right4 ,there is not4 ,but selfishness is wrong1--very wrong1 in whatever form it appears1--here1 and every where else2 and that1 whether ,i make any rules against it or not4 ,you will see from this anecdote that though there is but one rule of the school1 ,i by no means intend to say that there is only one way of doing wrong here4 ,that would be very absurd4 ,you must not do any thing which you may know1 by proper reflection1 to be in itself wrong4 ,this however is an universal principle of duty1 not a rule of the ,mt4 ,vernon ,school4 ,if ,i should attempt to make rules which would specify and prohibit every possible way by which you might do wrong1 my laws would be innumerable4 ,and even then ,i should fail of securing my object1 unless you had the disposition to do your duty4 ,no legislation can enact laws as fast as a perverted ingenuity can find means to evade them4 ,you will perhaps ask what will be the consequence if we transgress1 either the single rule of the school1 or any of the great principles of duty4 ,in other words what are the punishments which are resorted to in the ,mt4 ,vernon ,school8 ,the answer is there are no punishments4 ,i do not say that ,i should not1 in case all other means should fail1 resort to the most decisive measures to secure obedience and subordination4 ,most certainly1 ,i should do so1 as it would plainly be my duty to do it4 ,if you should at any time be so unhappy as to violate your obligations to yourself1 to your companions1 or to me1--should you misimprove your time1 or exhibit an unkind or a selfish spirit1 or be disrespectful or insubordinate to your teachers1--,i should go frankly and openly1 but kindly to you1 and endeavor to convince you of your fault4 ,i should very probably do this by addressing a note to you1 as ,i suppose this should be less unpleasant to you than a conversation4 ,in such a case1 ,i shall hope that you will as frankly and openly reply2 telling me whether you admit your fault and are determined to amend1 or else informing me of the contrary4 ,i shall wish you to be sincere1 and then ,i shall know what course to take next4 ,but as to the consequences which may result to you if you should persist in what is wrong1 it is not necessary that you should know them before hand4 ,they who wander from duty1 always plunge themselves into troubles they do not anticipate2 and if you do what1 at the time you are doing it1 you know to be wrong1 it will not be unjust that you should suffer the consequences1 even if they were not beforehand understood and expected4 ,this will be the case with you all through life1 and it will be the case here4 ,i say it will be the case here2 ,i ought rather to say that it will be the case1 should you be so unhappy as to do wrong and to persist in it4 ,such cases however never occur4 ,at least they occur so seldom1 and at intervals so great1 that every thing of the nature of punishment1 that is1 the depriving a pupil of any enjoyment1 or subjecting her to any disgrace1 or giving her pain in any way in consequence of her faults1 except the simple pain of awakening conscience in her bosom is almost entirely unknown4 ,i hope that you will always be ready to confess and forsake your faults1 and endeavor while you remain in school1 to improve in character1 and attain as far as possible1 every moral excellence4 ,i ought to remark before dismissing this topic1 that ,i place very great confidence in the scholars in regard to their moral conduct and deportment1 and they fully deserve it4 ,i have no care and no trouble in what is commonly called the government of the school4 ,neither myself nor any one else is employed in any way in watching the scholars1 or keeping any sort of account of them4 ,i should not at any time hesitate to call all the teachers in an adjoining room1 leaving the school alone for half an hour1 and ,i should be confident1 that at such a time order1 and stillness1 and attention to study would prevail as much as ever4 ,the scholars would not look to see whether ,i was in my desk1 but whether the ,study ,card was up4 ,the school was left in this way1 half an hour every day1 during a quarter1 that we might have a teachers' meeting1 and the school went on1 generally quite as well1 to say the least1 as when the teachers were present4 ,one or two instances of irregular conduct occurred4 ,i do not now recollect precisely what they were4 ,they were however1 fully acknowledged and not repeated1 and ,i believe the scholars were generally more scrupulous and faithful then than at other times4 ,they would not betray the confidence reposed in them4 ,this plan was continued until it was found more convenient to have the teachers' meeting in the afternoons4 ,when any thing wrong is done in school1 ,i generally state the case and request the individuals who have done it to let me know who they are4 ,they do it sometimes by notes and sometimes in conversation1--but they always do it4 ,the plan always succeeds4 ,the scholars all know that there is nothing to be feared from confessing faults to me2--but that on the other hand1 it is a most direct and certain way to secure returning peace and happiness4 ,i can illustrate this by describing a case which actually occurred4 ,though the description is not to be considered so much an accurate account of what occurred in a particular case1 as an illustration of the general spirit and manner in which such cases are disposed of4 ,i accidentally understood1 that some of the younger scholars were in the habit1 during recesses and after school1 of ringing the door bell and then running away to amuse themselves with the perplexity of their companions1 who should go to the door and find no one there4 ,i explained in a few words1 one day1 to the school1 that this was wrong4 ,how many1 ,i then asked1 have ever been put to the trouble to go to the door1 when the bell has thus been rung8 ,they may rise4 ,a very large number of scholars stood up4 ,those who had done the mischief were evidently surprised at the extent of the trouble they had occasioned4 ,now1 ,i continued1 ,i think all will be convinced that the trouble which this practice has occasioned to the fifty or sixty young ladies1 who cannot be expected to find amusement in such a way1 is far greater than the pleasure it can have given to the few who are young enough to have enjoyed it4 ,therefore it was wrong4 ,do you think the girls who rang the bell might have known this1 by proper reflection8 ,yes sir1 the school generally answered4 ,i do not mean1 said ,i1 if they had set themselves formally at work to think about the subject2 but with such a degree of reflection as ought reasonably to be expected of little girls1 in the hilarity of recess and of play4 ,yes sir1 was still the reply1 but fainter than before4 ,there is one way by which ,i might ascertain whether you were old enough to know that this was wrong1 and that is by asking those who have refrained from doing this1 because they supposed it would be wrong1 to rise4 ,then if some of the youngest scholars in school should stand up1 as ,i have no doubt they would1 it would prove that all might have known1 if they had been equally conscientious4 ,but if ,i ask those to rise who have not rung the bell1 ,i shall make known to the whole school who they are that have done it1 and ,i wish that the exposure of faults should be private1 unless it is necessary that it should be public4 ,i will therefore not do it4 ,i have myself however1 no doubt that all might have known that it was wrong4 ,there is1 continued ,i1 another injury which must grow out of such a practice4 ,this ,i should not have expected the little girls could think of4 ,in fact1 ,i doubt whether any in school will think of it4 ,can any one tell what it is8 ,no one replied4 ,i should suppose that it would lead you to disregard the bell when it rings1 and that consequently a gentleman or lady might sometimes ring in vain2 the scholars near the door1 saying1 ',oh it is only the little girls4' ,yes sir1 was heard from all parts of the room4 ,i found from farther inquiry that this had been the case1 and ,i closed by saying1 ,i am satisfied1 that those who have inadvertently fallen into this practice are sorry for it1 and that if ,i should leave it here1 no more cases of it would occur1 and this is all ,i wish4 ,at the same time1 they who have done this1 will feel more effectually relieved from the pain which having done wrong must necessarily give them1 if they individually acknowledge it to me4 ,i wish therefore that all who have done so1 would write me notes stating the facts4 ,if any one does not do it1 she will punish herself severely1 for she will feel for many days to come1 that while her companions were willing to acknowledge their faults1 she wished to conceal and cover hers4 ,conscience will reproach her bitterly for her insincerity1 and whenever she hears the sound of the door bell1 it will remind her not only of her fault1 but of what is far worse her willingness to appear innocent when she was really guilty4 ,before the close of the school ,i had eight or ten notes acknowledging the fault1 describing the circumstances of each case1 and expressing promises to do so no more4 ,it is by such methods as this1 rather than by threatening and punishment1 that ,i manage the cases of discipline which from time to time occur1 but even such as this1 slight as it is1 occur very seldom4 ,weeks and weeks sometimes elapse without one4 ,when they do occur they are always easily settled by confession and reform4 ,sometimes ,i am asked to forgive the offence4 ,but ,i never forgive4 ,i have no power to forgive4 ,god must forgive you when you do wrong1 or the burden must remain4 ,my duty is1 to take measures to prevent future transgression1 and to lead those who have been guilty of it1 to ,god for pardon4 ,if they do not go to him1 though they may satisfy me1 as principal of a school1 by not repeating the offence1--they must remain unforgiven4 ,i can forget1 and ,i do forget4 ,for example1 in this last case1 ,i have not the slightest recollection of any individual who was engaged in it4 ,the evil was entirely removed1 and had it not afforded me a convenient illustration here1 perhaps ,i should never have thought of it again1--still it may not yet be forgiven4 ,it may seem strange that ,i should speak so seriously of ,god's forgiveness for such a trifle as that4 ,does he notice a child's ringing a door bell in play8 ,he notices when a child is willing to yield to temptation1 to do what she knows to be wrong1 and to act1 even in the slightest trifle1 from a selfish disregard for the convenience of others4 ,this spirit he always notices1 and though ,i may stop any particular form of its exhibition1 it is for ,him alone to forgive it and to purify the heart from its power4 ,but ,i shall speak more particularly on this subject under the head of ,religious ,instruction4 ,,ii4 ,,order ,,of ,,daily ,,exercises4 ,there will be given you when you enter the school a blank schedule1 in which the divisions of each forenoon for one week are marked1 and in which your own employments for every half hour are to be written4 ,a copy of this is inserted on page #aif4 99 99 99 99 99 ,this schedule1 when filled up1 forms a sort of a map of the week1 in which you can readily find what are your duties for any particular time4 ,the following description will enable you better to understand it4 ,opening of the ,school4 ,the first thing which will call your attention as the hour for the commencement of the school approaches in the morning1 is the ringing of a bell1 five minutes before the time arrives1 by the regulator1 who sits at the curtained desk before the ,study ,card4 ,one minute before the time1 the bell is rung again1 which is the signal for all to take their seats and prepare for the opening of the school4 ,when the precise moment arrives1 the ,study ,card is drawn up1 and at the sound of its little bell1 all the scholars recline their heads upon their desks and unite with me in a very short prayer for ,god's protection and blessing during the day4 ,i adopted the plan of allowing the scholars to sit1 because ,i thought it would be pleasanter for them1 and they have in return been generally1 so far as ,i know1 faithful in complying with my wish that they would all assume the posture proposed1 so that the school may present the uniform and serious aspect which is proper1 when we are engaged in so solemn a duty4 ,if you move your chair back a little1 you will find the posture not inconvenient1 but the only reward you will have for faithfully complying with the general custom is the pleasure of doing your duty1 for no one watches you1 and you would not be called to account should you neglect to conform4 ,after the prayer we sing one or two verses of a hymn4 ,the music is led by the piano2 and we wish all to join in it who can sing4 ,the exercises which follow are exhibited to the eye by the following diagram4 ,,mount ,,vernon ,,school4 ,,schedule ,,of ,,studies4 #ahcc4 ,miss ---------------------------------------- ----------------------- ,,first ,,second ,,third ,,fourth ,,hour4 ,,hour4 ,,hour4 ,,hour4 ---------------------------------------- --------------------- ,,evening ,,languages4 ,g4,r4,,mathematics4 ,g4,r4 ,,sections4 ,,lessons4 ---------------------------------------- ----------------- ,,monday4 ----------------------------- -------------- ---------- ,,tues4 ----------------------------- -------------- ---------- ,,wed4 ----------------------------- -------------- ---------- ,,thurs4 ----------------------------- -------------- ---------- ,,friday4 ----------------------------- -------------- ---------- ,,sat4 ---------------------------------------- ----------------- ,first ,hour4--,evening ,lessons4 7,see plan2 page #aif47 ,we then1 as you will see by the schedule1 commence the first hour of the day4 ,it is marked evening lessons1 because most1 though not all1 of the studies are intended to be prepared out of school4 ,these studies are miscellaneous in their character1 comprising ,geography1 ,history1 ,natural and ,intellectual ,philosophy1 and ,natural ,history4 ,this hour1 like all the other hours for study1 is divided into two equal parts1 some classes reciting in the first part1 and others in the second4 ,a bell is always rung five minutes before the time for closing the recitation1 to give the teachers notice that their time is nearly expired1 and then again at the time1 to give notice to new classes to take their places4 ,thus you will observe that five minutes before the half hour expires1 the bell will ring2 soon after which the classes in recitation will take their seats4 ,precisely at the end of the half hour1 it will ring again1 when new classes will take their places4 ,in the same manner notice is given five minutes before the second half of the hour expires1 and so in all the other three hours4 ,at the end of the first hour1 the ,study ,card will be let half down1 five minutes1 and you will perceive that the sound of its bell will immediately produce a decided change in the whole aspect of the room4 ,it is the signal1 as has been before explained1 for universal permission to whisper1 and to leave seats1 though not for loud talking or play1 so that those who wish to continue their studies may do so without interruption4 ,when the five minutes has expired1 the ,card goes up again1 and its sound immediately restores silence and order4 ,second ,hour4--,languages4 7,see plan47 ,we then commence the second hour of the school4 ,this is devoted to the study of the ,languages4 ,the ,latin1 ,french1 and ,english classes recite at this time4 ,by ,english classes ,i mean those studying the ,english as a language1 i4 e4 classes in ,grammar1 ,rhetoric1 and ,composition4 ,the hour is divided as the first hour is1 and the bell is rung in the same way1 i4 e4 at the close of each half hour1 and also five minutes before the close1 to give the classes notice that the time for recitation is about to expire4 ,first ,general ,exercise4 7,see ,plan47 ,you will observe then1 that there follows upon the schedule1 a quarter of an hour marked ,g4 ,that initial stands for ,general ,exercise1 and when it arrives each pupil is to lay aside her work1 and attend to any exercise which may be proposed4 ,this quarter of an hour is appropriated to a great variety of purposes4 ,sometimes ,i give a short and familiar lecture on some useful subject connected with science or art1 or the principles of duty4 ,sometimes we have a general reading lesson4 ,sometimes we turn the school into a ,bible class4 ,again the time is occupied in attending to some general business of the school4 ,the bell is rung one minute before the close of the time1 and when the period appropriated to this purpose has actually expired1 the ,study ,card1 for the first time in the morning1 is let entirely down1 and the room is at once suddenly transformed into a scene of life and motion and gaiety4 ,first ,recess4 7,see plan47 ,the time for the recess is a quarter of an hour1 and as you will see1 it is marked ,r4 on the schedule4 ,we have various modes of amusing ourselves and finding exercise and recreation in recesses4 ,sometimes the girls bring their battledoors to school4 ,sometimes they have a large number of soft balls1 with which they amuse themselves4 ,a more common amusement is marching to the music of the piano4 ,for this purpose1 a set of signals by the whistle has been devised1 by which commands are communicated to the school4 ,in these and similar amusements the recess passes away1 and one minute before it expires the bell is rung1 to give notice of the approach of study hours4 ,at this signal the scholars begin to prepare for a return to the ordinary duties of school1 and when at the full expiration of the recess1 the ,study ,card again goes up1 silence1 and attention1 and order is immediately restored4 ,third ,hour--,mathematics4 7,see plan47 ,there follows next1 as you will see by reference to the schedule1 an hour marked ,mathematics4 ,it is time for studying and reciting ,arithmetic1 ,algebra1 ,geometry and similar studies4 ,it is divided as the previous hours were1 into two equal parts1 and the bell is rung as has been described1 five minutes before the close1 and precisely at the close of each half hour4 ,second ,general ,exercise4--,business4 7,see plan47 ,then follows two quarter hours1 appropriated like those heretofore described1 the first to a ,general ,exercise1 the second to a ,recess4 ,at the first of these1 the general business of the school is transacted4 ,as this business will probably appear new to you1 and will attract your attention1 ,i will describe its nature and design4 ,at first you will observe a young lady rise at the secretary's desk1 to read a journal of what was done the day before4 ,the notices which ,i gave1 the arrangements ,i made1--the subjects discussed and decided1--and in fact every thing important and interesting in the business or occurrences of the preceding day--is recorded by the secretary of the school1 and read at this time4 ,this journal ought not to be a mere dry record of votes and business1 but as far as possible1 an interesting description in a narrative style1 of the occurrences of the day4 ,the ,secretary must keep a memorandum1 and ascertain that every thing important really finds a place in the record1 but she may employ any good writer in school to prepare1 from her minutes1 the full account4 ,after the record is read1 you will observe me take from a little red morocco wrapper1 which has been brought to my desk1 a number of narrow slips of paper1 which ,i am to read aloud4 ,in most assemblies it is customary for any person wishing it1 to rise in his place1 and propose any plan1 or as it is called1 make any motion that he pleases4 ,it would be unpleasant for a young lady to do this1 in presence of a hundred companions1 and we have consequently resorted to another plan4 ,the red wrapper is placed in a part of the room1 accessible to all1 and any one who pleases1 writes upon a narrow slip of paper anything she wishes to lay before the school1 and deposits it there1 and at the appointed time1 the whole are brought to me4 ,these propositions are of various kinds4 ,i can perhaps best give you an idea of them1 by such specimens as occur to me4 ,a4 ,b4 resigns her office of copyist1 as she is about to leave school4 ,proposed1 that a class in ,botany be formed4 ,there are many who would like to join it4 ,when will vacation commence8 ,proposed1 that a music committee be appointed1 so that we can have some marching in recess4 ,proposed that school begin at nine o'clock4 ,mr4 ,abbott4 ,will you have the goodness to explain to us what is meant by the ,veto ,message4 ,proposed that we have locks upon our desks4 ,you see that the variety is very great1 and there are usually from four or five to ten or fifteen of such papers daily4 ,you will be at liberty to make in this way1 any suggestion or inquiry1 or to propose any change you please in any part of the instruction or administration of the school4 ,if any thing dissatisfies you1 you ought not to murmur at it in private1 or complain of it to your companions2 thus injuring1 to no purpose1 both your own peace and happiness and theirs1--but you ought immediately to bring up the subject in the way above described1 that the evil may be removed4 ,i receive some of the most valuable suggestions in this way1 from the older and more reflecting pupils4 ,these suggestions are read4 ,sometimes ,i decide myself4 ,sometimes ,i say the pupils may decide4 ,sometimes ,i ask their opinion and wishes1 and then1 after taking them into consideration1 come to a conclusion4 ,for example1 ,i will insert a few of these propositions1 as these papers are called1 describing the way in which they would be disposed of4 ,most of them are real cases4 ,mr4 ,abbott4 ,the first class in ,geography is so large that we have not room in the recitation seats4 ,cannot we have another place8 ,after reading this1 ,i should perhaps say1 ,the class in ,geography may rise and be counted4 ,they rise4 ,those in each division are counted by the proper officer1 as will hereafter be explained1 and the numbers are reported aloud to me4 ,it is all done in a moment4 ,how many of you think you need better accommodations8 ,if a majority of hands are raised1 ,i say1 ,i wish the teacher of that class would ascertain whether any other place of recitation is vacant1 or occupied by a smaller class at that time1 and report the case to me4 ,proposed1 that we be allowed to walk upon the common in the recesses4 ,i should like to have some plan formed1 by which you can walk on the common in recesses1 but there are difficulties4 ,if all should go out together1 it is probable that some would be rude and noisy1 and that others would come back tardy and out of breath4 ,besides1 as the recess is short1 so many would be in haste to prepare to go out1 that there would be a great crowd and much confusion in the ,ante-room and passage ways4 ,i do not mention these as insuperable objections1 but only as difficulties which there must be some plan to avoid4 ,perhaps1 however1 they cannot be avoided4 ,do any of you think of any plan8 ,i see perhaps two or three hands raised1 and call upon the individuals by name1 and they express their opinions4 ,one says that a part can go out at a time4 ,another proposes that those who are tardy one day should not go out again1 c4 ,i think it possible that a plan can be formed on these or some such principles4 ,if you will appoint a committee who will prepare a plan1 and mature its details1 and take charge of the execution of it1 you may try the experiment4 ,i will allow it to go on as long as you avoid the evils ,i have above alluded to4 ,a committee is then raised to report in writing at the business hour of the following day4 ,proposed1 that the ,study ,card be down every half hour4 ,you may decide this question yourselves4 ,that you may vote more freely1 ,i wish you to vote by ballot4 ,the boxes will be open during the next recess4 ,the ,vote-,receivers will write the question1 and place it upon the boxes4 ,all who feel interested in the subject1 may carry in their votes1 ,ay or ,nay4 ,when the result is reported to me ,i will read it to the school4 99 99 99 99 99 ,in this and similar ways the various business brought up is disposed of4 ,this custom is useful to the scholars1 for it exercises and strengthens their judgment and their reflecting powers more than almost any thing besides2 so that if interesting them in this way in the management of the school1 were of no benefit to me1 ,i should retain the practice1 as most valuable to them4 ,but it is most useful to me and to the school4 ,i think nothing has contributed more to its prosperity than the active interest which the scholars have always taken in its concerns1 and the assistance they have rendered me in carrying my plans into effect4 ,you will observe that in transacting this business1 very little is actually done by myself1 except making the ultimate decision4 ,all the details of business are assigned to teachers1 or to officers and committees appointed for the purpose4 ,by this means we despatch business very rapidly4 ,the system of offices will be explained in another place2 but ,i may say here that all appointments and elections are made in this quarter hour1 and by means of the assistance of these officers the transaction of business is so facilitated that much more can sometimes be accomplished than you would suppose possible4 ,i consider this period as one the most important in the whole morning4 ,second ,recess4 7,see plan47 ,after the expiration of the quarter hour above described1 the study card is dropped1 and a recess succeeds4 ,fourth ,hour4--,sections4 7,see plan47 ,in all the former part of the day the scholars are divided into classes1 according to their proficiency in particular branches of study1 and they resort to their recitations for instruction4 ,they now are divided into six sections as we call them1 and placed under the care of superintendents not for instruction1 but for what may be called supervision4 ,teaching a pupil is not all that is necessary to be done for her in school4 ,there are many other things1 to be attended to--such as supplying her with the various articles necessary for her use1--seeing that her desk is convenient1--that her time is well arranged1--that she has not too much to do1 nor too little1--and that no difficulty which can be removed1 obstructs her progress in study1 or her happiness in school4 ,the last hour is appropriated to this purpose1 with the understanding1 however1 that such a portion of it as is not wanted by the superintendent1 is to be spent in study4 ,you will see then1 when the last hour arrives1 that all the scholars go in various directions1 to the meetings of their respective sections4 ,here they remain as long as the superintendent retains them4 ,sometimes they adjourn almost immediately2 perhaps after having simply attended to the distribution of pens for the next day2 at other times they remain during the hour1 attending to such exercises as the superintendent may plan4 ,the design1 however1 and nature of this whole arrangement1 ,i shall explain more fully in another place4 ,close of the ,school4 ,as the end of the hour approaches1 five minutes notice is given by the bell1 and when the time arrives1 the study card is half dropped for a moment before the closing exercises4 ,when it rises again the room is restored to silence and order4 ,we then sing a verse or two of a hymn1 and commend ourselves to ,god's protection in a short prayer4 ,as the scholars raise their heads from the posture of reverence they have assumed1 they pause a moment till the regulator lets down the study card1 and the sound of its bell is the signal that our duties at school are ended for the day4 ,,iii4 ,,instruction ,,and ,,supervision ,,of ,,pupils4 ,for the instruction of the pupils1 the school is divided into classes1 and for their general supervision1 into sections1 as has been intimated in the preceding chapter4 ,the head of a class is called a ,teacher1 and the head of a section a ,superintendent4 ,the same individual may be both the ,teacher of a class1 and the ,superintendent of a section4 ,the two offices are1 however1 entirely distinct in their nature and design4 ,as you will perceive by recalling to mind the daily order of exercises1 the classes meet and recite during the first three hours of the school1 and the sections assemble on the fourth and last4 ,we shall give each a separate description4 #a4 ,,classes4 ,the object of the division into classes is instruction4 ,whenever it is desirable that several individuals should pursue a particular study1 a list of their names is made out1 a book selected1 a time for recitation assigned1 a teacher appointed1 and the exercises begin4 ,in this way a large number of classes have been formed1 and the wishes of parents or the opinion of the ,principal1 and in many cases that of the pupil1 determines how many and what shall be assigned to each individual4 ,a list of these classes1 with the average age of the members1 the name of the teacher1 and the time of recitation1 is posted in a conspicuous place1 and public notice is given whenever a new class is formed4 ,you will therefore have the opportunity to know all the arrangements of school in this respect1 and ,i wish you to exercise your own judgment and discretion a great deal1 in regard to your studies4 ,i do not mean ,i expect you to decide1 but to reflect upon them4 ,look at the list1 and consider what am most useful for you4 ,propose to me or to your parents1 changes1 whenever you think any are necessary2 and when you finish one study1 reflect carefully1 yourself1 on the question what you shall next commence4 ,the scholars prepare their lessons when they please4 ,they are expected to be present and prepared at the time of recitation1 but they make the preparation when it is most convenient4 ,the more methodical and systematic of the young ladies1 mark the times of study as well as of recitation upon their schedules1 so that the employment of their whole time at school is regulated by a systematic plan4 ,you will observe too1 that by this plan of having a great many classes reciting through the first three hours of the morning1 every pupil can be employed as much or as little as her parents please4 ,in a case of ill health1 she may1 as has often been done in such cases at the request of parents1 join one or two classes only1 and occupy the whole forenoon in preparing for them1 and be entirely free from school duties at home4 ,or she may1 as is much more frequently the case1 choose to join a great many classes1 so as to fill up1 perhaps1 her whole schedule with recitations1 in which case she must prepare all her lessons at home4 ,it is the duty of teachers to take care1 however1 when a pupil pleads want of time as a reason for being unprepared in any lesson1 that the case is fully examined1 that it may be ascertained whether the individual has joined too many classes1 in which case some one should be dropped1 and thus the time and the employments of each individual should be so adjusted as to give her constant occupation in school1 and as much more as her parents may desire4 ,by this plan of the classes1 each scholar goes on just as rapidly in her studies1 as her time1 and talents1 and health will allow4 ,no one is kept back by the rest4 ,each class goes on regularly and systematically1 all its members keeping exactly together in that study1 but the various members of it will have joined a greater or less number of other classes1 according to their age1 or abilities1 or progress in study1 so that all will or may have full employment for their time4 ,when you first enter the school1 you will1 for a day or two1 be assigned to but few classes1 for your mind will be distracted by the excitement of new scenes and pursuits1 and the intellectual effort necessary for joining a class is greater than that requisite for going on with it1 after being once under way4 ,after a few days you will come to me and say1 perhaps1 7for this is ordinarily the process37 ,mr4 ,abbott1 ,i think ,i have time for some more studies4 ,i will thank you to bring me your schedule1 ,i say in reply1 so that ,i can see what you have now to do4 ,by glancing my eye over the schedule in such a case1 ,i see in a moment what duties have been already assigned you1 and from my general schedule1 containing all the studies of the school1 ,i select what would be most suitable for you1 after conferring with you about your past pursuits1 and your own wishes or those of your parents in regard to your future course4 ,additions are thus made1 until your time is fully occupied4 99 99 99 99 99 ,the manner of recitation in the classes1 is almost boundlessly varied4 ,the design is not to have you commit to memory what the book contains1 but to understand and digest it1--to incorporate it fully into your own mind1 that it may come up in future life1 in such a form as you wish it for use4 ,do not then1 in ordinary cases1 endeavor to fix words1 but ideas in your minds4 ,conceive clearly1--paint distinctly to your imagination what is described1--contemplate facts in all their bearings and relations1 and thus endeavor to exercise the judgment and the thinking and reasoning powers1 rather than the mere memory1 upon the subjects which will come before you4 #b4 ,,sections4 ,in describing the order of daily exercises1 ,i alluded to the sections which assemble in the last hour of the school4 ,it is necessary that ,i should fully describe the system of sections1 as it constitutes a very important part of the plan of the school4 ,besides giving the scholars the necessary intellectual instruction1 there are1 as ,i have already remarked1 a great many other points which must receive attention1 in order to promote their progress1 and to secure the regular operation and general welfare of the school4 ,these various points have something common in their nature1 but it is difficult to give them a common name4 ,they are such as supplying the pupils with pens and paper1 and stationary of other kinds1--becoming acquainted with each individual1 ascertaining that she has enough1 and not too much to do1--arranging her work so that no one of her duties shall interfere with another1--assisting her to discover and to correct her faults1--and removing any sources of difficulty or causes of discontent1 which may gradually come in her way4 ,these1 and a multitude of similar points constituting what may be called the general administration of the school1 become1 when the number of pupils is large1 a most important branch of the teacher's duty4 ,to accomplish these objects more effectually1 the school is divided into ,,six ,,sections1 arranged not according to proficiency in particular studies1 as the several classes are1 but according to age and general maturity of mind4 ,each one of these sections is assigned to the care of a ,superintendent4 ,these ,superintendents1 it is true1 during most of school hours are also ,teachers4 ,their duties however as ,teachers1 and as ,superintendents are entirely distinct4 ,i shall briefly enumerate the duties which devolve upon her in the latter capacity4 #a4 ,a ,superintendent ought to prepare an exact list of the members of her section1 and to become intimately acquainted with them1 so as to be as far as possible their friend and confidant1 and to feel a stronger interest in their progress in study and their happiness in school1 and a greater personal attachment to them than to any other scholars4 #b4 ,she is to superintend the preparation of their schedules1--to see that each one has enough and not too much to do1 by making known to me the necessity of a change where such necessity exists2--to see that the schedules are submitted to the parents1 and that their opinion1 or suggestions if they wish to make any1 are reported to me4 #c4 ,she is to take care that all the daily wants of her section are supplied1--that all have pens and paper1 and desks of suitable height4 ,if any are new scholars1 she ought to interest herself in assisting them to become acquainted in school1--if they are friendless and alone1 to find companions for them1 and to endeavor in every way1 to make their time pass pleasantly and happily4 #d4 ,to watch the characters of the members of her section4 ,to inquire of their several teachers as to the progress they make in study1 and the faithfulness and punctuality with which they prepare their lessons4 ,she ought to ascertain whether they are punctual at school1 and regular in their habits1--whether their desks are neat and well arranged1 and their exercises carefully executed4 ,she ought to correct1 through her own influence1 any evils of this kind she may find1 or else immediately to refer the cases where this cannot be done1 to me4 ,the better and the more pleasantly to accomplish the object of exerting a favorable influence upon the characters of the members of their sections1 the ,superintendents ought often to bring up subjects connected with moral and religious duty in section meetings4 ,this may be done in the form of subjects assigned for composition1 or proposed for free discussion in writing or conversation1 or1 the ,superintendents may write themselves1 and read to the section the instructions they wish to give4 #e4 ,though the ,superintendents as such1 have necessarily speaking1 no teaching to do1 still they ought particularly to secure the progress of every pupil in what may be called the essential studies1 such as reading1 writing1 and spelling4 ,for this purpose they either see that their pupils are going on successfully in classes in school1 in these branches1 or they may attend to them in the ,section1 provided that they never allow such instruction to interfere with their more appropriate and important duties4 ,in a word1 the ,superintendents are to consider the members of their ,sections as pupils confided to their care1 and they are not merely to discharge mechanically any mere routine of duty1 such as can be here pointed out1 but to exert all their powers1--their ingenuity1 their knowledge of human character1 their judgment and discretion in every way1 to secure for each of those committed to their care1 the highest benefits which the institution to which they belong can afford4 ,they are to keep a careful and faithful record of their plans and of the history of their respective ,sections1 and to endeavor1 as faithfully and as diligently1 to advance the interests of the members of them1 as if the ,sections were separate and independent schools of their own4 ,a great responsibility is thus evidently intrusted to them1 but not a great deal of power4 ,they ought not to make changes1 except in very plain cases1 without referring the subject to me4 ,they ought not to make rash experiments1 or even to try many new plans without first obtaining my approval of them4 ,they ought to refer all cases which they cannot easily manage1 to my care4 ,they ought to understand the distinction between seeing that a thing is done1 and doing it4 ,for example1 if a ,superintendent thinks that one of her ,section is in too high a class in ,arithmetic1 her duty is not to undertake1 by her own authority1 to remove her to a lower one1 for1 as ,superintendent1 she has no authority over ,arithmetic classes2 nor should she go the opposite extreme of saying1 ,i have no authority over ,arithmetic classes1 and therefore ,i have nothing to do with this case4 ,she ought to go to the teacher of the class to which her pupil had been unwisely assigned1 converse with her1 obtain her opinion1 then find some other class more suited to her attainments1 and after fully ascertaining all the facts in the case1 bring them to me1 that ,i may make the change4 ,this is superintendence2--looking over the condition and progress of the scholar4 ,the ,superintendents have thus great responsibility1 and yet comparatively little power4 ,they accomplish a great deal of good1 and in its ordinary course it is by their direct personal efforts2 but in making changes and remedying defects and evils1 they act generally in a different way4 ,the last hour of school is devoted to the ,sections4 ,no classes recite then1 but the ,sections meet1 if the ,superintendents wish1 and attend to such exercises as they provide4 ,each ,section has its own organization1 its own officers and plans4 ,these arrangements of course1 vary in their character according to the ingenuity and enterprise of the ,superintendents1 and more especially according to the talents and intellectual ardor of the members of the ,section4 ,the two upper ,sections are called ,senior1 the next two ,middle1 and the two younger ,junior4 ,the senior ,sections are distinguished by using paper for ,section purposes1 with a light blue tinge4 ,to the middle ,sections is assigned a light straw color2 and to the junior1 pink4 ,these colors are used for the schedules of the members1 and for the records1 and other documents of the ,section4 ,this account1 though it is brief1 will be sufficient to explain to you the general principles of the plan4 ,you will soon become acquainted with the exercises and arrangements of the particular ,section to which you will be assigned1 and by taking an active interest in them1 and endeavoring to co-operate with the ,superintendent in all her measures1 and to comply with her wishes1 you will very materially add to her happiness1 and do your part towards elevating the character of the circle to which you will belong4 ,,iv4 ,,officers4 ,in consequence of the disposition early manifested by the scholars1 to render me every assistance in their power in carrying into effect the plans of the school1 and promoting its prosperity1 ,i gradually adopted the plan of assigning to various officers and committees1 a number of specific duties1 relating to the general business of the school4 ,these offices have gradually multiplied as the school has increased1 and as business has accumulated4 ,the system has1 from time to time1 been revised1 condensed1 and simplified1 and at the present time it is thus arranged4 ,the particular duties of each officer1 are minutely described to the individuals themselves at the time of their election2 all ,i intend here is to give a general view of the plan1 such as is necessary for the scholars at large4 ,there are then1 five departments of business entrusted to officers of the school1 the names of the officers1 and a brief exposition of their duties are as follows4 ,i omit the particular explanation of the duties of the officers1 as the arrangement must vary in different schools1 and the details of any one plan can only be useful in the school-room to which it belongs4 ,it will be sufficient to name the officers of each department with their duties in general terms4 #a4 ,,regulators4 ,to assist in the ordinary routine of business in school--ringing the bells--managing the study card--distributing and collecting papers--counting votes1 c4 #b4 ,,secretaries4 ,keeping the records and executing writing of various kinds4 #c4 ,,accountants4 ,keeping a register of the scholars1 and various other duties connected with the accounts4 #d4 ,,librarians4 ,to take charge of books and stationary4 #e4 ,,curators4 ,to secure neatness and good order in the apartments4 ,the ,secretaries and ,accountants are appointed by the ,principal1 and will generally be chosen from the teachers4 ,the first in each of the other departments are chosen by ballot1 by the scholars4 ,each one thus chosen nominates the second in her department1 and they two1 the assistants4 ,these nominations must be approved at a teacher's meeting1 for if a scholar is inattentive to her studies1 disorderly in her desk1 or careless and troublesome in her manners1 she evidently ought not to be appointed to public office4 ,no person can hold an office in two of these departments4 ,she can1 if she pleases1 however1 resign one to accept another4 ,each of these departments ought often to assemble and consult together1 and form plans for carrying into effect with greater efficiency1 the objects entrusted to them4 ,they are to keep a record of all their proceedings1 the head of the department acting as secretary for this purpose4 ,the following may be given as an example of the manner in which business is transacted by means of these officers4 ,on the day that the above description of their duties was written1 ,i wished for a sort of directory1 to assist the collector employed to receive payments for the bills2 and1 to obtain it1 ,i took the following steps4 ,at the business quarter hour1 ,i issued the following order4 ,before the close of school ,i wish the distributors to leave upon each of the desks1 a piece of paper1 7the size ,i described47 ,it is for a purpose which ,i shall then explain4 ,accordingly at any leisure moment1 before the close of school1 each one went with her box to the stationary shelves1 which you will see in the corners of the room1 where a supply of paper1 of all the various sizes1 used in school1 is kept1 and taking out a sufficient number1 they supplied all the desks in their respective divisions4 ,when the time for closing school arrived1 ,i requested each young lady to write the name of her parent or guardian upon the paper1 and opposite to it1 his place of business4 ,this was done in a minute or two4 ,all those whose parent's or guardian's name begins with a letter above m4 may rise4 ,they rose4 ,the distributors may collect the papers4 ,the officers then passed round in regular order1 each through her own division1 and collected the papers4 ,deliver them at the ,accountant's desk4 ,they were accordingly carried there1 and received by the ,accountants4 ,in the same manner the others were collected and received by the ,accountants1 but kept separate4 ,i wish now the second ,accountant would copy these in a little book ,i have prepared for the purpose1 arranging them alphabetically1 referring all doubtful cases again to me4 ,the second ,accountant then arranged the papers1 and prepared them to go into the book1 and the writer who belongs to the department copied them fairly4 ,i describe this case1 because it was one which occurred at the time ,i was writing the above description1 and not because there is any thing otherwise peculiar in it4 ,such cases are continually taking place1 and by the division of labor above illustrated1 ,i am very much assisted in a great many of the duties1 which would otherwise consume a great portion of my time4 ,any of the scholars may1 at any time1 make suggestions in writing1 to any of these officers1 or to the whole school4 ,and if an officer should be partial1 or unfaithful1 or negligent in her duty1 any scholar may propose her impeachment4 ,after hearing what she chooses to write in her defence1 a vote is taken on sustaining the impeachment4 ,if it is sustained1 she is deprived of the office and another appointed to fill her place4 ,v4 ,,the ,,court4 ,i have already described how all serious cases of doing wrong or neglect of duty are managed in the school4 ,i manage them myself1 by coming as directly and as openly as ,i can1 to the heart and conscience of the offender4 ,there are1 however1 a number of little transgressions1 too small to be individually worthy of serious attention1 but which are yet troublesome to the community1 when frequently repeated4 ,these relate chiefly to order in the school rooms4 ,these misdemeanors are tried1 half in jest1 and half in earnest1 by a sort of court1 whose forms of process might make a legal gentleman smile4 ,they however fully answer our purpose4 ,i can best give you an idea of the court1 by describing an actual trial4 ,i ought however first to say1 that any young lady1 who chooses to be free from the jurisdiction of the court1 can signify that wish to me1 and she is safe from it4 ,this however is never done4 ,they all see the useful influence of it1 and wish to sustain it4 ,near the close of school1 ,i find perhaps on my desk a paper of which the following may be considered a copy4 ,it is called the indictment4 ,we accuse ,miss ,a4 ,b4 of having waste papers in the aisle opposite her desk1 at #aa o'clock1 on ,friday1 ,oct4 #ab4 ,c4 ,d4 ,e4 ,f4 ,witnesses4 ,i give notice after school that a case is to be tried4 ,those interested1 twenty or thirty perhaps1 gather around my desk1 while the sheriff goes to summon the accused and the witnesses4 ,a certain space is marked off as the precincts of the court1 within which no one must enter in the slightest degree1 on pain of imprisonment1 i4 e4 confinement to her seat until the court adjourns4 ,miss ,a4 ,b42 you are accused of having an untidy floor about your desk4 ,have you any objection to the indictment8 ,while she is looking over the indictment1 to discover a misspelled word1 or an error in the date1 or some other latent flaw1 ,i appoint any two of the bystanders1 jury4 ,the jury come forward to listen to the cause4 ,the accused returns the indictment1 saying1 she has no objection1 and the witnesses are called upon to present their testimony4 ,perhaps the prisoner alleges in defence that the papers were out in the aisle1 not under her desk1 or that she did not put them there1 or that they were too few1 or too small1 to deserve attention4 ,my charge to the jury would be somewhat as follows4 ,you are to consider and decide whether she was guilty of disorder2 taking into view the testimony of the witnesses1 and also her defence4 ,it is considered here that each young lady is responsible not only for the appearance of the carpet under her desk1 but also for the aisle opposite to it1 so that her first ground of defence must be abandoned4 ,so also with the second1 that she did not put them there4 ,she ought not to have them there4 ,each scholar must keep her own place in a proper condition2--so that if disorder is found there1 no matter who made it1 she is responsible1 if she only had time to remove it4 ,as to the third1 you must judge whether enough has been proved by the witnesses to make out real disorder4 ,the jury write guilty or not guilty upon the paper1 and it is returned to me4 ,if sentence is pronounced it is usually confinement to the seat1 during a recess1 or part of a recess1 or something that requires slight effort or sacrifice1 for the public good4 ,the sentence is always something real1 though always slight1 and the court has a great deal of influence in a double way2 making amusement1 and preserving order4 ,the cases tried are very various1 but none of the serious business of the school is entrusted to it4 ,its sessions are always held out of school hours2 and in fact it is hardly considered by the scholars as a constituent part of the arrangements of the school4 ,so much so1 that ,i hesitated much about inserting an account of it in this description4 ,,vi4 ,,religious ,,instruction4 ,in giving you this account1 brief as it is1 ,i ought not to omit to speak of one feature of our plan1 which we have always intended should be one of the most prominent and distinctive characteristics of the school4 ,the gentlemen who originally interested themselves in its establishment1 had mainly in view the exertion1 by the ,principal1 of a decided moral and religious influence over the hearts of the pupils4 ,knowing1 as they did1 how much more dutiful and affectionate at home you would be1 how much more successful in your studies at school1 how much happier in your intercourse with each other1 and in your prospects for the future both here and hereafter1 if your hearts could be brought under the influence of ,christian principle1 they were strongly desirous that the school should be so conducted1 that its religious influence1 though gentle and alluring in its character1 should be frank1 and open1 and decided4 ,i need not say that ,i myself entered very cordially into these views4 ,it has been my constant effort1 and one of the greatest sources of my enjoyment1 to try to win my pupils to piety1 and to create such an atmosphere in school1 that conscience1 and moral principle1 and affection for the unseen ,jehovah1 should reign here4 ,you can easily see hew much pleasanter it is for me to have the school controlled by such an influence1 than if it were necessary for we to hire you to diligence in duty1 by prizes or rewards1 or to deter you from neglect or from transgression1 by reproaches1 and threatenings1 and punishments4 ,the influence which the school has thus exerted has always been cordially welcomed by my pupils1 and approved1 so far as ,i have known1 by their parents1 though four or five denominations1 and fifteen or twenty different congregations have been1 from time to time1 represented in the school4 ,there are few parents who would not like to have their children ,christians2--sincerely and practically so2--for every thing which a parent can desire in a child is promoted1 just in proportion as she opens her heart to the influence of the spirit of piety4 ,but that you may understand what course is taken1 ,i shall describe1 first what ,i wish to effect in the hearts of my pupils1 and then what means ,i take to accomplish the object4 #a4 ,a large number of young persons of your age1 and in circumstances similar to those in which you are placed perform with some fidelity their various outward duties1 but maintain no habitual and daily communion with ,god4 ,it is very wrong for them to live thus without ,god1 but they do not see1--or rather do not feel the guilt of it4 ,they only think of their accountability to human beings like themselves1 for example their parents1 teachers1 brothers and sisters1 and friends4 ,consequently they think most of their external conduct1 which is all that human beings can see4 ,their hearts are neglected and become very impure1--full of evil thoughts1 and desires1 and passions1 which are not repented of1 and consequently not forgiven4 ,now what ,i wish to accomplish in regard to all my pupils is1 that they should begin to feel their accountability to ,god1 and to act according to it4 ,that they should explore their hearts and ask ,god's forgiveness for all their past sins1 through ,jesus ,christ1 who died for them that they might be forgiven2 and that they should from this time1 try to live near to ,god1 feel his presence1 and enjoy that solid peace and happiness which flows from a sense of his protection4 ,when such a change takes place1 it relieves the mind from that constant and irritating uneasiness1 which the great mass of mankind feel as a constant burden2 the ceaseless forebodings of a troubled conscience1 reproaching them for their past accumulated guilt1 and warning them of a judgment to come4 ,the change which ,i endeavor to promote1 relieves the heart-both of the present suffering and of the future danger4 ,after endeavoring to induce you to begin to act from ,christian principle1 ,i wish to explain to you1 your various duties to yourselves1 your parents1 and to ,god4 99 99 99 99 99 #b4 ,the measures to which ,i resort to accomplish these objects are three4 ,first4 ,religious ,exercises in ,school4 ,we open and close the school with a very short prayer1 and one or two verses of a hymn4 ,sometimes ,i occupy ten or fifteen minutes at one of the general exercises1 or at the close of the school1 in giving instruction upon practical religious duty4 ,the subjects are sometimes suggested by a passage of scripture read for the purpose1 but more commonly in another way4 ,you will observe often at the close of the school or at an appointed general exercise1 that a scholar will bring to my desk a dark-colored morocco wrapper1 containing several small strips of paper upon which questions relating to moral or religious duty1 or subjects for remarks from me1 or anecdotes1 or short statements of facts1 giving rise to inquiries of various kinds1 are written4 ,this wrapper is deposited in a place accessible to all the scholars1 and any one who pleases1 deposits in it any question or suggestion on religious subjects which may occur to her4 ,you can1 at any time1 do this yourself1 thus presenting any doubt1 or difficulty1 or inquiry1 which may at any time occur to you4 ,second4 ,religious ,exercise on ,saturday afternoon4 ,in order to bring up more distinctly and systematically the subject of religious duty1 ,i established a long time ago1 a religious meeting on ,saturday afternoon4 ,it is intended for those who feel interested in receiving such instruction1 and who can conveniently attend at that time4 ,if you have not other engagements1 and if your parents approve of it1 ,i should be happy to have you attend4 ,there will be very little to interest you except the subject itself1 for ,i make all the instructions which ,i give there as plain1 direct1 and practical as is in my power4 ,a considerable number of the scholars usually attend1 and frequently bring with them many of their female friends4 ,you can at any time invite any one whom you please1 to come to the meeting4 ,it commences at half past three and continues about half an hour4 ,third4 ,personal religious instruction4 ,in consequence of the large number of my pupils1 and the constant occupation of my time in school1 ,i have scarcely any opportunity of religious conversation with them1 even with those who particularly desire it4 ,the practice has therefore arisen1 and gradually extended itself almost universally in school1 of writing to me on the subject4 ,these communications are usually brief notes1 expressing the writer's interest in the duties of piety1 or bringing forward her own peculiar practical difficulties1 or making specific inquiries1 or asking particular instruction in regard to some branch of religious duty4 ,i answer in a similar way1--very briefly and concisely however1--for the number of notes of this kind which ,i receive1 is very large1 and the time which ,i can devote to such a correspondence necessarily limited4 ,i should like to receive such communications from all my pupils2 for advice or instruction communicated in reply1 being directly personal1 is far more likely to produce effect4 ,besides my remarks being in writing1 can be read a second time1 and be more attentively considered and re-considered1 than when words are merely spoken4 ,these communications must always be begun by the pupil4 ,i never1 7unless there may be occasional exceptions in some few very peculiar cases7 commence4 ,i am prevented from doing this both by my unwillingness to obtrude such a subject personally upon those who might not welcome it1 and by want of time4 ,i have scarcely time to write to all those who are willing first to write to me4 ,many cases have occurred where individuals have strongly desired some private communication with me1 but have hesitated long1 and shrunk reluctantly from the first step4 ,i hope it will not be so with you4 ,should you ever wish to receive from me any direct religious instruction1 ,i hope you will write immediately and freely4 ,i shall very probably not even notice that it is the first time ,i have received such a communication from you4 ,so numerous and so frequent are these communications that ,i seldom observe1 when ,i receive one from any individual for the first time1 that it comes from one who has not written me before4 99 99 99 99 99 ,such are the means to which ,i resort in endeavoring to lead my pupils to ,god and to duty4 ,and you will observe that the whole design of them is to win and to allure1 not to compel4 ,the regular devotional exercises of school1 are all which you will necessarily witness4 ,these are very short1 occupying much less time than many of the pupils think desirable4 ,the rest is all private and voluntary4 ,i never make any effort to urge any one to attend the ,saturday meeting1 nor do ,i1 except in a few rare and peculiar cases1 ever address any one personally1 unless she desires to be so addressed4 ,you will be left therefore in this school unmolested1--to choose your own way4 ,if you should choose to neglect religious duty1 and to wander away from ,god1 ,i shall still do all in my power to make you happy in school1 and to secure for you in future life1 such a measure of enjoyment1 as can fall to the share of one1 over whose prospects in another world there hangs so gloomy a cloud4 ,i shall never reproach you1 and perhaps may not even know what your choice is4 ,should you on the other hand prefer the peace and happiness of piety1 and be willing to begin to walk in its paths1 you will find many both among the teachers and pupils of the ,mt4 ,vernon ,school to sympathize with you1 and to encourage and help you on your way4 ,,chapter ,,vii4 ,,scheming4 ,the best teachers in our country1 or rather those who might be the best1 lose a great deal of their time1 and endanger1 or perhaps entirely destroy their hopes of success1 by a scheming spirit1 which is always reaching forward to something new4 ,one has in his mind some new school book1 by which ,arithmetic1 ,grammar1 or ,geography are to be taught with unexampled rapidity1 and his own purse to be filled1 in a much more easy way1 than by waiting for the rewards of patient industry4 ,another has the plan of a school1 bringing into operation new principles of management or instruction1 which he is to establish on some favored spot1 and which is to become in a few years a second ,hofwyl4 ,another has some royal road to learning1 and though he is trammeled and held down by what he calls the ignorance and stupidity of his ,trustees or his ,school ,committee1 yet if he could fairly put his principles and methods to the test1 he is certain of advancing the science of ,education half a century at least1 at a single leap4 ,ingenuity in devising new ways1 and enterprise in following them1 are among the happiest characteristics of a new country rapidly filling with a thriving population4 ,without these qualities there could be no advance2 society must be stationary2 and from a stationary to a retrograde condition1 the progress is inevitable4 ,the disposition to make improvements and changes may however be too great4 ,if so1 it must he checked4 ,on the other hand a slavish attachment to old established practices may prevail4 ,then the spirit of enterprise and experiment must be awakened and encouraged4 ,which of these two is to be the duty of a writer at any time1 will of course depend upon the situation of the community at the time he writes1 and of the class of readers for which he takes his pen4 ,now at the present time1 it is undoubtedly true1 that1 while among the great mass of teachers there may be too little originality and enterprise1 there is still among many a spirit of innovation and change1 to which a caution ought to be addressed4 ,but before ,i proceed1 let me protect myself from misconception by one or two remarks4 #a4 ,there are a few individuals in various parts of our country1 who by ingenuity and enterprise1 have made real and important improvements in many departments of our science1 and are still making them4 ,the science is to be carried forward by such men4 ,let them not therefore understand that any thing which ,i shall say1 applies at all to those real improvements which are from time to time1 brought before the public4 ,as examples of this there might easily be mentioned1 were it necessary1 several new modes of study1 and new text books1 and literary institutions on new plans1 which have been brought forward within a few years1 and proved1 on actual trial1 to be of real and permanent value4 ,these are1 or rather they were1 when first conceived by the original projectors1 new schemes2 and the result has proved that they were good ones4 ,every teacher too must hope that such improvements will continue to be made4 ,let nothing therefore which shall be said on the subject of scheming in this chapter1 be interpreted as intended to condemn real improvements of this kind1 or to check those which may now be in progress1 by men of age or experience1 or of sound judgment1 who are capable of distinguishing between a real improvement and a whimsical innovation1 which can never live any longer than it is sustained by the enthusiasm of the original inventor4 #b4 ,there are a great many teachers in our country1 who make their business a mere dull and formal routine1 through which they plod on1 month after month1 and year after year1 without variety or change1 and who are inclined to stigmatize with the appellation of idle scheming1 all plans1 of whatever kind1 to give variety or interest to the exercises of the school4 ,now whatever may be said in this chapter against unnecessary innovation and change1 does not apply to efforts to secure variety in the details of daily study1 while the great leading objects are steadily pursued4 ,this subject has already been discussed in the chapter on ,instruction1 where it has been shown that every wise teacher1 while he pursues the same great object1 and adopts in substance the same leading measures at all times1 will exercise all the ingenuity he possesses1 and bring all his inventive powers into requisition to give variety and interest to the minute details4 99 99 99 99 99 ,to explain now what is meant by such scheming as is to be condemned1 let us suppose a case1 which is not very uncommon4 ,a young man1 while preparing for college1 takes a school4 ,when he first enters upon the duties of his office1 he is diffident and timid1 and walks cautiously in the steps which precedent has marked out for him4 ,distrusting himself1 he seeks guidance in the example which others have set for him1 and very probably he imitates precisely1 though it may be insensibly and involuntarily1 the manners and the plans of his own last teacher4 ,this servitude soon however1 if he is a man of natural abilities1 passes away3 he learns to try one experiment after another1 until he insensibly finds that a plan may succeed1 even if it was not pursued by his former teacher4 ,so far it is well4 ,he throws greater interest into his school1 and into all its exercises by the spirit with which he conducts them4 ,he is successful4 ,after the period of his services has expired1 he returns to the pursuit of his studies1 encouraged by his success1 and anticipating further triumphs in his subsequent attempts4 ,he goes on through college we will suppose1 teaching from time to time in the vacations1 as opportunity occurs1 taking more and more interest in the employment1 and meeting with greater and greater success4 ,this success is owing in a very great degree to the freedom of his practice1 that is to his escape from the thraldom of imitation4 ,so long as he leaves the great objects of the school untouched1 and the great features of its organization unchanged1 his many plans for accomplishing these objects in new and various ways1 awaken interest and spirit both in himself and in his scholars1 and all goes on well4 ,now in such a case as this1 a young teacher philosophizing upon his success and the causes of it1 will almost invariably make this mistake2 viz41 he will attribute to something essentially excellent in his plans1 the success which1 in fact results from the novelty of them4 ,when he proposes something new to a class1 they all take an interest in it1 because it is new4 ,he takes1 too1 a special interest in it because it is an experiment which he is trying1 and he feels a sort of pride and pleasure in securing its success4 ,the new method which he adopts1 may not be1 in itself1 in the least degree better than old methods4 ,yet it may succeed vastly better in his hands1 than any old method he had tried before4 ,and why8 ,why because it is new4 ,it awakens interest in his class1 because it offers them variety1 and it awakens interest in him1 because it is a plan which he has devised1 and for whose success therefore he feels that his credit is at stake4 ,either of these circumstances is abundantly sufficient to account for its success4 ,either of these would secure success1 unless the plan was a very bad one indeed4 ,this may easily be illustrated by supposing a particular case4 ,the teacher has1 we will imagine1 been accustomed to teach spelling in the usual way1 by assigning a lesson in the spelling book1 which the scholars have studied in their seats1 and then they have recited by having the words put to them individually in the class4 ,after sometime1 he finds that one class has lost its interest in this study4 ,he can make them get the lesson it is true1 but he perceives perhaps that it is a weary task to them4 ,of course they proceed with less alacrity1 and consequently with less rapidity and success4 ,he thinks1 very justly1 that it is highly desirable to secure cheerful1 not forced1 reluctant efforts from his pupils1 and he thinks of trying some new plan4 ,accordingly he says to them1 ,boys1 ,i am going to try a new plan for this class4 ,the mere annunciation of a new plan awakens universal attention4 ,the boys all look up1 wondering what it is to be4 ,instead of having you study your lessons in your seats1 as heretofore1 ,i am going to let you all go together into one corner of the room1 and choose some one to read the lesson to you1 spelling all the words aloud4 ,you will all listen and endeavor to remember how the difficult ones are spelled4 ,do you think you can remember8 ,yes1 sir1 say the boys4 ,children always think they can do every thing which is proposed to them as a new plan or experiment1 though they are very often inclined to think they cannot do what is required of them as a task4 ,you may have1 continues the teacher1 the words read to you once1 or twice1 just as you please4 ,only if you have them read but once1 you must take a shorter lesson4 ,he pauses and looks round upon the class4 ,some say1 ,once1 some1 ,twice4 ,i am willing that you should decide this question4 ,how many are in favor of having shorter lessons1 and having them read but once8----,how many prefer longer lessons1 and having them read twice8 ,after comparing the numbers1 it is decided according to the majority1 and the teacher assigns1 or allows them to assign a lesson4 ,now1 he proceeds1 ,i am not only going to have you study in a different way1 but recite in a different way too4 ,you may take your slates with you1 and after you have had time to hear the lesson read slowly and carefully twice1 ,i shall come and dictate to you the words aloud1 and you will all write them from my dictation4 ,then ,i shall examine your slates1 and see how many mistakes are made4 ,any class of boys now would be exceedingly interested in such a proposal as this1 especially if the master's ordinary principles of government and instruction had been such1 as to interest the pupils in the welfare of the school1 and in their own progress in study4 ,they will come together in the place assigned1 and listen to the one who is appointed to read the words to them1 with every faculty aroused1 and their whole souls engrossed in the new duties assigned them4 ,the teacher1 too1 feels a special interest in his experiment4 ,whatever else be may be employed about1 his eye turns instinctively to this group1 with an intensity of interest1 which an experienced teacher who has long been in the field1 and who has tried experiments of this sort a hundred times1 can scarcely conceive4 ,for let it be remembered that ,i am describing the acts and feelings of a new beginner2 of one who is commencing his work1 with a feeble and trembling step1 and perhaps this is his first step from the beaten path in which he has been accustomed to walk4 ,this new plan is continued1 we will suppose1 a week1 during which time the interest of the pupils continues4 ,they get longer lessons1 and make fewer mistakes than they did by the old method4 ,now in speculating on this subject1 the teacher reasons very justly1 that it is of no consequence whether the pupil receives his knowledge through the eye1 or through the ear2 whether they study in solitude or in company4 ,the point is to secure their progress in learning to spell the words of the ,english language1 and as this point is secured far more rapidly and effectually by his new method1 the inference is to his mind very obvious1 that he has made a great improvement1--one of real and permanent value4 ,perhaps he will consider it an extraordinary discovery4 ,but the truth is1 that in almost all such cases as this1 the secret of the success is1 not that the teacher has discovered a better method than the ordinary ones1 but that he has discovered a new one4 ,the experiment will succeed in producing more successful results1 just as long as the novelty of it continues to excite unusual interest and attention in the class1 or the thought that it is a plan of the teacher's own invention1 leads him to take a peculiar interest in it4 ,and this may be a month1 or perhaps a quarter1 and precisely the same effects would have been produced1 if the whole had been reversed1 that is1 if the plan of dictation had been the old one1 which in process of time had1 in this supposed school1 lost its interest1 and the teacher by his ingenuity and enterprise had discovered and introduced what is now the common mode4 ,very well1 perhaps my reader will reply1 it is surely something gained to awaken and continue interest in a dull study1 for a quarter1 or even a month4 ,the experiment is worth something as a pleasant and useful change1 even if it is not permanently superior to the other4 ,it is indeed worth something4 ,it is worth a great deal2 and the teacher who can devise and execute such plans1 understanding their real place and value1 and adhering steadily through them all1 to the great object which ought to engage his attention1 is in the almost certain road to success as an instructer4 ,what ,i wish is1 not to discourage such efforts2 they ought to be encouraged to the utmost1 but to have their real nature and design1 and the real secret of their success fully understood1 and to have the teacher1 above all1 take good care that all his new plans are made1 not the substitutes for the great objects which he ought to keep steadily in view1 but only the means by which he may carry them into more full and complete effect4 ,in the case we are supposing however1 we will imagine that the teacher does not do this4 ,he fancies that he has made an important discovery1 and begins to inquire whether the principle1 as he calls it1 cannot be applied to some other studies4 ,he goes to philosophizing upon it1 and can find many reasons why knowledge received through the ear makes a more ready and lasting impression1 than when it comes through the eye4 ,he tries to apply the method to ,arithmetic and ,geography1 and in a short time is forming plans for the complete metamorphosis of his school4 ,when engaged in hearing a recitation1 his mind is distracted with his schemes and plans2 and instead of devoting his attention fully to the work he may have in hand1 his thoughts are wandering continually to new schemes and fancied improvements1 which agitate and perplex him1 and which elude his efforts to give them a distinct and definite form4 ,he thinks he must however1 carry out his principle4 ,he thinks of its applicability to a thousand other cases4 ,he revolves1 over and over again in his mind1 plans for changing the whole arrangement of his school4 ,he is again and again lost in perplexity1 his mind is engrossed and distracted1 and his present duties are performed with no interest1 and consequently with little spirit or success4 ,now his error is in allowing a new idea1 which ought only to have suggested to him an agreeable change for a time1 in one of his classes1 to swell itself into undue and exaggerated importance1 and to draw off his mind from what ought to be the objects of his steady pursuit4 ,perhaps some teacher of steady intellectual habits and a well balanced mind may think that this picture is fanciful1 and that there is little danger that such consequences will ever actually result from such a cause4 ,but far from having exaggerated the results1 ,i am of opinion that ,i might have gone much farther4 ,there is no doubt that a great many instances have occurred1 in which some simple idea like the one ,i have alluded to1 has led the unlucky conceiver of it1 in his eager pursuit far deeper into the difficulty1 than ,i have here supposed4 ,he gets into a contention with the school committee1 that formidable foe to the projects of all scheming teachers2 and it would not be very difficult to find many actual cases1 where the individual has1 in consequence of some such idea1 quietly planned and taken measures to establish some new institution1 where he can carry on1 unmolested1 his plans1 and let the world see the full results of his wonderful discoveries4 ,we have in our country a very complete system of literary institutions1 so far as external organization will go1 and the prospect of success is far more favorable in efforts to carry these institutions into more complete and prosperous operation1 than in plans for changing them1 or substituting others in their stead4 ,were it not that such a course would be unjust to individuals1 a long and melancholy catalogue might easily be made out1 of abortive plans which have sprung up in the minds of young men1 in the manner ,i have described1 and which after perhaps temporary success1 have resulted in partial or total failure4 ,these failures are of every kind4 ,some are school-books on a new plan1 which succeed in the inventor's hand1 chiefly on account of the spirit which carried it into effect2 but which in ordinary hands1 and under ordinary circumstances1 and especially after long continued use1 have failed of exhibiting any superiority4 ,others are institutions1 commenced with great zeal by the projectors1 and which succeed just as long as that zeal continues4 ,zeal will make any thing succeed for a time4 ,others are new plans of instruction or government1 generally founded on some good principle carried to an extreme1 or made to grow into exaggerated and disproportionate importance4 ,examples almost innumerable1 of these things might be particularized1 if it were proper1 and it would be found upon examination1 that the amount of ingenuity and labor wasted upon such attempts1 would have been sufficient1 if properly expended1 to have elevated very considerably the standard of education1 and to have placed existing institutions in a far more prosperous and thriving state than they now exhibit4 ,the reader will perhaps ask1 shall we make no efforts at improvement8 ,must every thing in education go on in a uniform and monotonous manner2 and while all else is advancing1 shall our cause alone stand still8 ,by no means4 ,it must advance2 but let it advance mainly by the industry and fidelity of those who are employed in it2 by changes slowly and cautiously made2 not by great efforts to reach forward to brilliant discoveries1 which will draw off the attention from essential duties1 and after leading the projector through perplexities and difficulties without number1 end in mortification and failure4 ,were ,i to give a few concise and summary directions in regard to this subject to a young teacher1 they would be the following3 #a4 ,examine thoroughly the system of public and private schools as now constituted in ,new ,england1 until you fully understand it1 and appreciate its excellences and its completeness2 see how fully it provides for the wants of the various classes of our population4 ,by this ,i mean to refer only to the completeness of the system1 as a system of organization4 ,i do not refer at all to the internal management of these institutions3 this last is1 of course1 a field for immediate and universal effort at progress and improvement4 #b4 ,if after fully understanding this system as it now exists1 you are of opinion that something more is necessary2 if you think some classes of the community are not fully provided for1 or that some of our institutions may be advantageously exchanged for others1 whose plan you have in mind2 consider whether your age1 and experience1 and standing1 as an instructer are such as to enable you to place confidence in your opinion4 ,i do not mean by this1 that a young man may not make a useful discovery2 but only that he may be led away by the ardor of early life1 to fancy that essential and important1 which is really not so4 ,it is important that each one should determine whether this is not the case with himself1 if his mind is revolving some new plan4 #c4 ,perhaps you are contemplating only a single new institution1 which is to depend for its success1 on yourself and some coadjutors whom you have in mind1 and whom you well know4 ,if this is the case1 consider whether the establishment you are contemplating can be carried on1 after you shall have left it1 by such men as can ordinarily be obtained4 ,if the plan is founded on some peculiar notions of your own1 which would enable you to succeed in it1 when others1 also interested in such a scheme1 would probably fail1 consider whether there may not be danger that your plan may be imitated by others1 who cannot carry it into successful operation1 so that it may be the indirect means of doing injury4 ,a man is1 in some degree1 responsible for his example1 and for the consequences which may indirectly flow from his course1 as well as for the immediate results which he produces4 ,the ,fellenberg school at ,hofwyl has perhaps1 by its direct results1 been as successful for a given time1 as perhaps any other institution in the world2 but there is a great offset to the good which it has thus done1 to be found in the history of the thousand wretched imitations of it1 which have been started only to linger a little while and die1 and in which a vast amount of time1 and talent1 and money have been wasted4 ,consider the influence you may have upon the other institutions of our country1 by attaching yourself to some one under the existing organization4 ,if you take an academy or a private school1 constituted and organized like other similar institutions1 success in your own1 will give you influence over others4 ,a successful teacher of an academy1 raises the standard of academic instruction4 ,a college professor1 if he brings extraordinary talents to bear upon the regular duties of that office1 throws light1 universally1 upon the whole science of college discipline and instruction4 ,by going1 however1 to some new field1 establishing some new and fanciful institution1 you take yourself from such a sphere2--you exert no influence over others1 except upon feeble imitators1 who fail in their attempts1 and bring discredit upon your plans by the awkwardness with which they attempt to adopt them4 ,how much more service to the cause of education1 have ,professors ,cleaveland and ,silliman rendered by falling in with the regularly organized institutions of the country1 and elevating them1 than if in early life1 they had given themselves to some magnificent project of an establishment1 to which their talents would unquestionably have given temporary success1 but which would have taken them away from the community of teachers1 and confined the results of their labors to the more immediate effects which their daily duties might produce4 #e4 ,perhaps1 however1 your plan is not the establishment of some new institution1 but the introduction of some new study or pursuit into the one with which you are connected4 ,before1 however1 you interrupt the regular plans of your school to make such a change1 consider carefully what is the real and appropriate object of your institution4 ,every thing is not to be done in school4 ,the principles of division of labor apply with peculiar force to this employment2 so that you must not only consider whether the branch1 which you are now disposed to introduce1 is important1 but whether it is really such an one as it is1 on the whole1 best to include among the objects to be pursued in such an institution4 ,many teachers seem to imagine1 that if any thing is in itself important1 and especially if it is an important branch of education1 the question is settled of its being a proper object of attention in school4 ,but this is very far from being the case4 ,the whole work of education can never be intrusted to the teacher4 ,much must of course remain in the hands of the parent2 it ought so to remain4 ,the object of a school is not to take children out of the parental hands1 substituting the watch and guardianship of a stranger1 for the natural care of father and mother4 ,far from it4 ,it is only the association of the children for those purposes which can be more successfully accomplished by association4 ,it is an union for few1 specific1 and limited objects1 for the accomplishment of that part1 7and it is comparatively a small part of the general objects of education7 which can be most successfully affected by public institutions1 and in assemblies of the young4 #f4 ,if the branch which you are desiring to introduce appears to you to be an important part of education1 and if it seems to you that it can be most successfully attended to in schools1 then consider whether the introduction of it1 and of all the other branches having equal claims1 will1 or will not give to the common schools too great a complexity4 ,consider whether it will succeed in the hands of ordinary teachers4 ,consider whether it will require so much time and effort1 as will draw off1 in any considerable degree1 the attention of the teacher from the more essential parts of his duty4 ,all will admit that it is highly important that every school should be simple in its plan1--as simple as its size and general circumstances will permit1 and especially1 that the public schools in every town and village of our country should never lose sight of what is1 and must be1 after all1 their great design--teaching the whole population to read1 write1 and calculate4 #g4 ,if it is a school-book1 which you are wishing to introduce1 consider well before you waste your time in preparing it1 and your spirits in the vexatious work of getting it through the press1 whether it is1 for general use1 so superior to those already published1 as to induce teachers to make a change in favor of yours4 ,i have italicised the words for general use1 for no delusion is more common than for a teacher to suppose1 that because a text-book which he has prepared and uses in manuscript1 is better for him than any other work which he can obtain1 it will therefore be better for general circulation4 ,every man1 if he has any originality of mind1 has of course some peculiar method of his own1 and he can of course prepare a text-book which will be better adapted to this method1 than those ordinarily in use4 ,the history of a vast multitude of textbooks1 ,arithmetics1 ,geographies1 and ,grammars1 is this4 ,a man of a somewhat ingenious mind1 adopts some peculiar mode of instruction in one of these branches1 and is quite successful1 not because the method has any very peculiar excellence1 but simply because he takes a greater interest in it1 both on account of its novelty and also from the fact that it is his own invention4 ,he conceives the plan of writing a text-book1 to develope and illustrate this method4 ,he hurries through the work4 ,by some means or other1 he gets it printed4 ,in due time it is regularly advertised4 ,the ,annals of ,education gives notice of it2 the author sends a few copies to his friends1 and that is the end of it4 ,perhaps a few schools may make a trial of it1 and if1 for any reason1 the teachers who try it are interested in the work1 perhaps in their hands1 it succeeds4 ,but it does not succeed so well as to attract general attention1 and consequently does not get into general circulation4 ,the author loses his time and his patience4 ,the publisher1 unless unfortunately it was published on the author's account1 loses his paper4 ,and in a few months1 scarcely any body knows that such a book ever saw the light4 ,it is in this way1 that the great multitude of school-books which are now constantly issuing from the press1 take their origin4 ,far be it from me to discourage the preparation of good school-books4 ,this department of our literature offers a fine field for the efforts of learning and genius4 ,what ,i contend against1 is the endless multiplicity of useless works1 hastily conceived and carelessly executed1 and which serve no purpose1 but to employ uselessly1 talents1 which if properly applied1 might greatly benefit both the community and the possessor4 #h4 ,if1 however1 after mature deliberation you conclude that you have the plan of a school-book which you ought to try to mature and execute1 be slow and cautious about it4 ,remember that so great is now the competition in this branch1 nothing but superior excellences will secure the favorable reception of a work4 ,examine all that your predecessors have done before you4 ,obtain1 whatever may be the trouble and expense1 all other text books on the subject1 and examine them thoroughly4 ,if you see that you can make a very decided advance on all that has been done1 and that the public will probably submit to the inconvenience and expense of a change1 to secure the result of your labors1 go forward slowly and thoroughly in your work4 ,no matter how much investigation1 how much time and labor it may require4 ,the more difficulty you may find1 in gaining the eminence1 the less likely will you be to be followed by successful competitors4 #i4 ,consider in forming your text-book1 not merely the whole subject on which you are to write1 but also look extensively and thoroughly at the institutions throughout the country1 and consider carefully the character of the teachers by whom you expect it to be used4 ,sometimes a man publishes a text-book1 and when it fails on trial1 he says1 ,it is because they did not know how to use it4 ,the book in itself was good4 ,the whole fault was in the awkwardness and ignorance of the teacher4 ,how absurd6 ,as if to make a good text-book1 it was not as necessary to adapt it to teachers as to scholars4 ,a good text-book which the teachers for whom it was intended did not know how to use66 i4 e4 ,a good contrivance but entirely unfit for the purpose for which it was intended4 #aj4 ,lastly1 in every new plan1 consider carefully whether its success in your hands1 after you have tried it1 and found it successful1 be owing to its novelty and to your own special interest1 or to its own innate and intrinsic superiority4 ,if the former1 use it so long as it will last1 simply to give variety and interest to your plans4 ,recommend it in conversation or in other ways to teachers with whom you are acquainted2 not as a wonderful discovery1 which is going to change the whole science of education1 but as one method among others1 which may be introduced from time to time1 to relieve the monotony of the teacher's labors4 ,in a word do not go away from the established institutions of our country1 or deviate from the great objects which are at present1 and ought to be pursued by them1 without great caution1 circumspection1 and deliberate inquiry4 ,but within these limits1 exercise ingenuity and invention as much as you will4 ,pursue steadily the great objects which demand the teacher's attention2 they are simple and few4 ,never lose sight of them1 nor turn to the right or to the left to follow any ignis fatuus which may endeavor to allure you away2 but exercise as much ingenuity and enterprise as you please1 in giving variety and interest to the modes by which these objects are pursued4 99 99 99 99 99 ,if planning and scheming are confined within these limits1 and conducted on these principles1 the teacher will save all the agitating perplexity and care which will otherwise be his continual portion4 ,he can go forward peaceably and quietly1 and while his own success is greatly increased1 he may be of essential service to the cause in which he is engaged1 by making known his various experiments and plans to others4 ,for this purpose it seems to me highly desirable that every teacher should ,,keep ,a ,,journal of all his plans4 ,in these should be carefully entered all his experiments3 the new methods he adopts2 the course he takes in regard to difficulties which may arise2 and any interesting incidents which may occur1 which it would be useful for him to refer to1 at some future time4 ,these or the most interesting of them should be made known to other teachers4 ,this may be done in several ways4 7#a47 ,by publishing them in periodicals devoted to education4 ,such contributions1 furnished by judicious men1 would be among the most valuable articles in such a work4 ,they would be far more valuable than any general speculations1 however well conceived or expressed4 7#b47 ,in news-papers intended for general circulation4 ,there are very few editors whose papers circulate in families1 who would not gladly receive articles of this kind1 to fill a teacher's department in their columns4 ,if properly written they would be read with interest and profit by multitudes of parents1 and would throw much light on family government and instruction4 7#c47 ,by reading them in teacher's meetings4 ,if half a dozen teachers who are associated in the same vicinity1 would meet once a fortnight1 simply to hear each other's journals1 they would be amply repaid for their time and labor4 ,teacher's meetings will be interesting and useful1 when those who come forward in them1 will give up the prevailing practice of delivering orations1 and come down at once to the scenes and to the business of the school-room4 ,there is one topic connected with the subject of this chapter1 which deserves a few paragraphs4 ,i refer to the rights of the ,committee1 or the ,trustees1 or ,patrons1 in the control of the school4 ,the right to such control1 when claimed at all1 is usually claimed in reference to the teacher's new plans1 which renders it proper to allude to the subject here2 and it ought not to be omitted1 for a great many cases occur1 in which teachers have difficulties with the trustees or committee of their school4 ,sometimes these difficulties have amounted to an open rupture2 at other times1 only to a slight and temporary misunderstanding1 arising from what the teacher calls an unwise and unwarrantable interference on the part of the committee1 or the trustees1 in the arrangements of the school4 ,difficulties of some sort very often arise4 ,in fact1 a right understanding of this subject1 is1 in most cases1 absolutely essential to the harmony and co-operation of the teacher1 and the representatives of his patrons4 ,there are then1 it must be recollected1 three different parties connected with every establishment for education2 the parents of the scholars1 the teacher1 and the pupils themselves4 ,sometimes1 as for example1 in a common private school1 the parents are not organized1 and whatever influence they exert1 they must exert in their individual capacity4 ,at other times1 as in a common district or town school1 they are by law organized1 and the school committee chosen for this purpose1 are their legal representatives4 ,in other instances1 a board of trustees are constituted by the appointment of the founders of the institution1 or by the legislature of a state1 to whom is committed the oversight of its concerns1 and who are consequently the representatives of the founders and patrons of the school4 ,there are differences between these various modes of organization which ,i shall not now stop to examine1 as it will be sufficiently correct for my purpose to consider them all as only various ways of organizing the employers1 in the contract1 by which the teacher is employed4 ,the teacher is the agent2 the patrons1 represented in these several ways1 are the principals4 ,when1 therefore1 in the following paragraphs1 ,i use the word employers1 ,i mean to be understood to speak of the committee1 or the trustees1 or the visiters1 or the parents themselves1 as the case1 in each particular institution1 may be2 that is1 the persons1 for whose purpose1 and at whose expense1 the institution is maintained2 or their representatives4 ,now there is a very reasonable1 and almost universally established rule1 which teachers are very frequently prone to forget1 viz41 the employed ought always to be responsible to the employers1 and to be under their direction4 ,so obviously reasonable is this rule1 and in fact1 so absolutely indispensable in the transaction of all the business of life1 that it would be idle to attempt to establish and illustrate it here4 ,it has1 however1 limitations1 and it is applicable to a much greater extent1 in some departments of human labor1 than in others4 ,it is applicable to the business of teaching1 and though1 ,i confess1 that it is somewhat less absolute and imperious here1 still1 it is obligatory1 ,i believe1 to far greater extent1 than teachers have been generally willing to admit4 ,a young lady1 ,i will imagine1 wishes to introduce the study of ,botany into her school4 ,the parents or the committee object2 they say1 that they wish the children to confine their attention exclusively to the elementary branches of education4 ,it will do them no good1 says the chairman of the committee1 to learn by heart some dozen or two of learned names4 ,we want them to read well1 to write well1 and to calculate well1 and not to waste their time in studying about pistils and stamens and nonsense4 ,now what is the duty of the teacher in such a case8 ,why1 very plainly her duty is the same as that of the ,governor of a state1 where the people1 through their representatives1 regularly chosen1 negative a proposal1 which he considers calculated to promote the public good4 ,it is his duty to submit to the public will1 and though he may properly do all in his power1 to present the subject to his employers in such a light1 as to lead them to regard it as he does1 he must still1 until they do so regard it1 bow to their authority2 and every magistrate1 who takes an enlarged and comprehensive view of his duties as the executive of a republican community1 will do this without any humiliating feelings of submission to unauthorized interference with his plans4 ,he will1 on the other hand1 enjoy the satisfaction of feeling that he confines himself to his proper sphere1 and leave to others1 the full possession of rights which properly pertain to them4 ,it is so with every case1 where the relation of employer and employed subsists4 ,you engage a carpenter to erect a house for you1 and you present your plan2 instead of going to work and executing your orders according to your wishes1 he goes to criticising and condemning it3 he finds fault with this1 and ridicules that1 and tells you1 you ought to make such and such an alteration in it4 ,it is perfectly right for him to give his opinion1 in the tone and spirit of recommendation or suggestion1 with a distinct understanding that with his employer rests the power and the right to decide4 ,but how many teachers take possession of their school room as though it was an empire in which they are supreme1 who resist every interference of their employers1 as they would an attack upon their personal freedom1 and who feel1 that in regard to every thing connected with school1 they have really no actual responsibility4 ,in most cases1 the employers1 knowing how sensitive teachers very frequently are on this point1 acquiesce in it1 and leave them to themselves4 ,whenever in any case1 they think that the state of the school requires their interference1 they come cautiously and fearfully to the teacher1 as if they were encroaching upon his rights1 instead of advancing with the confidence and directness with which employers have always a right to approach the employed2 and the teacher1 with the view he has insensibly taken of the subject1 being perhaps confirmed by the tone and manner which his employers use1 makes the conversation1 quite as often1 an occasion of resentment and offence as of improvement4 ,he is silent1 perhaps1 but in his heart he accuses his committee or his trustees of improper interference in his concerns1 as though it was no part of their business to look after work which is going forward for their advantage1 and for which they pay4 ,perhaps some individuals1 who have had some collision with their trustees or committee1 will ask me if ,i mean1 that a teacher ought to be entirely and immediately under the supervision and control of the trustees1 just as a mechanic is when employed by another man4 ,by no means4 ,there are various circumstances connected with the nature of this employment2 the impossibility of the employers fully understanding it in all its details2 and the character and the standing of the teacher himself1 which always will1 in matter of fact1 prevent this4 ,the employers always will1 in a great many respects1 place more confidence in the teacher and in his views1 than they will in their own4 ,but still1 the ultimate power is theirs4 ,even if they err1--if they wish to have a course pursued which is manifestly inexpedient and wrong1 they still have a right to decide4 ,it is their work3 it is going on at their instance1 and at their expense1 and the power of ultimate decision1 on all disputed questions1 must1 from the very nature of the case1 rest with them4 ,the teacher may1 it is true1 have his option either to comply with their wishes or to seek employment in another sphere2 but while he remains in the employ of any persons1 whether in teaching or in any other service1 he is bound to yield to the wishes of his employers1 when they insist upon it1 and to submit pleasantly to their direction1 when they shall claim their undoubted right to direct4 ,this is to be done1 it must be remembered1 when they are wrong1 as well as when they are right4 ,the obligation of the teacher is not founded upon the superior wisdom of his employers1 in reference to the business for which they have engaged him1 for they are very probably his inferiors in this respect2 but upon their right as employers1 to determine how their own work shall be done4 ,a gardener1 we will suppose1 is engaged by a gentleman to lay out his grounds4 ,the gardener goes to work1 and after a few hours the gentleman comes out to see how he goes on1 and to give directions4 ,he proposes something which the gardener1 who1 to make the case stronger1 we will suppose knows better that the proprietor of the grounds1 considers ridiculous and absurd2 nay1 we will suppose it is ridiculous and absurd4 ,now what can the gardener do8 ,there are1 obviously1 two courses4 ,he can say to the proprietor1 after a vain attempt to convince him he is wrong1 ,well1 sir1 ,i will do just as you say4 ,the grounds are yours3 ,i have no interest in it1 or responsibility1 except to accomplish your wishes4 ,this would be right4 ,or he might say1 ,sir1 you have a right to direct upon your own grounds1 and ,i do not wish to interfere with your plans2 but ,i must ask you to obtain another gardener4 ,i have a reputation at stake1 and this work1 if ,i do it even at your direction1 will be considered as a specimen of my taste and of my planning1 so that ,i must in justice to myself1 decline remaining in your employment4 ,this too1 would be right1 though probably1 both in the business of gardening and of teaching1 the case ought to be a strong one1 to render it expedient4 ,but it would not be right for him1 after his employer should have gone away1 to say to himself1 with a feeling of resentment at the imaginary interference2 ,i shall not follow any such directions2 ,i understand my own trade and shall receive no instructions in it from him2 and then disobeying all directions1 go on and do the work contrary to the orders of his employer1 who alone has a right to decide4 ,and yet a great many teachers take a course as absurd and unjustifiable as this would be4 ,whenever the parents1 or the committee1 or the trustees express1 however mildly and properly1 their wishes in regard to the manner in which they desire to have their own work performed1 their pride is at once aroused4 ,they seem to feel it an indignity1 to act in any other way1 than just in accordance with their own will and pleasure2 and they absolutely refuse to comply1 resenting the interference as an insult4 ,or else1 if they apparently yield1 it is with mere cold civility1 and entirely without any honest desires to carry the wishes thus expressed1 into actual effect4 ,parents may1 indeed1 often misjudge4 ,a good teacher will1 however1 soon secure their confidence1 and they will acquiesce in his opinion4 ,but they ought to be watchful2 and the teacher ought to feel and acknowledge their authority1 on all questions connected with the education of their children4 ,they have originally entire power in regard to the course which is to be pursued with them4 ,providence has made the parents responsible and wholly responsible for the manner in which their children are prepared for the duties of this life1 and it is interesting to observe1 how very cautious the laws of society are1 about interfering with the parent's wishes1 in regard to the education of the child4 ,there are many cases1 in which enlightened governments might make arrangements which would be better than those made by the parents1 if they are left to themselves4 ,but they will not do it2 they ought not to do it4 ,god has placed the responsibility in the hands of the father and mother1 and unless the manner in which it is exercised is calculated to endanger or to injure the community1 there can rightfully be no interference except that of argument and persuasion4 ,it ought also to be considered that upon the parents will come the consequences of the good or bad education of their children1 and not upon the teacher1 and consequently it is right that they should direct4 ,the teacher remains1 perhaps1 a few months with his charge1 and then goes to other places1 and perhaps hears of them no more4 ,he has thus very little at stake4 ,the parent has every thing at stake1 and it is manifestly unjust to give one man the power of deciding1 while he escapes all the consequences of his mistakes1 if he makes any1 and to take away all the power from those1 upon whose heads1 all the suffering1 which will follow an abuse of the power1 must descend4 ,,chapter ,,viii4 ,,reports ,,of ,,cases4 ,there is perhaps no way1 by which a writer can more effectually explain his views on the subject of education1 than by presenting a great variety of actual cases1 whether real or imaginary1 and describing particularly the course of treatment he would recommend in each4 ,this method of communicating knowledge is very extensively resorted to in the medical profession1 where writers detail particular cases1 and report the symptoms and the treatment for each succeeding day1 so that the reader may almost fancy himself actually a visiter at the sick bed1 and the nature and effects of the various prescriptions become fixed in the mind1 with almost as much distinctness and permanency as actual experience would give4 ,this principle has been kept in view1 the reader may perhaps think1 too closely1 in all the chapters of this volume2 almost every point brought up1 having been illustrated by anecdotes and narratives4 ,i propose1 however1 devoting one chapter now1 to presenting a number of miscellaneous cases1 without any attempt to arrange them4 ,sometimes the case will be merely stated1 the reader being left to draw the inference2 at others1 such remarks will be added as the case suggests4 ,all will however be intended to answer some useful purpose1 either to exhibit good or bad management and its consequences1 or to bring to view some trait of human nature1 as it exhibits itself in children1 which it may be desirable for the teacher to know4 ,let it be understood1 however1 that these cases are not selected with reference to their being strange1 or extraordinary4 ,they are rather chosen because they are common1 i4 e4 they1 or cases similar1 will be constantly occurring to the teacher1 and reading such a chapter will be the best substitute for experience which the teacher can have4 ,some are descriptions of literary exercises or plans which the reader can adopt in classes1 or with a whole school2 others are cases of discipline1--good or bad management1 which the teacher can imitate or avoid4 ,the stories are from various sources1 and are the results of the experience of several individuals4 #a4 ,,hats ,,and ,,bonnets4 ,the master of a district school was accidentally looking out of the window one day1 and he saw one of the boys throwing stones at a hat1 which was put up for that purpose upon the fence4 ,he said nothing about it at the time1 but made a memorandum of the occurrence1 that he might bring it before the school1 at the proper time4 ,when the hour1 set apart for attending to the general business of the school1 had arrived1 and all were still1 he said1 ,i saw one of the boys throwing stones at a hat to-day1 did he do right or wrong8 ,there were one or two faint murmurs which sounded like ,wrong1 but the boys generally made no answer4 ,perhaps it depends a little upon the question whose hat it was4 ,do you think it does depend upon that8 ,yes sir4 ,well1 suppose then it was not his own hat1 and he was throwing stones at it without the owner's consent1 would it be plain in that case1 whether he was doing right or wrong8 ,yes sir2 wrong1 was the universal reply4 ,suppose it was his own hat1 would he have been right8 ,has a boy a right to do what he pleases with his own hat8 ,yes sir1 ,yes sir1 ,no sir1 ,no sir1 answered the boys confusedly4 ,i do not know whose hat it was4 ,if the boy who did it is willing to rise and tell me1 it will help us to decide this question4 ,the boy knowing that a severe punishment was not in such a case to be anticipated1 and in fact1 apparently pleased with the idea of exonerating himself from the blame of wilfully injuring the property of another1 rose and said1 ,i suppose it was ,i1 sir1 who did it1 and it was my own hat8 ,well1 said the master1 ,i am glad you are willing to tell frankly how it was2 but let us look at this case4 ,there are two senses in which a hat may be said to belong to any person4 ,it may belong to him because he bought it and paid for it1 or it may belong to him because it fits him1 and he wears it4 ,in other words a person may have a hat1 as his property1 or he may have it only as a part of his dress4 ,now you see1 that according to the first of these senses1 all the hats in this school1 belong to your fathers4 ,there is not in fact a single boy in this school who has a hat of his own4 ,the boys laughed4 ,is not this the fact8 ,yes sir4 ,it certainly is so1 though ,i suppose ,james did not consider it4 ,your fathers bought your hats4 ,they worked for them1 and paid for them4 ,you are only the wearers1 and consequently every generous boy1 and in fact every honest boy1 will be careful of the property which is intrusted to him1 but which strictly speaking is not his own4 #b4 ,,mistakes4 ,a wide difference must always be made between mistakes arising from carelessness1 and those resulting from circumstances beyond control2 such as want of sufficient data1 c4 ,the former are always censurable2 the latter never2 for they may be the result of correct reasoning from insufficient data1 and it is the reasoning only for which the child is responsible4 ,what do you suppose a prophet is8 said an instructer to a class of little boys4 ,the word occurred in their reading lesson4 ,the scholars all hesitated2 at last one ventured to reply3 ,if a man should sell a yoke of oxen1 and get more for them than they are worth1 he would be a prophet4 ,yes1 said the instructer1 that is right1 that is one kind of profit1 but this is another and a little different1 and he proceeded to explain the word1 and the difference of the spelling4 ,this child had1 without doubt1 heard of some transaction of the kind which he described1 and had observed that the word profit was applied to it4 ,now the care which he had exercised in attending to it at the time1 and remembering it when the same word1 7for the difference in the spelling he of course knew nothing about17 occurred again1 was really commendable4 ,the fact1 which is a mere accident1 that we affix very different significations to the same sound1 was unknown4 ,the fault1 if anywhere1 was in the language and not in him2 for he reasoned correctly from the data he possessed1 and he deserved credit for it4 #c4 ,,tardiness4 ,my duty to this school1 said a teacher to his pupils1 demands1 as ,i suppose you all admit1 that ,i should require you all to be here punctually at the time appointed for the commencement of the school4 ,i have done nothing on this subject yet1 for ,i wished to see whether you would not come early1 on principle4 ,i wish now however to inquire in regard to this subject1 and to ascertain how many have been tardy1 and to consider what must be done hereafter4 ,he made the inquiries and ascertained pretty nearly how many had been tardy1 and how often within a week4 ,the number was found to be so great1 that the scholars admitted that something ought to be done4 ,what shall ,i do8 asked he4 ,can any one propose a plan which will remedy the difficulty8 ,there was no answer4 ,transcriber's ,note3 ,the footnote marker for the following footnote is missing4 ,footnote ,d3 ,the above1 and one or two of the succeeding articles have been before published1 in periodicals4 ,the easiest and pleasantest way to secure punctuality1 is for the scholars to come early of their own accord1 upon principle4 ,it is evident from the reports1 that many of you do so2 but some do not4 ,now there is no other plan which will not be attended with very serious difficulty1 but ,i am willing to adopt the one which will be pleasantest to yourselves1 if it will be likely to accomplish the object4 ,has any one any plan to propose4 ,there was a pause4 ,it would evidently1 continued the teacher1 be the easiest for me to leave this subject1 and do nothing about it4 ,it is of no personal consequence to me1 whether you come early or not1 but as long as ,i hold this office1 ,i must be faithful1 and ,i have no doubt the school committee1 if they knew how many of you were tardy1 would think ,i ought to do something to diminish the evil4 ,the best plan ,i can think of1 is that all who are tardy should lose their recess4 ,the boys looked rather anxiously at one another1 but continued silent4 ,there is a great objection to this plan from the fact that a boy is sometimes necessarily absent1 and by this rule he will lose his recess with the rest1 so that the innocent will be punished with the guilty4 ,i should think1 sir1 said ,william1 that those who are necessarily tardy1 might be excused4 ,yes1 ,i should be very glad to excuse them1 if ,i could find out who they are4 ,the boys seemed to be surprised at this remark1 as if they thought it would not be a difficult matter to decide4 ,how can ,i tell8 asked the master4 ,you can hear their excuses1 and then decide4 ,yes1 said the teacher1 but here are fifteen or twenty boys tardy this morning2 now how long would it take me to hear their excuses1 and understand each case thoroughly1 so that ,i could really tell whether they were tardy from good reasons or not8 ,no answer4 ,should you not think it would take a minute apiece8 ,yes sir4 ,it would undoubtedly1 and even then ,i could not in many cases tell4 ,it would take fifteen minutes at least4 ,i cannot do this in school-hours1 for ,i have not time1 and if ,i do it in recess1 it will consume the whole of every recess4 ,now ,i need the rest of a recess1 as well as you1 and it does not seem to me to be just that ,i should lose the whole of mine1 every day1 and spend it in a most unpleasant business1 when ,i take pains1 myself1 to come punctually every morning4 ,would it be just8 ,no sir4 ,i think it would be less unjust to deprive all of their recess who are tardy1 for then the loss of a recess by a boy who had not been to blame1 would not be very common1 and the evil would be divided among the whole1 but in the plan of my hearing the excuses1 it would all come upon one4 ,after a short pause one of the boys said that they might be required to bring written excuses4 ,yes that is another plan1 said the teacher1 but there are objections to it4 ,can any of you think what they are8 ,i suppose you have all been1 either at this school1 or at some other1 required to bring written excuses1 so that you have seen the plan tried2 now have you never noticed any objection to it8 ,one boy said that it gave the parents a great deal of trouble at home4 ,yes1 said the teacher1 this is a great objection2 it is often very inconvenient to write4 ,but that is not the greatest difficulty2 can any of you think of any other8 ,there was a pause4 ,do you think that these written excuses are1 after all1 a fair test of the real reasons for tardiness8 ,i understand that sometimes boys will tease their fathers or mothers for an excuse1 when they do not deserve it1 ',yes sir1' and sometimes they will loiter about when sent of an errand before school1 knowing that they can get a written excuse when they might easily have been punctual4 ,yes sir1 ,yes sir1 said the boys4 ,well1 now1 if we adopt this plan1 some unprincipled boy would always contrive to have an excuse1 whether necessarily tardy or not2 and besides1 each parent would have a different principle and a different opinion as to what was a reasonable excuse1 so that there would be no uniformity1 and consequently no justice in the operation of the system4 ,the boys admitted the truth of this1 and as no other plan was presented1 the rule was adopted of requiring all those who were tardy1 to remain in their seats during the recess1 whether they were necessarily tardy or not4 ,the plan very soon diminished the number of loiterers4 #d4 ,,helen',s ,,lesson4 ,the possibility of being inflexibly firm in measures1 and at the same time gentle and mild in manners and language1 is happily illustrated in the following description1 which is based on an incident narrated by ,mrs4 ,sherwood4 ,mrs4 ,m4 had observed even during the few days that ,helen had been under her care1 that she was totally unaccustomed to habits of diligence and application4 ,after making all due allowance for long indulged habits of indolence and inattention1 she one morning assigned an easy lesson to her pupil1 informing her at the same time1 that she should hear it immediately before dinner4 ,helen made no objections to the plan1 but she silently resolved not to perform the required task4 ,being in some measure a stranger1 she thought her aunt would not insist upon perfect obedience1 and besides in her estimation1 she was too old to be treated like a child4 ,during the whole morning1 ,helen exerted herself to be mild and obliging2 her conduct towards her aunt was uncommonly affectionate4 ,by these1 and various other artifices1 she endeavored to gain her first victory4 ,meanwhile1 ,mrs4 ,m4 quietly pursued her various avocations1 without apparently noticing ,helen's conduct4 ,at length dinner hour arrived2 the lesson was called for1 and found unprepared4 ,mrs4 ,m4 told ,helen she was sorry she had not got the lesson1 and went on to explain one or two sentences more fully1 and concluded1 by saying that she hoped it would be learned before tea-time4 ,helen1 finding she was not to come to the table1 began to be a little alarmed4 ,she was acquainted in some measure with the character of her aunt1 still she hoped to be allowed to partake of the dessert as she had been accustomed to on similar occasions at home1 and soon regained her wonted composure4 ,but the dinner cloth was removed1 and there sat ,helen1 suffering not a little from hunger2 still she would not complain2 she meant to convince her aunt that she was not moved by trifles4 ,a walk had been proposed for the afternoon1 and as the hour drew near1 ,helen made preparations to accompany the party4 ,mrs4 ,m4 reminded her of her lesson1 but she just noticed the remark by a toss of the head1 and was soon in the green fields1 apparently the gayest of the gay4 ,after her return from the excursion1 she complained of a head-ache which in fact she had2 she threw herself languidly on the sofa1 sighed deeply1 and took up her ,history4 ,tea was now on the table1 and most tempting looked the white loaf4 ,mrs4 ,m4 again heard the pupil recite1 but was sorry to find the lesson still imperfectly prepared4 ,she left her1 saying she thought an half hour's study would conquer all the difficulties she found in the lesson4 ,during all this time1 ,mrs4 ,m4 appeared so perfectly calm1 composed1 and even kind1 and so regardless of sighs and doleful exclamations1 that ,helen entirely lost her equanimity and let her tears flow freely and abundantly4 ,her mother was always moved by her tears1 and would not her aunt relent8 ,no4 ,mrs4 ,m4 quietly performed the duties of the table1 and ordered the tea-equipage to be removed4 ,this latter movement brought ,helen to reflection4 ,it is useless to resist1 thought she1 indeed why should ,i wish to4 ,nothing too much has been required of me4 ,how ridiculous ,i have made myself appear1 in the eyes of my aunt1 and even of the domestics4 ,in less than an hour1 she had the satisfaction of reciting her lesson perfectly2 her aunt made no comments on the occasion1 but assigned her the next lesson1 and went on sewing4 ,helen did not expect this2 she had anticipated a refreshing cup of tea1 after the long siege4 ,she had expected that even something nicer than usual would be necessary to compensate her for past sufferings4 ,at length1 worn out by long continued watching and fasting1 she went to the closet1 provided herself with a cracker1 and retired to bed to muse deliberately on the strange character of her aunt4 ,teachers not unfrequently threaten their pupils with some proper punishment1 but when obliged to put the threat into execution1 contrive in some indirect way1 to abate its rigor and thus destroy all its effects4 ,for example1 a mother was in the habit1 when her little boy ran beyond his proscribed play-ground1 of putting him into solitary confinement4 ,on such occasions1 she was very careful to have some amusing book1 or diverting plaything in a conspicuous part of the room1 and not unfrequently a piece of gingerbread was given to solace the runaway4 ,the mother thought it very strange her little boy should so often transgress1 when he knew what to expect from such a course of conduct4 ,the boy was wiser than the mother2 he knew perfectly well how to manage4 ,he could play with the boys beyond the garden gate1 and if detected1 to be sure he was obliged to spend a quiet hour in the pleasant parlor4 ,but this was not intolerable as long as he could expect a paper of sugar-plums1 a cake1 or at least something amply to compensate him for the loss of a game at marbles4 #e4 ,,complaints ,,of ,,long ,,lessons4 ,a college officer assigned lessons which the idle and ignorant members of the class thought too long4 ,they murmured for a time1 and at last openly complained4 ,the other members of the class could say nothing in behalf of the professor1 awed by the greatest of all fears to a collegian1 the fear of being called a fisher1 or a blueskin4 ,the professor paid no attention to the petitions and complaints which were poured in upon him1 and which1 though originated by the idle1 all were compelled to vote for4 ,he coldly1 and with uncompromising dignity1 went on the excitement in the class increased1 and what is called a college rebellion1 with all its disastrous consequences to the infatuated rebels1 ensued4 ,another professor had the dexterity to manage in a different way4 ,after hearing that there was dissatisfaction1 he brought up the subject as follows3-- ,i understand1 gentlemen1 that you consider your lessons too long4 ,perhaps ,i have overrated the abilities of the class1 but ,i have not intended to assign you more than you can accomplish4 ,i feel no other interest in the subject1 than the pride and pleasure it would give me1 to have my class stand high1 in respect to the amount of ground it has gone over1 when you come to examination4 ,i propose1 therefore1 that you appoint a committee in whose abilities and judgment you can confide1 and let them examine this subject and report4 ,they might ascertain how much other classes have done1 and how much is expedient for this class to attempt2 and then1 by estimating the number of recitations assigned to this study1 they can easily determine what should be the length of the lessons4 ,the plan was adopted1 and the report put an end to the difficulty4 #f4 ,,english ,,composition4 ,the great prevailing fault of writers in this country1 is an affectation of eloquence4 ,it is almost universally the fashion to aim not at striking thoughts1 simply and clearly expressed1 but at splendid language1 glowing imagery1 and magnificent periods4 ,it arises1 perhaps1 from the fact that public speaking is the almost universal object of ambition1 and consequently1 both at school and at college1 nothing is thought of but oratory4 ,vain attempts at oratory1 result in nine cases out of ten1 in grandiloquence and empty verbiage2--common thoughts expressed in pompous periods4 ,the teacher should guard against this1 and assign to children such subjects as are within the field of childish observation4 ,a little skill on his part will soon determine the question which kind of writing shall prevail in his school4 ,the following specimens1 both written with some skill1 will illustrate the two kinds of writing alluded to4 ,both were written by pupils of the same age1 twelve2 one a boy1 the other a girl4 ,the subjects were assigned by the teacher4 ,i need not say that the following was the writer's first attempt at composition1 and that it is printed without alteration4 ,,the ,,pains ,,of ,a ,,sailor',s ,,life4 ,the joyful sailor embarks on board of his ship1 the sails are spread to catch the playful gale1 swift as an arrow he cuts the rolling wave4 ,a few days thus sporting on the briny wave1 when suddenly the sky is overspread with clouds1 the rain descends in torrents1 the sails are lowered1 the gale begins1 the vessel is carried with great velocity1 and the shrouds unable to support the tottering mast1 gives way to the furious tempest2 the vessel is drove among the rocks1 is sprung aleak1 the sailor works at the pumps1 till1 faint and weary1 is heard from below1 six feet of water in the hold1 the boats are got ready1 but before they are into them1 the vessel dashed against a reef of rocks1 some in despair throw themselves into the sea1 others get on the rocks without any clothes or provisions1 and linger a few days1 perhaps weeks or months1 living on shell fish or perhaps taken up by some ship4 ,others get on pieces of the wreck1 and perhaps be cast on some foreign country1 where perhaps he may be taken by the natives1 and sold into slavery where he never more returns4 ,in regard to the following specimen1 it should be stated that when the subject was assigned1 the pupil was directed to see how precisely she could imitate the language and conversation which two little children really lost in the woods would use4 ,while writing1 therefore1 her mind was in pursuit of the natural1 and the simple1 not of the eloquent4 ,,two ,,children ,,lost ,,in ,,the ,,woods4 ,emily4 ,look here6 see how many berries ,i've got4 ,i don't believe you've got so many4 ,charles4 ,yes1 ,i'm sure ,i have4 ,my basket's most full2 and if we hurry1 we shall get ever so many before we go home4 ,so pick away as fast as you can1 ,emily4 ,emily4 ,there mine is full4 ,now we'll go and find some flowers for mother4 ,you know somebody told us there were some red ones1 close to that rock4 ,charles4 ,well1 so we will4 ,we'll leave our baskets here1 and come back and get them4 ,emily4 ,but if we can't find our way back1 what shall we do8 ,charles4 ,poh6 ,i can find the way back4 ,i only want a quarter to seven years old1 and ,i shan't lose myself1 ,i know4 ,emily4 ,well6 we've got flowers enough1 and now ,i'm tired and want to go home4 ,charles4 ,i don't1 but if you are tired we'll go and find our baskets4 ,emily4 ,where do you think they are8 ,we've been looking a great while for them4 ,i know we are lost1 for when we went after the flowers we only turned once1 and coming back1 we have turned three times4 ,charles4 ,have we8 ,well never mind1 ,i guess we shall find them4 ,emily4 ,i'm afraid we shan't4 ,do let's run ,charles4 ,well so do4 ,oh1 ,emily6 here's a brook1 and ,i am sure we didn't pass any brook1 going4 ,emily4 ,oh1 dear6 we must be lost4 ,hark6 ,charles6 didn't you hear that dreadful noise just now8 ,wasn't it a bear8 ,charles4 ,poh6 ,i should love to see a bear here4 ,i guess if he should come near me1 ,i would give him one good slap that would make him feel pretty bad4 ,i could kill him at the first hit4 ,emily4 ,i should like to see you taking hold of a bear4 ,why didn't you know bears were stronger than men8 ,but only see how dark it grows2 we shan't see ,ma' to-night1 ,i'm afraid4 ,charles4 ,so am ,i3 do let's run some more4 ,emily4 ,o ,charles1 do you believe we shall ever find the way out of this dreadful long wood8 ,charles4 ,let's scream1 and see if somebody wont come4 ,emily4 ,well1 7screaming7 ,ma'6 ,ma'6 ,charles4 7screaming also7 ,pa'6 ,pa'6 ,emily4 ,oh1 dear6 there's the sun setting4 ,it will be dreadfully dark by and by1 won't it8 ,we have given enough for a specimen4 ,the composition though faulty in many respects1 illustrates the point we had in view4 #g4 ,,insincere ,,confession4 ,an assistant in a school informed the ,principal that she had some difficulty in preserving order in a certain class1 composed of small children4 ,the ,principal accordingly went into the class1 and something like the following dialogue ensued4 ,your teacher informs me1 said the ,principal1 that there is not perfect order in this class4 ,now if you are satisfied that there has not been order1 and wish to help me discover and correct the fault1 we can do it very easily4 ,if1 on the other hand1 you do not wish to co-operate with me1 it will be a little more difficult for me to correct it1 and ,i must take a different course4 ,now ,i wish to know1 at the outset1 whether you do or do not wish to help me4 ,a faint ,yes sir1 was murmured through the class4 ,i do not wish you to assist me1 unless you really and honestly desire it yourselves2 and if you undertake to do it1 you must do it honestly4 ,the first thing which will be necessary1 will be an open and thorough exposure of all which has been wrong1 and this you know will be unpleasant4 ,but ,i will put the question to vote1 by asking how many are willing that ,i should know1 entirely and fully1 all that they have done in this class1 that has been wrong4 ,very nearly all the hands were raised at once1 promptly1 and the others were gradually brought up1 though with more or less of hesitation4 ,are you willing1 not only to tell me yourselves what you have done1 but also1 in case any one has forgotten something which she has done1 that others should tell me of it8 ,the hands were all raised4 ,after obtaining thus from the class a distinct and universal expression of willingness that all the facts should be made known1 the ,principal called upon all those who had any thing to state1 to raise their hands1 and those who raised them1 had opportunity to say what they wished4 ,a great number of very trifling incidents were mentioned1 such as could not have produced any difficulty in the class1 and consequently could not have been the real instances of disorder alluded to4 ,or at least1 it was evident if they were1 that in the statement1 they must have been so palliated and softened1 that a really honest confession had not been made4 ,this result might in such a case1 have been expected4 ,such is human nature1 that in nine cases out of ten1 unless such a result had been particularly guarded against1 it would have inevitably followed4 ,not only will such a result follow in individual cases like this1 but unless the teacher watches and guards against it1 it will grow into a habit4 ,i mean boys will get a sort of an idea that it is a fine thing to confess their faults1 and by a show of humility and frankness will deceive their teacher1 and perhaps themselves1 by a sort of acknowledgement1 which in fact exposes nothing of the guilt which the transgressor professes to expose4 ,a great many cases occur1 where teachers are pleased with the confession of faults1 and scholars perceive it1 and the latter get into the habit of coming to the teacher1 when they have done something which they think may get them into difficulty1 and make a sort of half confession1 which1 by bringing forward every palliating circumstance1 and suppressing every thing of different character1 keeps entirely out of view all the real guilt of the transgression4 ,the criminal is praised by the teacher for the frankness and honesty of the confession1 and his fault is freely forgiven4 ,he goes away therefore well satisfied with himself1 when in fact he has been only submitting to a little mortification1 voluntarily1 to avoid the danger of a greater2 much in the same spirit with that which leads a man to receive the small-pox by inoculation1 to avoid the danger of taking it in the natural way4 ,the teacher who accustoms his pupils to confess their faults1 voluntarily1 ought to guard carefully against this danger4 ,when such a case as the one just described occurs1 it will afford a favorable opportunity of showing distinctly to pupils the difference between an honest and an hypocritical confession4 ,in this instance2 the teacher proceeded thus2 ,now ,i wish to ask you one more question1 which ,i wish you all to answer by your votes1 honestly4 ,it is this4 ,do you think that the real disorder which has been in this class1 that is1 the real cases which you referred to1 when you stated to me1 that you thought that the class was not in good order1 have been now really exposed1 so that ,i honestly and fully understand the case8 ,how many suppose so8 ,not a single hand was raised4 ,how many of you think1 and are willing to avow your opinion1 that ,i have not been fully informed of the case8 ,a large proportion held up their hands4 ,now it seems the class pretended to be willing that ,i should know all the affair4 ,you pretended to be willing to tell me the whole1 but when ,i call upon you for the information1 instead of telling me honestly1 you attempt to amuse me by little trifles1 which in reality made no disturbance1 and you omit the things which you know were the real objects of my inquiries4 ,am ,i right in my supposition8 ,they were silent4 ,after a moment's pause1 one perhaps raised her hand1 and began now to confess something1 which she had before concealed4 ,the teacher however interrupted her1 by saying1 ,i do not wish to have the confession made now4 ,i gave you all time to do that1 and now ,i should rather not hear any more about the disorder4 ,i gave an opportunity to have it acknowledged1 but it was not honestly improved1 and now ,i should rather not hear4 ,i shall probably never know4 ,i wished to see whether this class would be honest1--really honest1 or whether they would have the insincerity to pretend to be confessing1 when they were not doing so honestly1 so as to get the credit of being frank and sincere1 when in reality they are not so4 ,now am ,i not compelled to conclude that this latter is the case8 ,such an example will make a deep and lasting impression4 ,it will show that the teacher is upon his guard2 and there are very few1 so hardened in deception1 that they would not wish that they had been really sincere1 rather than rest under such an imputation4 #h4 ,,court4 ,a pupil1 quite young1 7says a teacher17 came to me one day with a complaint that one of her companions had got her seat4 ,there had been some changes in the seats by my permission1 and probably from some inconsistency in the promises which ,i had made1 there were two claimants for the same desk4 ,the complainant came to me1 and appealed to my recollection of the circumstance4 ,i do not recollect anything about it1 said ,i4 ,why6 ,mr4 ,b4 replied she1 with astonishment4 ,no1 said ,i1 you forget that ,i have1 every day1 arrangements1 almost without number1 of such a kind to make1 and as soon as ,i have made one1 ,i immediately forget all about it4 ,why1 don't you remember that you got me a new baize8 ,no2 ,i ordered a dozen new baizes at that time1 but ,i do not remember who they were for4 ,there was a pause2 the disappointed complainants seemed not to know what to do4 ,i will tell you what to do4 ,bring the case into court and ,i will try it1 regularly4 ,why1 ,mr4 ,b46 ,i do not like to do any thing like that1 about it2 besides1 ,i do not know how to write an indictment4 ,oh6 ,i replied1 they will like to have a good trial4 ,it will make a new sort of case4 ,all our cases thus far have been for offences1 that is what they call criminal cases1 and this will be only an examination of the conflicting claims of two individuals to the same property1 and it will excite a good deal of interest4 ,i think you had better bring it into court4 ,she went slowly and thoughtfully to her seat1 and presently returned with an indictment4 ,mr4 ,b4 is this right8 ,it was as follows3-- ,i accuse ,miss ,a4 ,b4 of coming to take away my seat1 the one ,mr4 ,b4 gave me4 ,witnesses4 ,c4 ,d4 ,e4 ,t4 ,why1 ---- ---- yes1--that will do2 and yet it is not exactly right4 ,you see this is what they call a civil case4 ,i don't think it is very civil4 ,no1 ,i don't mean it was civil to take your seat4 ,but this is not a case where a person is prosecuted for having done anything wrong4 ,the plaintiff looked a little perplexed1 as if she could not understand how it could be otherwise than wrong1 for a girl to usurp her seat4 ,i mean1 you do not bring it into court1 as a case of wrong4 ,you do not want her to be punished2 do you8 ,no2 ,i only want her to give me up my seat2 ,i don't want her to be punished4 ,well1 then1 you see1 that although she may have done wrong to take your seat1 it is not in that point of view1 that you bring it into court4 ,it is a question about the right of property1 and the lawyers call such cases1 civil cases1 to distinguish them from cases where persons are tried for the purpose of being punished for doing wrong4 ,these are called criminal cases4 ,the aggrieved party still looked perplexed4 ,well1 ,mr4 ,b4 she continued1 what shall ,i do8 ,how shall ,i write it8 ,i cannot say anything about civil1 in it1 can ,i8 ,a form was given her1 which would be proper for the purpose1 and the case was brought forward1 and the evidence on both sides examined4 ,the irritation of the quarrel was soon dissipated1 in the amusement of a semi-serious trial1 and both parties good humoredly acquiesced in the decision4 #i4 ,,teachers' ,,personal ,,character4 ,much has been said within a few years1 by writers in the subject of education1 in this country1 on the desirableness of raising the business of teaching to the rank of a learned profession4 ,there is but one way of doing this1 and that is raising the personal characters and attainments of teachers themselves4 ,whether an employment is elevated or otherwise in public estimation1 depends altogether on the associations connected with it in the public mind2 and these depend altogether on the characters of the individuals who are engaged in it4 ,franklin1 by the simple fact that he was a printer himself1 has done more towards giving dignity and respectability to the employment of printing1 than a hundred orations on the intrinsic excellence of the art4 ,in fact all mechanical employments have1 within a few years risen in rank1 in this country1 not through the influence of efforts to impress the community directly with a sense of their importance1 but simply because mechanics themselves have risen in intellectual and moral character4 ,in the same manner the employment of the teacher will be raised most effectually in the estimation of the public1 not by the individual who writes the most eloquent oration on the intrinsic dignity of the art1 but by the one who goes forward most successfully in the exercise of it1 and who by his general attainments1 and public character1 stands out most fully to the view of the public1 as a well informed1 liberal minded1 and useful man4 ,if this is so1 and it cannot well be denied1 it furnishes every teacher a strong motive to exertion1 for the improvement of his own personal character4 ,but there is a stronger motive still1 in the results which flow directly to himself1 from such efforts4 ,no man ought to engage in any business which1 as mere business1 will engross all his time and attention4 ,the ,creator has bestowed upon every one a mind1 upon the cultivation of which1 our rank among intelligent beings1 our happiness1 our moral and intellectual power1 every thing valuable to us1 depend4 ,and after all the cultivation which we can bestow1 in this life1 upon this mysterious principle1 it will still be in embryo4 ,the progress which it is capable of making is entirely indefinite4 ,if by ten years of cultivation1 we can secure a certain degree of knowledge and power1 by ten more1 we can double1 or more than double it1 and every succeeding year of effort1 is attended with equal success4 ,there is no point of attainment where we must stop1 or beyond which effort will bring in a less valuable return4 ,look at that teacher1 and consider for a moment1 his condition4 ,he began to teach when he was twenty years of age1 and now he is forty4 ,between the years of fifteen and twenty he made a vigorous effort to acquire such an education as would fit him for these duties4 ,he succeeded1 and by these efforts he raised himself from being a mere laborer1 receiving for his daily toil a mere daily subsistence1 to the respectability and the comforts of an intellectual pursuit4 ,but this change once produced1 he stops short in his progress4 ,once seated in his desk1 he is satisfied1 and for twenty years he has been going through the same routine1 without any effort to advance or to improve4 ,he does not reflect that the same efforts1 which so essentially altered his condition and prospects at twenty1 would have carried him forward to higher and higher sources of influence and enjoyment1 as long as he should continue them4 ,his efforts ceased when he obtained a situation as teacher1 at forty dollars a month1 and though twenty years have glided away1 he is now exactly what he was then4 ,there is probably no employment whatever which affords so favorable an opportunity for personal improvement1--for steady intellectual and moral progress1 as that of teaching4 ,there are two reasons for this4 ,first1 there is time for it4 ,with an ordinary degree of health and strength1 the mind can be vigorously employed at least ten hours a day4 ,as much as this1 is required of students1 in many literary institutions4 ,in fact ten hours to study1 seven to sleep1 and seven to food1 exercise1 and recreation1 is perhaps as good an arrangement as can be made2 at any rate1 very few persons will suppose that such a plan allows too little under the latter head4 ,now six hours is as much as is expected of teachers under ordinary circumstances1 and it is as much as ought ever to be bestowed4 ,for though he may labor four hours out of school1 in some new field1 his health and spirits will soon sink under the burden1 if after his weary labors during the day in school1 he gives up his evenings to the same perplexities and cares4 ,and it is not necessary4 ,no one who knows any thing of the nature of the human mind1 and who will reflect a moment on the subject1 can doubt that a man can make a better school1 by expending six hours labor upon it1 which he can go through with1 with some alacrity and ardor1 than he can by driving himself on to ten4 ,every teacher therefore1 who is commencing his work1 should begin with the firm determination of devoting only six hours daily to the pursuit4 ,make as good a school1 and accomplish as much for it1 as you can in six hours1 and let the rest go4 ,when you come from your school room at night1 leave all your perplexities and cares behind you4 ,no matter what unfinished business or unsettled difficulties remain4 ,dismiss them all till another sun shall rise1 and the hour of duty for another day shall come4 ,carry no school work home with you and do not talk of your work4 ,you will then get refreshment and rest4 ,your mind during the evening will be in a different world from that in which you have moved during the day4 ,at first this will be difficult4 ,it will be hard for you1 unless your mind is uncommonly well disciplined1 to dismiss all your cares2 and you will think1 each evening1 that some peculiar emergency demands your attention1 just at that time1 and that as soon as you have passed the crisis1 you will confine yourself to what you admit are generally reasonable limits4 ,but if you once allow school with its perplexities and cares to get possession of the rest of the day1 it will keep possession4 ,it will intrude itself into all your waking thoughts1 and trouble you in your dreams4 ,you will lose all command of your powers1 and besides cutting off from yourself all hope of general intellectual progress1 you will in fact destroy your success as a teacher4 ,exhaustion1 weariness1 and anxiety will be your continual portion1 and in such a state1 no business can be successfully prosecuted4 ,there need be no fear that employers will be dissatisfied1 if the teacher acts upon this principle4 ,if he is faithful and enters with all his heart into the discharge of his duties during six hours1 there will be something in the ardor1 and alacrity1 and spirit with which his duties will be performed1 which parents and scholars will both be very glad to receive1 in exchange for the languid1 and dull1 and heartless toil1 in which the other method must sooner or later result4 99 99 99 99 99 ,if the teacher then1 will confine himself to such a portion of time1 as is1 in fact1 all he can advantageously employ1 there will be much left which can be devoted to his own private employment1--more than is usual in the other employments of life4 ,in most of these other employments1 there is not the same necessity for limiting the hours which a man may devote to his business4 ,a merchant1 for example1 may be employed nearly all the day1 at his counting-room1 and so may a mechanic4 ,a physician may spend all his waking-hours in visiting patients1 and feel little more than healthy fatigue4 ,the reason is that in all these employments1 and in fact in most of the employments of life1 there is so much to diversify1 so many little incidents constantly occurring to animate and relieve1 and so much bodily exercise1 which alternates with1 and suspends the fatigues of the mind1 that the labors may be much longer continued1 and with less cessation1 and yet the health not suffer4 ,but the teacher1 while engaged in his work1 has his mind continually on the stretch4 ,there is little to relieve1 little respite1 and he is almost entirely deprived of bodily exercise4 ,he must1 consequently1 limit his hours of attending to his business1 or his health will soon sink under labors which ,providence never intended the human mind to bear4 ,there is another circumstance which facilitates the progress of the teacher4 ,it is a fact that all this general progress has a direct and immediate bearing upon his pursuits4 ,a lawyer may read in an evening an interesting book of travels1 and find nothing to help him with his case1 the next day1 in court1--but almost every fact which the teacher thus learns1 will come at once into use1 in some of his recitations at school4 ,we do not mean to imply by this that the members of the legal profession have not need of a great variety and extent of knowledge2 they doubtless have4 ,it is simply in the directness and certainty1 with which the teacher's knowledge may be applied to his purpose1 that the business of teaching has the advantage over every other pursuit4 ,this fact now has a very important influence in encouraging1 and leading forward the teacher1 to make constant intellectual progress1 for every step brings at once a direct reward4 #aj4 ,,the ,,chestnut ,,burr4 ,a story for school-boys4,e ,one fine pleasant morning1 in the fall of the year1 the master was walking along towards school1 and he saw three or four boys under a large chestnut tree1 gathering chestnuts4 ,footnote ,e3 ,originally written for a periodical4 ,one of the boys was sitting upon the ground1 trying to open some chestnut burrs1 which he had knocked off from the tree4 ,the burrs were green1 and he was trying to open them by pounding them with a stone4 ,he was a very impatient boy and was scolding1 in a loud angry tone1 against the burrs4 ,he did not see1 he said1 what in the world chestnuts were made to grow so for4 ,they ought to grow right out in the open air1 like apples1 and not have such vile porcupine skins on them1--just to plague the boys4 ,so saying he struck with all his might a fine large burr1 crushed it to pieces1 and then jumped up1 using at the same time profane and wicked words4 ,as soon as he turned round he saw the master standing very near him4 ,he felt very much ashamed and afraid1 and hung down his head4 ,roger1 said the master1 7for this boy's name was ,roger7 can you get me a chestnut burr8 ,roger looked up for a moment1 to see whether the master was in earnest1 and then began to look around for a burr4 ,a boy who was standing near the tree1 with a red cap full of burrs in his hand1 held out one of them4 ,roger took the burr and handed it to the master1 who quietly put it into his pocket1 and walked away without saying a word4 ,as soon as he was gone1 the boy with the red cap1 said to ,roger1 ,i expected the master would have given you a good scolding for talking so4 ,the master never scolds1 said another boy1 who was sitting on a log pretty near1 with a green satchel in his hand1 but you see if he does not remember it4 ,roger looked as if he did not know what to think about it4 ,i wish1 said he1 ,i knew what he is going to do with that burr4 ,that afternoon1 when the lessons had been all recited1 and it was about time to dismiss the school1 the boys put away their books1 and the master read a few verses in the ,bible1 and then offered a prayer1 in which he asked ,god to forgive all the sins which any of them had committed that day1 and to take care of them during the night4 ,after this he asked the boys all to sit down4 ,he then took his handkerchief out of his pocket1 and laid it on the desk1 and afterwards he put his hand into his pocket again2 and took out the chestnut burr1 and all the boys looked at it4 ,boys1 said he1 do you know what this is8 ,one of the boys in the back seat1 said1 in a half whisper1 ,it is nothing but a chestnut burr4 ,lucy1 said the master1 to a bright-eyed little girl1 near him1 what is this8 ,it is a chestnut burr1 sir1 said she4 ,do you know what it is for8 ,i suppose there are chestnuts in it4 ,but what is this rough prickly covering for8 ,lucy did not know4 ,does any body here know8 said the master4 ,one of the boys said he supposed it was to hold the chestnuts together1 and keep them up on the tree4 ,but ,i heard a boy say1 replied the master1 that they ought not to be made to grow so4 ,the nut itself1 he thought1 ought to hang alone on the branches1 without any prickly covering1--just as apples do4 ,but the nuts themselves have no stems to be fastened by1 answered the same boy4 ,that is true1 but ,i suppose this boy thought that ,god could have made them grow with stems1 and that this would have been better than to have them in burrs4 ,after a little pause the master said he would explain to them what the chestnut burr was for1 and wished them all to listen attentively4 ,how much of the chestnut is good to eat1 ,william8 asked he1 looking at a boy before him4 ,only the meat4 ,how long does it take the meat to grow8 ,all summer ,i suppose1 it is growing4 ,yes2 it begins early in the summer and gradually swells and grows until it has become of full size and is ripe1 in the fall4 ,now suppose there was a tree out here near the school-house1 and the chestnut meats should grow upon it without any shell or covering1 suppose too that they should taste like good ripe chestnuts at first1 when they were very small4 ,do you think they would be safe8 ,william said1 ,no6 the boys would pick and eat them before they had time to grow4 ,well1 what harm would there be in that2 would it not be as well to have the chestnuts early in the summer1 as to have them in the fall8 ,william hesitated4 ,another boy who sat next to him said1 ,there would not be so much meat in the chestnuts1 if they were eaten before they had time to grow4 ,right1 said the master1 but would not the boys know this1 and so all agree to let the little chestnuts stay1 and not eat them while they were small8 ,william said he thought they would not4 ,if the chestnuts were good1 he was afraid they would pick them off and eat them1 if they were small4 ,all the rest of the boys in the school thought so too4 ,here then1 said the master1 is one reason for having prickles around the chestnuts when they are small4 ,but then it is not necessary to have all chestnuts guarded from boys in this way2 a great many of the trees are in the woods1 which the boys do not see2 what good do the burrs do in these trees8 ,the boys hesitated4 ,presently the boy who had the green satchel under the tree with ,roger1 who was sitting in one corner of the room1 said1 ,i should think they would keep the squirrels from eating them4 ,and besides1 continued he after thinking a moment1 ,i should suppose if the meat of the chestnut had no covering1 the rain might wet it and make it rot1 or the sun might dry and wither it4 ,yes1 said the master1 these are very good reasons why the nut should be carefully guarded4 ,first the meats are packed away in a hard brown shell1 which the water cannot get through2 this keeps it dry1 and away from dust1 and other things which might injure it4 ,then several nuts thus protected grow closely together inside this green prickly covering2 which spreads over them and guards them from the larger animals and the boys4 ,where the chestnut gets its full growth and is ripe1 this covering you know splits open1 and the nuts drop out1 and then any body can get them and eat them4 ,the boys were then all satisfied that it was better that chestnuts should grow in burrs4 ,but why1 asked one of the boys1 do not apples grow so8 ,can any body answer that question1 asked the master4 ,the boy with the green satchel said that apples had a smooth1 tight skin1 which kept out the wet1 but he did not see how they were guarded from animals4 ,the master said is was by their taste4 ,they are hard and sour before they are full grown1 and so the taste is not pleasant1 and nobody wants to eat them1--except sometimes a few foolish boys1 and these are punished by being made sick4 ,when the apples are full grown they change from sour to sweet1 and become mellow2 then they can be eaten4 ,can you tell me of any other fruits which are preserved in this way8 ,one boy answered1 ,strawberries and blackberries1 and another said1 ,peaches and pears4 ,another boy asked why the peach-stone was not outside the peach1 so as to keep it from being eaten4 ,but the master said he would explain this another time4 ,then he dismissed the scholars1 after asking ,roger to wait until the rest had gone1 as he wished to see him alone4 #aa4 ,,the ,,series ,,of ,,writing ,,lessons4 c4,f ,very many pupils soon become weary of the dull and monotonous business of writing1 unless some plans are devised1 to give interest and variety to the exercise1 and on this account1 this branch of education1 in which improvement may be most rapid1 is often the last and most tedious to be acquired4 ,footnote ,f3 ,the articles to which this letter is prefixed were communicated for the work1 by different teachers at the request of the author4 ,a teacher1 by adopting the following plan1 succeeded in awakening a great degree of interest in this subject1 and consequently1 of promoting rapid improvement4 ,the plan was this2 he prepared1 on a large sheet of paper1 a series of lessons in coarse hand1 beginning with straight lines1 and proceeding to the elementary parts of the various letters1 and finally to the letters themselves4 ,this paper was posted up in a part of the room accessible to all4 ,the writing-books were made of three sheets of fool's-cap paper1 folded into a convenient size1 which was to be ruled by each pupil2 for it was thought important that each one should learn this art4 ,every pupil in school then1 being furnished with one of these writing books1 was required to commence this series1 and to practice each lesson until he could write it well2 then1 and not till then1 he was permitted to pass to the next4 ,a few brief directions were given under each lesson1 on the large sheet4 ,for example1 under the line of straight marks1 which constituted the first lesson1 was written as follows3 ,straight1 equidistant1 parallel1 smooth1 well terminated ,these directions were to call the attention of the pupil to the excellences which he must aim at1 and when he supposed he had secured them1 his book was to be presented to the teacher for examination4 ,if approved the word ,passed1 or afterwards simply ,p4 was written under the line1 and he could then proceed to the next lesson4 ,other requisites were necessary besides the correct formation of the letters1 to enable one to pass2 for example1 the page must not be soiled or blotted1 no paper must be wasted1 and1 in no case1 a leaf torn out4 ,as soon as one line was written in the manner required1 the scholar was allowed to pass2 in a majority of cases however1 not less than a page would be practised1 and in many instances a sheet would be covered1 before one line could be produced which would be approved4 ,one peculiar excellency of this method was1 that although the whole school were working under a regular and systematic plan1 individuals could go on independently2 that is1 the progress of no scholar was retarded by that of his companion2 the one more advanced1 might easily pass the earlier lessons in few days1 while the others would require weeks of practice to acquire the same degree of skill4 ,during the writing hour1 the scholars would practice1 each at the lesson where he left off before1 and at a particular time1 each day1 the books were brought from the regular place of deposit1 and laid before the teacher for examination4 ,without some arrangement for an examination of all the books together1 the teacher would be liable to interruption at any time1 from individual questions and requests1 which would consume much time1 and benefit only a few4 ,when a page of writing could not pass1 a brief remark1 calling the attention of the pupil to the faults which prevented it1 was sometimes made in pencil at the bottom of the page4 ,in other cases1 the fault was of such a character as to require full and minute oral directions to the pupil4 ,at last1 to facilitate the criticism of the writing1 a set of arbitrary marks2 indicative of the various faults1 was devised1 and applied1 as occasion might require1 to the writing books1 by means of red ink4 ,these marks1 which were very simple in their character1 were easily remembered1 for there was generally some connexion between the sign and the thing signified4 ,for example2 the mark denoting that letters were too short1 was simply lengthening them in red ink4 ,a faulty curve was denoted1 by making a new curve over the old one1 c4 ,the following are the principal criticisms and directions for which marks were contrived4 ,strokes rough4 ,curve wrong4 ,bad termination4 ,too slanting1 and the reverse4 ,too broad1 and the reverse4 ,not parallel4 ,form of the letter bad4 ,large stroke made too fine1 and the reverse4 ,too tall1 or too short4 ,stems not straight4 ,careless work4 ,paper wasted4 ,almost well enough to pass4 ,bring your book to the teacher4 ,former fault not corrected4 ,a catalogue of these marks1 with an explanation1 was made out and placed where it was accessible to all1 and by means of them the books could be very easily and rapidly1 but thoroughly criticised4 ,after the plan had gone on for some time1 and its operation was fully understood1 the teacher gave up the business of examining the books into the hands of a ,committee1 appointed by him from among the older and more advanced pupils4 ,that the ,committee might be unbiased in their judgment1 they were required to examine and decide upon the books1 without knowing the names of the writers4 ,each scholar was indeed required to place her name on the right hand upper corner of every page of her writing-book1 for the convenience of the distributors2 but this corner was turned down1 when the book was brought in1 that it might not be seen by the ,committee4 ,this ,committee were entrusted with plenary powers1 and there was no appeal from their decision4 ,in case they exercised their authority in an improper way1 or failed on any account to give satisfaction1 they were liable to impeachment1 but while they continued in office1 they were to be strictly obeyed4 ,this plan went on successfully for three months1 and with very little diminution of interest4 ,the whole school went regularly through the lessons in coarse hand1 and afterwards through a similar series in fine hand1 and improvement in this branch was thought to be greater than at any former period in the same length of time4 ,the same principle of arranging the several steps of an art or a study into a series of lessons1 and requiring the pupil to pass regularly from one to the other1 might easily be applied to other studies1 and would afford a pleasant variety4 #ab4 ,,the ,,correspondence4 ,a master of a district school was walking through the room1 with a large rule in his hands1 and as he came up behind two small boys1 he observed that they were playing with some papers4 ,he struck them once or twice1 though not very severely on the head1 with the rule which he had in his hand4 ,tears started from the eyes of one4 ,they were called forth by a mingled feeling of grief1 mortification1 and pain4 ,the other who was of sterner stuff1 looked steadily into the master's face1 and when his back was turned1 shook his fist at him and laughed in defiance4 ,another teacher seeing a similar case1 did nothing4 ,the boys when they saw him2 hastily gathered up their playthings and put them away4 ,an hour or two after1 a little boy who sat near the master1 brought them a note addressed to them both4 ,they opened it and read as follows4 ,to ,edward and ,john1 ,i observed1 when ,i passed you to-day1 from your concerned looks1 and your hurried manner of putting something into your desk1 that you were doing something that you knew was wrong4 ,when you attempt to do any thing whatever1 which conscience tells you is wrong1 you only make yourself uneasy and anxious while you do it1 and then you are forced to resort to concealment and deception1 when you see me coming4 ,you would be a great deal happier1 if you would always be doing your duty1 and then you would never be afraid4 ,your affectionate teacher1 ---- ----4 ,as the teacher was arranging his papers in his desk1 at the close of school1 he found a small piece of paper neatly folded up in the form of a note1 and addressed to him4 ,he read as follows1 ,dear teacher1 ,we are very much obliged to you for writing us a note4 ,we were making a paper box4 ,we know it was wrong1 and are determined not to do so any more4 ,we hope you will forgive us4 ,your pupils1 ,edward1 ,john4 ,which of these teachers understood human nature best8 #ac4 ,,weekly ,,reports4 ,the plan described by the following article1 which was furnished by a teacher for insertion here1 was originally adopted1 so far as ,i know1 in a school on the ,kennebec4 ,i have adopted it with great advantage4 99 99 99 99 99 c4 ,a teacher had one day been speaking to her scholars of certain cases of slight disorder in the school1 which1 she remarked1 had been gradually creeping in1 and which1 she thought1 it devolved upon the scholars1 by systematic efforts1 to repress4 ,she enumerated instances of disorder in the arrangement of the rooms1 leaving the benches out of their places1 throwing waste papers upon the floor1 having the desk in disorder1 inside1 spilling water upon the entry floor1 disorderly deportment1 such as too loud talking or laughing in recess1 or in the intermission at noon1 or when coming to school1 and making unnecessary noise in going to1 or returning from recitations4 ,i have a plan to propose1 said the teacher1 which ,i think may be the pleasantest way of promoting a reform1 in things of this kind4 ,it is this4 ,let several of your number be chosen a ,committee to prepare1 statedly--perhaps as often as once a week1--a written report of the state of the school4 ,the report might be read before the school at the close of each week4 ,the ,committee might consist in the whole1 of seven or eight1 or even of eleven or twelve individuals who should take the whole business into their hands4 ,this ,committee might appoint individuals of their number1 to write1 in turn1 each week4 ,by this arrangement1 it would not be known to the school generally1 who are the writers of any particular report1 if the individuals wish to be anonymous4 ,two individuals might be appointed at the beginning of the week1 who should feel it their business to observe particularly the course of things from day to day1 with reference to the report4 ,individuals not members of the ,committee1 can render assistance by any suggestions they may present to this ,committee4 ,these should however generally be made in writing4 ,subjects for such a report will be found to suggest themselves very abundantly1 though you may not perhaps think so at first4 ,the ,committee may be empowered1 not only to state the particulars in which things are going wrong1 but the methods by which they may be made right4 ,let them present us with any suggestions they please4 ,if we do not like them1 we are not obliged to adopt them4 ,for instance1 it is generally the case whenever a recitation is attended in the corner yonder1 that an end of one of the benches is put against the door1 so as to occasion a serious interruption to the exercises when a person wishes to come in or go out4 ,it would come within the province of the ,committee to attend to such a case as this1 that is1 to bring it up in the report4 ,the remedy in such a case is a very simple one4 ,suppose however1 that instead of the simple remedy1 our ,committee should propose that the classes reciting in the said corner should be dissolved and the studies abolished4 ,we should know the proposal was an absurd one2 but then it would do no hurt2--we should have only to reject it4 ,again1 besides our faults1 let our ,committee notice the respects in which we are doing particularly well1 that we may be encouraged to go on doing well1 or even to do better4 ,if they think for example1 that we are deserving of credit for the neatness with which books are kept1--for their freedom from blots or scribblings1 or dog's-ears1 by which school-books are so commonly defaced1 let them tell us so4 ,and the same of any other excellence4 ,with the plan as thus presented1 the scholars were very much pleased4 ,it was proposed by one individual that such a ,committee should be appointed immediately1 and a report prepared for the ensuing week4 ,this was done4 ,the ,committee were chosen by ballot4 ,the following may be taken as a specimen of their reports4 ,,weekly ,,report4 ',the ,committee appointed to write the weekly report have noticed several things which they think wrong4 ,in the first place there have been a greater number of tardy scholars1 during the past week than usual4 ,much of this tardiness we suppose is owing to the interest felt in building the bower2 but we think this business ought to be attended to only in play hours3 ,if only one or two come in late when we are reading in the morning1 or after we have composed ourselves to study at the close of the recess1 every scholar must look up from her book1--we do not say they ought to do so1 but only that they will do so4 ,however1 we anticipate an improvement in this respect1 as we know a word to the wise is sufficient4 ',in the two back rows we are sorry to say that we have noticed whispering4 ,we know that this fact will very much distress our ,teacher1 as she expects assistance1 and not trouble from our older scholars4 ,it is not our business to reprove any one's misconduct1 but it is our duty to mention it1 however disagreeable it may be4 ,we think the younger scholars during the past week have much improved in this respect4 ,only three cases of whispering among them have occurred to our knowledge4 ',we remember some remarks made a few weeks ago1 by our ,teacher1 on the practice of prompting each other in the classes4 ,we wish she would repeat them1 for we fear that by some they are forgotten4 ,in the class in ,geography1 particularly in the questions on the map1 we have noticed sly whispers1 which we suppose were the hints of some kind friend designed to refresh the memory of her less attentive companion4 ,we propose that the following question be now put to vote4 ,shall the practice of prompting in the classes be any longer continued8 ',we would propose that we have a composition exercise this week similar to the one on ,thursday last4 ,it was very interesting1 and we think all would be willing to try their thinking powers once more4 ,we would propose also that the readers of the compositions should sit near the centre of the room1 as last week many fine sentences escaped the ears of those seated in the remote corners4 ',we were requested by a very public-spirited individual to mention once more the want of three nails1 for bonnets in the entry4 ,also1 to say that the air from the broken pane of glass on the east side of the room1 is very unpleasant to these who sit near4 ',proposed that the girls who exhibited so much taste and ingenuity in the arrangement of the festoons of evergreen1 and tumblers of flowers around the ,teacher's desk1 be now requested to remove the faded roses and drooping violets4 ,we have gazed on these sad emblems long enough4 ',finally1 proposed that greater care be taken by those who stay at noon1 to place their dinner baskets in proper places4 ,the contents of more than one1 were partly strewed upon the entry floor this morning4' ,if such a measure as this is adopted1 it should not be continued uninterrupted for a very long time4 ,every thing of this sort should be occasionally changed1 or it sooner or later becomes only a form4 #ad4 ,,the ,,shopping ,,exercise4 c4 ,i have often when going a shopping found difficulty and trouble in making change4 ,i could never calculate very readily and in the hurry and perplexity of the moment1 ,i was always making mistakes4 ,i have heard others often make the same complaint1 and ,i resolved to try the experiment of regularly teaching children to make change4 ,i had a bright little class in ,arithmetic1 who were always ready to engage with interest in any thing new1 and to them ,i proposed my plan4 ,it was to be called the ,shopping ,exercise4 ,i first requested each individual to write something upon her slate1 which she would like to buy1 if she was going a shopping1 stating the quantity she wished and the price of it4 ,to make the first lesson as simple as possible1 ,i requested no one to go above ten1 either in the quantity or price4 ,when all were ready1 ,i called upon some one to read what she had written4 ,her next neighbor was then requested to tell us how much the purchase would amount to2 then the first one named a bill1 which she supposed to be offered in payment1 and the second showed what change was needed4 ,a short specimen of the exercise will probably make it clearer than mere description4 ,mary4 ,eight ounces of candy at seven cents4 ,susan4 ,fifty-six cents4 ,mary4 ,one dollar4 ,susan4 ,forty-four cents4 ,susan4 ,nine yards of lace at eight cents4 ,anna4 ,seventy-two cents4 ,susan4 ,two dollars4 ,anna4 ,one dollar and twenty-eight cents4 ,anna4 ,three pieces of tape at five cents4 ,jane4 ,fifteen cents4 ,anna4 ,three dollars4 ,jane4 ,eighty-five cents4 ,several voices4 ,wrong4 ,jane4 ,two dollars and eighty-five cents4 ,jane4 ,six pictures at eight cents4 ,sarah4 ,forty-two cents4 ,several voices4 ,wrong4 ,sarah4 ,forty-eight cents4 ,jane4 ,one dollar4 ,sarah4 ,sixty-two cents4 ,several voices4 ,wrong4 ,sarah4 ,fifty-two cents4 ,it will be perceived that the same individual who names the article and the price1 names also the bill which she would give in payment1 and the one who sits next her1 who calculated the amount1 calculated also the change to be returned4 ,she then proposed her example to the one next in the line1 with whom the same course was pursued1 and thus it passed down the class4 ,the exercise went on for some time in this way1 till the pupils had become so familiar with it1 that ,i thought it best to allow them to take higher numbers4 ,they were always interested in it1 and made great improvement in a short time1 and ,i1 myself1 derived great advantage from listening to them4 ,there is one more circumstance1 ,i will add1 which may contribute to the interest of this account4 ,while the class were confined in what they purchased1 to the number ten1 they were sometimes inclined to turn the exercise into a frolic4 ,the variety of articles which they could find costing less than ten cents was so small1 that for the sake of getting something new1 they would propose examples really ludicrous1 such as these4 ,three meeting-houses at two cents4 ,four pianos at nine cents4 ,but ,i soon found that if ,i allowed this at all1 then attention was diverted from the main object1 and occupied in seeking the most diverting and curious examples4 #ae4 ,,artifices ,,in ,,recitations4 c4 ,the teacher of a small1 newly established school1 had all of his scholars classed together in some of their studies4 ,at recitations he usually sat in the middle of the room1 while the scholars occupied the usual places at their desks1 which were arranged around the sides4 ,in the recitation in ,rhetoric1 the teacher1 after a time1 observed that one or two of the class seldom answered appropriately the questions which came to them2 but yet1 were always ready with some kind of answer--generally an exact quotation of the words of the book4 ,upon noticing these individuals more particularly1 he was convinced that their books were open before them1 in some concealed situation4 ,another practice not uncommon in the class1 was that of prompting each other1 either by whispers or writing4 ,the teacher took no notice publicly of these practices1 for some time1 until at the close of an uncommonly good recitation1 he remarked1 ,well1 ,i think we have had a fine recitation to-day4 ,it is one of the pleasantest things ,i ever do1 to hear a lesson that is learned as well as this4 ,do you think it would be possible for us to have as good an exercise every day8 ,yes sir1 answered several faintly4 ,do you think it would be reasonable for me to expect of every member of the class1 that she should always be able to recite all her lessons1 without ever missing a single question8 ,no sir1 answered all4 ,i do not expect it1 said the teacher4 ,all ,i wish is1 that each of you should be faithful in your efforts to prepare your lessons4 ,i wish you to study from a sense of duty1 and for the sake of your own improvement4 ,you know ,i do not punish you for failures4 ,i have no going up or down1 no system of marking4 ,your only reward when you have made faithful preparation for a recitation1 is the feeling of satisfaction which you will always experience2 and when you have been negligent1 your only punishment is a sort of uneasy feeling of self-reproach4 ,i do not expect you all to be invariably prepared with every question of your lessons4 ,sometimes you will be unavoidably prevented from studying them1 and at other times1 when you have studied them very carefully1 you may have forgotten1 or you may fail from some misapprehension of the meaning in some cases4 ,do not1 in such a case1 feel troubled because you may not have appeared as well as some individual who has not been half as faithful as yourself4 ,if you have done your duty that is enough4 ,on the other hand1 you ought to feel no better satisfied with yourselves when your lesson has not been studied well1 because you may have happened to know the parts which came to you4 ,have ,i done well should always be the question1 not have ,i managed to appear well8 ,i will say a word here1 continued the teacher1 upon a practice1 which ,i have known to be very common in some schools1 and which ,i have been sorry to notice occasionally in this4 ,i mean that of prompting1 or helping each other along in some way1 at recitations4 ,now1 where a severe punishment is the consequence of a failure1 there might seem to be some reasonableness in helping your companions out of difficulty1 though even then1 such tricks are departures from honorable dealing4 ,but especially when there is no purpose to be served but that of appearing to know more than you do1 it certainly must be considered a very mean kind of artifice4 ,i think ,i have sometimes observed an individual to be prompted1 where evidently the assistance was not desired1 and even where it was not needed4 ,to whisper to an individual the answer to a question1 is sometimes to pay her rather a poor compliment1 at least2 for it is the same as saying1 ',i am a better scholar than you are2 let me help you along a little4' ,let us then hereafter1 have only fair1 open1 honest dealings with each other1 no attempts to appear to advantage by little artful manoeuvering2--no prompting1--no peeping into books4 ,be faithful and conscientious1 and then banish anxiety for your success4 ,do you not think you shall find this the pleasantest course8--,yes sir1 answered every scholar4 ,are you willing to pledge yourselves to adopt it8 ,yes sir4 ,those who are1 may raise their hands1 said the teacher4 ,every hand was raised2 and the pledge1 there was evidence to believe1 was honorably sustained4 #af4 ,,keeping ,,resolutions4 ,the following are notes of a familiar lecture on this subject1 given by a teacher at some general exercise in the school4 ,the practice of thus reducing to writing what the teacher may say on such subjects will be attended with excellent effects4 ,this is a subject upon which young persons find much difficulty4 ,the question is asked a thousand times1 ,how shall ,i ever learn to keep my resolutions8 ,perhaps1 the great cause of your failures is this4 ,you are not sufficiently definite in forming your purposes4 ,you will resolve to do a thing1 without knowing with certainty whether it is even possible to do it4 ,again1 you make resolutions which are to run on indefinitely1 so that of course1 they can never be fully kept4 ,for instance1 one of you will resolve to rise earlier in the morning4 ,you fix upon no definite hour1 on any definite number of mornings1 only you are going to rise earlier4 ,morning comes and finds you sleepy and disinclined to rise4 ,you remember your resolution of rising earlier4 ,but then it is very early1 you say4 ,you resolved to rise earlier1 but you didn't resolve to rise just then4 ,and this1 it may be1 is the last of your resolution4 ,or1 perhaps you are1 for a few mornings1 a little earlier2 but then at the end of a week or fortnight1 you do not know exactly1 whether your resolution has been broken or kept1 for1 you had not decided whether to rise earlier for ten days1 or for ten years4 ,in the same vague and general manner1 a person will resolve to be more studious1 or more diligent4 ,in the case of an individual1 of a mature and well-disciplined mind1 of acquired firmness of character1 such a resolution might have effect4 ,the individual will really devote more time and attention to his pursuits4 ,but1 for one of you to make such a resolution1 would do no sort of good4 ,it would only be a source of trouble and disquiet4 ,you perceive there is nothing definite1--nothing fixed about it4 ,you have not decided what amount of additional time or attention to give to your studies1 or1 when you will begin1 or when you will end4 ,there is no one time when you will feel that you are breaking your resolution1 because there were no particular times when you were to study more4 ,you waste one opportunity and another1 and then1 with a feeling of discouragement1 and self-reproach1 conclude to abandon your resolution4 ,oh6 it does no good to make resolutions1 you say2 ,i never shall keep them4 ,now1 if you would have the business of making resolutions a pleasant and interesting1 instead of a discouraging1 disquieting one1 you must proceed in a different manner4 ,be definite and distinct in your plan1--decide exactly what you will do1 and how you will do it--when you will begin and when you will end4 ,instead of resolving to rise earlier1 resolve to rise at the ringing of the sunrise bells1 or at some other definite time4 ,resolve to try this1 as an experiment1 for one morning1 or for one week1 or fortnight4 ,decide positively1 if you decide at all1 and then1 rise when the time comes1 sleepy or not sleepy4 ,do not stop to repent of your resolution1 or to consider the wisdom or folly of it1 when the time for acting under it1 has once arrived4 ,in all cases1 little and great1 make this a principle1--to consider well before you begin to act1 but after you have begun to act1 never stop to consider4 ,resolve as deliberately as you please2 but be sure to keep your resolution1 whether a wise one or an unwise one1 after it is once made4 ,never allow yourself to re-consider the question of getting up1 after the morning has come1 except it be1 for some unforeseen circumstance4 ,get up for that time1 and be more careful how you make resolutions again4 #ag4 ,,topics4 c4 ,the plan of the ,topic ,exercise1 as we called it1 is this4 ,six or seven topics are given out1 information upon which is to be obtained from any source1 and communicated verbally before the whole school1 or sometimes before a class formed for this purpose1 the next day4 ,the subjects are proposed both by teacher and scholars1 and if approved1 adopted4 ,the exercise is intended to be voluntary1 but ought to be managed in a way sufficiently interesting to induce all to join4 ,at the commencement of the exercise the teacher calls upon all who have any information in regard to the topic assigned1 suppose1 for example it is ,alabaster1 to rise4 ,perhaps twenty individuals out of forty rise4 ,the teacher may1 perhaps1 say to those in their seats1 ,do you not know any thing of this subject8 ,have you neither seen nor heard of ,alabaster1 and had no means of ascertaining any thing in regard to it8 ,if you have1 you ought to rise4 ,it is not necessary that you should state a fact altogether new and unheard of1 but if you tell me its color1 or some of the uses to which it is applied1 you will be complying with my request4 ,after these remarks1 perhaps a few more rise1 and possibly the whole school4 ,individuals are then called upon at random1 each to state only one particular in regard to the topic in question4 ,this arrangement is made so as to give all an opportunity to speak3 ,if any scholar1 after having mentioned one fact1 has something still farther to communicate1 she remains standing till called upon again4 ,as soon as an individual has exhausted her stock of information1 or if the facts that she intended to mention are stated by another1 she takes her seat4 ,the topics at first most usually selected1 are the common objects by which we are surrounded2 for example1 glass1 iron1 mahogany1 c4 ,the list will gradually extend itself1 until it will embrace a large number of subjects4 ,the object of this exercise is to induce pupils to seek for general information in an easy and pleasant manner1 as by the perusal of books1 newspapers1 periodicals1 and conversation with friends4 ,it induces care and attention in reading1 and discrimination in selecting the most useful and important facts from the mass of information4 ,as individuals are called upon1 also1 to express their ideas verbally1 they soon acquire by practice1 the power of expressing their ideas with clearness and force1 and communicating with ease and confidence the knowledge they possess4 #ah4 ,,music4 c4 ,the girls of our school often amused themselves in recess by collecting into little groups for singing4 ,as there seemed to be a sufficient power of voice and a respectable number who were willing to join in the performance1 it was proposed one day1 that singing should be introduced as a part of the devotional exercises of the school4 ,the first attempt nearly resulted in a failure2 only a few trembling voices succeeded in singing ,old ,hundred1 to the words1 ,be thou1 c4 ,on the second day1 ,peterborough was sung with much greater confidence on the part of the increased number of singers4 ,the experiment was tried with greater and greater success for several days1 when the ,teacher proposed that a systematic plan should be formed1 by which there night be singing regularly at the close of school4 ,it was then proposed1 that a number of ,singing books be obtained1 and one of the scholars1 who was well acquainted with common tunes1 be appointed as chorister4 ,her duty should be1 to decide what particular tune may be sung each day1 inform the ,teacher of the metre of the hymn1 and take the lead in the exercise4 ,this plan being approved of by the scholars1 was adopted1 and put into immediate execution4 ,several brought copies of the ,sabbath ,school ,hymn ,book which they had in their possession1 and the plan succeeded beyond all expectation4 ,the greatest difficulty in the way was to get some one to lead4 ,the chorister1 however1 was somewhat relieved from the embarrassment which she would naturally feel in making a beginning1 by the appointment of one or two individuals with herself1 who were to act as her assistants4 ,these constituted the leading ,committee1 or as it was afterwards termed1 ,singing ,committee4 ,singing now became a regular and interesting exercise of the school1 and the ,committee succeeded in managing the business themselves4 #ai4 ,,tabu4 c4 ,an article was one day read in a school relating to the ,tabu of the ,sandwich ,islanders4 ,tabu is a term with them which signifies consecrated1--not to be touched--to be let alone--not to be violated4 ,thus according to their religious observances1 a certain day will be proclaimed ,tabu1 that is1 one upon which there is to be no work1 or no going out4 ,a few days after this article was read1 the scholars observed one morning1 a flower stuck up in a conspicuous place against the wall1 with the word ,,tabu in large characters above it4 ,this excited considerable curiosity4 ,the teacher informed them1 in explanation1 that the flower was a very rare and beautiful specimen brought by one of the scholars1 which he wished all to examine4 ,you would naturally feel a disposition to examine it by the touch2 said he1 but you will all see1 that by the time it was touched by sixty individuals1 it would be likely to be injured1 if not destroyed4 ,so ,i concluded to label it1 ,tabu4 ,and it has occurred to me that this will be a convenient mode of apprising you generally1 that any article had better not be handled4 ,you know we sometimes have some apparatus exposed1 which would be liable to injury from disturbance1 where there are so many persons to touch it4 ,i shall in such a case1 just mention that an article is ,tabu1 and you will understand that it is not only not to be injured1 but not even touched4 ,a little delicate management of this sort will often have more influence over young persons1 than the most vehement scolding1 or the most watchful and jealous precautions4 ,the ,tabu was always most scrupulously regarded1 after this1 whenever employed4 #bj4 ,,mental ,,analysis4 ,scene2 a class in ,arithmetic at recitation4 ,the teacher gives them an example in addition1 requesting them when they have performed it to rise4 ,some finish it very soon1 others are very slow in accomplishing the work4 ,i should like to ascertain1 says the teacher1 how great is the difference of rapidity1 with which different members of the class work in addition4 ,i will give you another example1 and then notice by my watch1 the shortest and longest time required to do it4 ,the result of the experiment was1 that some members of the class were two or three times as long in doing it1 as others4 ,perhaps you think1 said the teacher1 that this difference is altogether owing to difference of skill1 but it is not4 ,it is mainly owing to the different methods adopted by various individuals4 ,i am going to describe some of these1 and as ,i describe them1 ,i wish you would notice them carefully1 and tell me which you practice4 ,there are then three modes of adding up a column of figures1 which ,i shall describe4 #a4 ,i shall call the first counting4 ,you take the first figure1 and then add the next to it1 by counting up regularly4 ,there are three distinct ways of doing this4 7a47 ,counting by your fingers4 7,yes sir47 ,you take the first figure1--suppose it is seven1 and the one above it1 eight4 ,now you recollect that to add eight1 you must count all the fingers of one hand1 and all but two again4 ,so you say seven--eight1 nine1 ten1 eleven1 twelve1 thirteen1 fourteen1 fifteen4 ,yes sir1 ,yes sir1 said the scholars4 7b47 ,the next mode of counting is to do it mentally1 without using your fingers at all1 but as it is necessary for you to have some plan to secure your adding the right number1 you divide the units into sets of two each4 ,thus you remember that eight consists of four twos1 and you accordingly say1 when adding eight to seven1 seven2--eight1 nine2--ten1 eleven2--twelve1 thirteen2 c4 7c47 ,the third mode is1 to add by three1 in the same way4 ,you recollect that eight consists of two threes and a two2 so you say1 seven2--eight1 nine1 ten2--eleven1 twelve1 thirteen2--fourteen1 fifteen4 ,the teacher here stops to ascertain how many of the class are accustomed to add in either of these modes4 ,it is a majority4 #b4 ,the next general method is calculating4 ,that is1 you do not unite one number to another by the dull and tedious method of applying the units1 one by one1 as in the ways described under the preceding head1 but you come to a result more rapidly by some mode of calculating4 ,these modes are several4 7a47 ,doubling a number1 and then adding or subtracting as the case may require4 ,for instance in the example already specified2 in order to add seven and eight1 you say1 ,twice seven are fourteen and one are fifteen2 7,yes sir1 ,yes sir17 or ,twice eight are sixteen1 and taking one off1 leaves fifteen4 7,yes sir47 7b47 ,another way of calculating is to skip about the column1 adding those numbers which you can do most easily1 and then bringing in the rest as you best can4 ,thus1 if you see three eights in one column1 you say three times eight are twenty-four1 and then you try to bring in the other numbers4 ,often in such cases1 you forget what you have added and what you have not1 and get confused1 7,yes sir17 or you omit something in your work1 and consequently it is incorrect4 7c47 ,if nines occur1 you sometimes add ten1 and then take off one1 for it is very easy to add ten4 7d47 ,another method of calculating1 which is1 however1 not very common1 is this4 ,to take our old case1 adding eight to seven1 you take as much from the eight to add to the seven as will be sufficient to make ten1 and then it will be easy to add the rest4 ,thus1 you think in a minute1 that three from the eight will make the seven a ten1 and then there will be five more to add1 which will make fifteen4 ,if the next number was seven1 you would say five of it will make twenty1 and then there will be two left1 which will make twenty-two4 ,this mode1 though it may seem more intricate than any of the others1 is in fact more rapid than any of them1 when one is little accustomed to it4 ,these are the four principal modes of calculating which occur to me4 ,pupils do not generally practice any one of them exclusively1 but occasionally resort to each1 according to the circumstances of the particular case4 ,the teacher here stopped to inquire how many of the class were accustomed to add by calculating in either of these ways2 or in any simpler ways4 #c4 ,there is one more mode which ,i shall describe3 it is by ,memory4 ,before ,i explain this mode ,i wish to ask you some questions which ,i should like to have you answer as quick as you can4 ,how much is four times five8--,four and five8 ,how much is seven times nine8--,seven and nine8 ,eight times six8--,eight and six8 ,nine times seven8--,nine and seven8 ,after asking a few questions of this kind1 it was perceived that the pupils could tell much more readily what was the result when the numbers were to be multiplied1 then when they were to be added4 ,the reason is1 said the teacher1 because you committed the multiplication table to memory1 and have not committed the addition table4 ,now many persons have committed the addition table1 so that it is perfectly familiar to them1 and when they see any two numbers1 the amount which is produced when they are added together comes to mind in an instant4 ,adding in this way is the last of the three modes ,i was to describe4 ,now of these three methods1 the last is undoubtedly the best4 ,if you once commit the addition table thoroughly1 you have it fixed for life2 whereas if you do not1 you have to make the calculation over again every time1 and thus lose a vast amount of labor4 ,i have no doubt that there are some in this class who are in the habit of counting1 who have ascertained that seven and eight for instance1 make fifteen2 by counting up from seven to fifteen1 hundreds of times4 ,now how much better it would be1 to spend a little time in fixing the fact in the mind once for all1 and then when you come to the case1 seven and eight are--say at once ,fifteen1--instead of mumbling over and over again1 hundreds of times1 ,seven1 eight1 nine1 ten1 eleven1 twelve1 thirteen1 fourteen1 fifteen4 ,the reason then1 that some of the class add so slowly1 is not probably because they want skill and rapidity of execution1 but became they work to a great disadvantage1 by working in the wrong way4 ,i have often been surprised at the dexterity and speed with which some scholars can count with their fingers1 when adding1 and yet they could not get through the sum very1 quick--at least they would have done it in half the time1 if the same effort had been made in travelling on a shorter road4 ,we will therefore study the addition table now1 in the class1 before we go on any farther4 99 99 99 99 99 ,the foregoing narratives1 it is hoped1 may induce some of the readers of this book to keep journals of their own experiments1 and of the incidents which may1 from time to time come under their notice1 illustrating the principles of education1 or simply the characteristics and tendencies of the youthful mind4 ,the business of teaching will excite interest and afford pleasure1 just in proportion to the degree in which it is conducted by operations of mind upon mind1 and the means of making it most fully so1 are1 careful practice1 based upon1 and regulated by1 the results of careful observation4 ,every teacher then should make observations and experiments upon mind a part of his daily duty1 and nothing will more facilitate this1 than keeping a record of results4 ,there can be no opportunity for studying human nature1 more favorable than the teacher enjoys4 ,the materials are all before him2 his very business1 from day to day1 brings him to act directly upon them2 and the study of the powers and tendencies of the human mind is not only the most interesting and the noblest that can engage human attention1 but every step of progress he makes in it1 imparts an interest and charm1 to what would otherwise be a weary toil4 ,it at once relieves his labors1 while it doubles their efficiency and success4 ,,chapter ,,ix4 ,,the ,,teacher',s ,,first ,,day4 ,the teacher enters upon the duties of his office by a much more sudden transition than is common in the other avocations and employments of life4 ,in ordinary cases1 business comes at first by slow degrees1 and the beginner is introduced to the labors and responsibilities of his employment1 in a very gradual manner4 ,the young teacher1 however1 enters1 by a single step1 into the very midst of his labors4 ,having1 perhaps1 never even heard a class recite before1 he takes a short walk some winter morning1 and suddenly finds himself instated at the desk1--his fifty scholars all around1 looking him in the face1 all waiting to be employed4 ,everything comes upon him at once4 ,he can do nothing until the day and the hour for opening the school arrives1--then he has everything to do4 ,under these circumstances it is not surprising that the young teacher should look forward with unusual solicitude to his first day in school2 and he desires1 ordinarily1 special instructions in respect to this occasion4 ,some such special instructions we propose to give in this chapter4 ,the experienced teacher may think some of them too minute and trivial4 ,but he must remember that they are intended for the youngest beginner in the humblest school2 and if he recalls to mind his own feverish solicitude on the morning when he went to take his first command in the district school1 he will pardon the seeming minuteness of detail4 #a4 ,it will be well for the young teacher to take opportunity1 between the time of his engaging his school and that of his commencing it1--to acquire as much information in respect to it1 beforehand1 as possible1--so as to be somewhat acquainted with the scene of his labors before entering upon it4 ,ascertain the names and the characters of the principal families in the district1 their ideas and wishes in respect to the government of the school1 the kind of management adopted by one or two of the last teachers1 the difficulties they fell into1 the nature of the complaints made against them1 if any1 and the families with whom difficulty has usually arisen4 ,this information must of course be obtained in private conversation2 a good deal of it must be1 from its very nature1 highly confidential2 but it is very important that the teacher should be possessed of it4 ,he will necessarily become possessed of it by degrees1 in the course of his administration1 when1 however1 it may be too late to be of any service to him4 ,but by judicious and proper efforts to acquire it beforehand1 he will enter upon the discharge of his duties with great advantage4 ,it is like a navigator's becoming acquainted beforehand with the nature and the dangers of the sea over which he is about to sail4 ,such inquiries as these will1 in ordinary cases1 bring to the teacher's knowledge1 in most districts in our country1 some cases of peculiarly troublesome scholars1 or unreasonable and complaining parents1--and stories of their unjustifiable conduct on former occasions1 will come to him2 exaggerated by the jealousy of rival neighbours4 ,there is danger that his resentment may be roused a little1 and that his mind will assume a hostile attitude at once towards such individuals2 so that he will enter upon his work rather with a desire to seek a collision with them1 or at least with secret feelings of defiance towards them1--feelings which will lead to that kind of unbending perpendicularity in his demeanour towards them which will almost inevitably lead to a collision4 ,now this is wrong4 ,there is indeed a point where firm resistance to unreasonable demands becomes a duty4 ,but as a general principle it is most unquestionably true1 that it is the teacher's duty to accommodate himself to the character and expectations of his employers1 not to face and brave them4 ,those italicized words may be understood to mean something which would be entirely wrong2 but in the sense in which ,i mean to use them1 there can be no question that they indicate the proper path for one employed by others to do work for them1 in all cases1 to pursue4 ,if therefore the teacher finds by his inquiries into the state of his district that there are some peculiar difficulties and dangers there1 let him not cherish a disposition to face and resist them1 but to avoid them4 ,let him go with an intention to soothe rather than to irritate feelings which have been wounded before1--to comply with the wishes of all so far as he can1 even if they are not entirely reasonable1--and while he endeavours to elevate the standard and correct the opinions prevailing among his employers1 by any means in his power1 to aim at doing it gently2 and in a tone and manner suitable to the relation he sustains2--in a word1 let him skilfully avoid the dangers of his navigation1 not obstinately run his ship against a rock on purpose1 on the ground that the rock has no business to be there4 ,this is the spirit then with which these preliminary inquiries1 in regard to the patrons of the school1 ought to be made4 ,we come now to a second point4 #b4 ,it will assist the young teacher very much in his first day's labors1 if he takes measures for seeing and conversing with some of the older or more intelligent scholars1 on the day or evening before he begins his school1 with a view of obtaining from them some acquaintance with the internal arrangements and customs of the school4 ,the object of this is to obtain the same kind of information with respect to the interior of the school1 that was recommended in respect to the district1 under the former head4 ,he may call upon a few families1 especially those which furnish a large number of scholars for the school1 and make as many minute inquiries of them1 as he can1 respecting all the interior arrangements to which they have been accustomed2 what reading books and other text books have been used1--what are the principal classes in all the several departments of instruction1--and what is the system of discipline1 and of rewards and punishments to which the school has been accustomed4 ,if in such conversations the teacher should find a few intelligent and communicative scholars1 he might learn a great deal about the past habits and condition of the school1 which would be of great service to him4 ,not1 by any means1 that he will adopt and continue these methods as a matter of course1--but only that a knowledge of them will render him very important aid in marking out his own course4 ,the more minute and full the information of this sort is which he thus obtains1 the better4 ,if practicable1 it would be well to make out a catalogue of all the principal classes1 with the names of those individuals belonging to them1 who will probably attend the new school1 and the order in which they were usually called upon to read or recite4 ,the conversation which would be necessary to accomplish this1 would of itself be of great service4 ,it would bring the teacher into an acquaintance with several important families and groups of children1 under the most favorable circumstances4 ,the parents would see and be pleased with the kind of interest they would see the teacher taking in his new duties4 ,the children would be pleased to be able to render their new instructer some service1 and would go to the school-room on the next morning with a feeling of acquaintance with him1 and a predisposition to be pleased4 ,and if by chance any family should be thus called upon1 that had heretofore been captious or complaining1 or disposed to be jealous of the higher importance or influence of other families1--that spirit would be entirely softened and subdued by such an interview with their new instructer at their own fireside1 on the evening preceding the commencement of his labors4 ,the great object1 however1 which the teacher would have in view1 in such inquiries1 should be the value of the information itself4 ,as to the use which he will make of it1 we shall speak hereafter4 #c4 ,it is desirable that the young teacher should meet his scholars first in an unofficial capacity4 ,for this purpose repair to the school-room1 on the first day1 at an early hour1 so as to see and become acquainted with the scholars as they come in1 one by one4 ,the intercourse between teacher and pupil should be like that between parents and children1 where the utmost freedom is united with the most perfect respect4 ,the father who is most firm and decisive in his family government1 can mingle most freely in the conversation and sports of his children without any derogation of his authority1 or diminution of the respect they owe4 ,young teachers1 however1 are prone to forget this1 and to imagine that they must assume an appearance of stern authority1 always1 when in the presence of their scholars1 if they wish to be respected or obeyed4 ,this they call keeping up their dignity4 ,accordingly they wait1 on the morning of their induction into office1 until their new subjects are all assembled1 and then walk in with an air of the highest dignity1 and with the step of a king4 ,and sometimes a formidable instrument of discipline is carried in the hand to heighten the impression4 ,now there is no question that it is of great importance that scholars should have a high idea of the teacher's firmness and inflexible decision in maintaining his authority and repressing all disorder of every kind4 ,but this impression should be created by their seeing how he acts1 in the various emergencies which will spontaneously occur1 and not by assumed airs of importance or dignity1 feigned for effect4 ,in other words1 their respect for him should be based on real traits of character1 as they see them brought out into natural action1 and not on appearances assumed for the occasion4 ,it seems to me1 therefore1 that it is best for the teacher first to meet his scholars with the air and tone of free and familiar intercourse1 and he will find his opportunity more favorable for doing this1 if he goes early1 on the first morning of his labors1 and converses freely with those whom he finds there1 and with others as they come in4 ,he may take an interest with them in all the little arrangements connected with the opening of the school4 ,the building of the fire1 the paths through the snow1 the arrangements of seats1 calling upon them for information or aid1 asking their names1 and1 in a word1 entering fully and freely into conversation with them1 just as a parent1 under similar circumstances1 would do with his children4 ,all the children thus addressed will be pleased with the gentleness and affability of the teacher4 ,even a rough and ill-natured boy1 who has perhaps come to the school with the express determination of attempting to make mischief1 will be completely disarmed1 by being asked pleasantly to help the teacher fix the fire1 or alter the position of his desk4 ,thus by means of the half hour during which the scholars are coming together1 and of the visits made in the preceding evening1 as described under the last head1 the teacher will find1 when he calls upon the children to take their seats1 that he has made a very large number of them his personal friends4 ,many of these will have communicated their first impressions to the others1 so that he will find himself possessed1 at the outset1 of that which is of vital consequence in the opening of any administration1--a strong party in his favor4 #d4 ,the time for calling the school to order1 and commencing exercises of some sort1 will at length arrive1 though if the work of making personal acquaintances is going on pleasantly1 it may perhaps be delayed a little beyond the usual hour4 ,when1 however1 the time arrives1 we would strongly recommend that the first service by which the regular duties of the school are commenced should be an act of religious worship4 ,there are many reasons why the exercises of the school should every day be thus commenced1 and there are special reasons for it on the first day4 ,there are very few districts where parents would have any objection to this4 ,they might indeed1 in some cases1 if the subject were to be brought up formally before them as a matter of doubt1 anticipate some difficulties1 or create imaginary ones1 growing out of the supposed sensitiveness of contending sects4 ,but if the teacher were1 of his own accord1 to commence the plain1 faithful1 and honest discharge of this duty as a matter of course1 very few would think of making any objection to it2 and almost all would be satisfied and pleased with its actual operation4 ,if1 however1 the teacher should1 in any case1 have reason to believe that such a practice would be contrary to the wishes of his employers1 it would1 according to views we have presented in another chapter1 be wrong for him to attempt to introduce it4 ,he might1 if he should see fit1 make such an objection a reason for declining to take the school2 but he ought not1 if he takes it1 to act counter to the known wishes of his employers1 in so important a point4 ,but if1 on the other hand1 no such objections are made known to him1 he need not raise the question himself at all1 but take it for granted that in a ,christian land there will be no objection to imploring the divine protection and blessing at the opening of a daily school4 ,if this practice is adopted1 it will have a most powerful influence upon the moral condition of the school4 ,it must be so4 ,though many will be inattentive1 and many utterly unconcerned1--yet it is not possible to bring children1 even in form1 into the presence of ,god every day1 and to utter in their hearing the petitions1 which they ought to present1 without bringing a powerful element of moral influence to bear upon their hearts4 ,the good will be made better1--the conscientious more conscientious still1--and the rude and savage will be subdued and softened by the daily attempt to lead them to the throne of their ,creator4 ,to secure this effect1 the devotional service must be an honest one4 ,there must be nothing feigned or hypocritical2 no hackneyed phrases used without meaning1 or intonations of assumed solemnity4 ,it must be honest1 heartfelt1 simple prayer2 the plain and direct expression of such sentiments as children ought to feel1 and of such petitions as they ought to offer4 ,we shall speak presently of the mode of avoiding some abuses to which this exercise is liable2 but if these sources of abuse are avoided1 and the duty is performed in that plain1 simple1 direct1 and honest manner1 in which it certainly will be1 if it springs from the heart1 it must have a great influence on the moral progress of the children1 and in fact in all respects on the prosperity of the school4 ,but then independently of the advantages which may be expected to result from the practice of daily prayer in school1--it would seem to be the imperious duty of the teacher to adopt it4 ,so many human minds committed thus to the guidance of one1--at a period when the character receives so easily and so permanently its shape and direction1--and in a world of probation like this1 is an occasion which seems to demand the open recognition of the hand of ,god on the part of any individual to whom such a trust is committed4 ,the duty springs so directly out of the attitude in which the teacher and pupil stand in respect to each other1 and the relation they together bear to the ,supreme1 that it would seem impossible for any one to hesitate to admit the duty1 without denying altogether the existence of a ,god4 ,how vast the responsibility of giving form and character to the human soul6 ,how mighty the influence of which the unformed minds of a group of children are susceptible6 ,how much their daily teacher must inevitably exert upon them6 ,if we admit the existence of ,god at all1 and that he exerts any agency whatever in the moral world which he has produced1 here seems to be one of the strongest cases in which his intervention should be sought4 ,and then when we reflect upon the influence which would be exerted upon the future religious character of this nation1 by having the millions of children training up in the schools1 accustomed1 through all the years of early life1 to being brought daily into the presence of the ,supreme1 with thanksgiving1 confession1 and prayer1 it can hardly seem possible that the teacher who wishes to be faithful in his duties1 should hesitate in regard to this4 ,some teacher may1 perhaps1 say that he cannot perform it because he is not a religious man2--he makes no pretensions to piety4 ,but this can surely be no reason4 ,he ought to be a religious man1 and his first prayer offered in school may be the first act by which he becomes so4 ,entering the service of ,jehovah is a work which requires no preliminary steps4 ,it is to be done at once1 by sincere confession1 and an honest prayer for forgiveness for the past1 and strength for time to come4 ,a daily religious service in school may be1 therefore1 the outward act by which he1 who has long lived without ,god1 may return to his duty4 ,if1 from such considerations1 the teacher purposes to have a daily religious service in his school1 he should by all means begin on the first day1--and when he first calls his school to order4 ,he should mention to his pupils the great and obvious duty of imploring ,god's guidance and blessing in all their ways1 and then read a short portion of ,scripture1 with an occasional word or two of simple explanation1 and offer1 himself1 a short and simple prayer4 ,in some cases1 teachers are disposed to postpone this duty a day or two1 from timidity or other causes1 hoping that after becoming acquainted a little with the school1 and having completed their more important arrangements1 they shall find it easier to begin4 ,but this is a sad mistake4 ,the longer it is postponed1 the more difficult and trying it will be4 ,and then the moral impressions will be altogether more strong and salutary1 if an act of solemn religious worship is made the first opening act of the school4 ,where the teacher has not sufficient confidence that the general sense of propriety among his pupils will preserve good order and decorum during the exercise1 it may be better for him to read a prayer1 selected from books of devotion1 or prepared by himself expressly for the occasion4 ,by this plan his school will be1 during the exercise1 under his own observation as at other times4 ,it may1 in some schools1 where the number is small1 or the prevailing habits of seriousness and order are good1 be well to allow the older scholars to read the prayer in rotation1 taking especial care that it does not degenerate into a mere reading exercise2 but that it is understood1 both by readers and hearers1 to be a solemn act of religious worship4 ,in a word1 if the teacher is really honest and sincere in his wish to lead his pupils to the worship of ,god1 he will find no serious difficulty in preventing the abuses and avoiding the dangers which some might fear1 and in accomplishing vast good1 both in promoting the prosperity of the school1 and in the formation of the highest and best traits a individual character4 ,we have dwelt1 perhaps1 longer on this subject than we ought to have done in this place2 but its importance1 when viewed in its bearings on the thousands of children daily assembling in our district schools1 must be our apology4 ,the embarrassments and difficulties arising from the extreme sensitiveness which exists among the various denominations of ,christians in our land1 threaten to interfere very seriously with giving a proper degree of religious instruction to the mass of the youthful population4 ,but we must not1 because we have no national church1 cease to have a national religion4 ,all our institutions ought to be so administered as openly to recognise the hand of ,god1 and to seek his protection and blessing2 and in regard to none is it more imperiously necessary than in respect to our common schools4 #e4 ,after the school is thus opened1 the teacher will find himself brought to the great difficulty which embarrasses the beginning of his labors1 i4 e4 how to find immediate employment at once1 for the thirty or forty children who all look up to him waiting for their orders4 ,i say thirty or forty1 for the young teacher's first school will usually be a small one4 ,his object1 ,i think1 should be1 in all ordinary cases1 for the first few days1 twofold4 ,first1 to revive and restore1 in the main1 the general routine of classes and exercises pursued by his predecessor in the same school4 ,and secondly1 while doing this1 to become as fully acquainted with his scholars as possible4 ,it is best then1 ordinarily1 for the teacher to begin the school as his predecessor closed it1 and make the transition to his own perhaps more improved method1 a gradual one4 ,in some cases a different course is wise undoubtedly1--as1 for example1 where a teacher is commencing a private school1 on a previously well-digested plan of his own1--or where one who has had experience1 and has confidence in his power to bring his new pupils promptly and at once into the system of classification and instruction which he prefers4 ,it is difficult however to do this1 and requires a good deal of address and decision2 it is far easier and safer1 and in almost all cases1 better in every respect for a young teacher to revive and restore the former arrangements in the main1 and take his departure from them4 ,he may afterwards make changes1 as he may find them necessary or desirable1 and even bring the school soon into a very different state from that in which he finds it2 but it will generally be more pleasant for himself1 and better for the school1 to avoid the shock of a sudden and entire revolution4 ,the first thing then1 when the scholars are ready to be employed1 is to set them at work1 in classes or upon lessons1 as they would have been employed had the former teacher continued in charge of the school4 ,to illustrate clearly how this may be done1 we may give the following dialogue4 ,teacher4 ,can any one of the boys inform me what was the first lesson that the former master used to hear in the morning8 ,the boys are silent1 looking to one another4 ,teacher4 ,did he hear any recitation immediately after school began8 ,boys2--faintly and with hesitation4 ,no sir4 ,teacher4 ,how long was it before he began to hear lessons8 ,several boys simultaneously4 ,about half an hour4 ,a little while4 ,quarter of an hour4 ,what did he do at this time8 ,mended pens4 ,set copies4 ,looked over sums1 and various other answers are perhaps given4 ,the teacher then makes a memorandum of this1 and then inquires2 ,and what lesson came after this8 ,geography4 ,all the boys in this school who studied geography may rise4 ,a considerable number rise4 ,did you all recite together8 ,no sir4 ,there are two classes then8 ,yes sir4 ,yes sir4 ,more than two4 ,all who belong to the class that recites first in the morning may remain standing2 the rest may sit4 ,the boys obey1 and eight or ten of them remain standing4 ,the teacher calls upon one of them to produce his book1 and assigns them a lesson1 in regular course4 ,he then requests some one of the number to write out1 in the course of the day1 a list of the class1 and to bring it with him to the recitation the next morning4 ,are there any other scholars in the school who think it would be well for them to join this class8 ,in answer to this question probably some new scholars might perhaps rise1 or some hitherto belonging to other classes1 who might be of suitable age and qualifications to be transferred4 ,if these individuals should appear to be of the proper standing and character1 they might at once be joined to the class in question1 and directed to take the same lesson4 ,in the same manner the other classes would pass in review before the teacher2 and he would obtain a memorandum of the usual order of exercises1 and in a short time set all his pupils at work preparing for the lessons of the next day4 ,he would be much aided in this by the previous knowledge which he would have obtained by private conversation1 as recommended under a former head4 ,some individual cases would require a little special attention1 such as new scholars2 small children1 c42 but he would be able1 before a great while1 to look around him and see his whole school busy with the work he had assigned them1 and his own time for the rest of the morning1 in a great degree1 at his own command4 ,i ought to say1 however1 that it is not probable that he would long continue these arrangements unaltered4 ,in hearing the different classes1 he would watch for opportunities for combining them1 or discontinuing those where the number was small1--he would alter the times of recitation1 and group individual scholars into classes1 so as to bring the school1 in a very short time1 into a condition corresponding more nearly with his own views4 ,all this can be done very easily and pleasantly when the wheels are once in motion2 for a school is like a ship in one respect1--most easily steered in the right direction1 when under sail4 ,by this plan also the teacher obtains what is almost absolutely necessary at the commencement of his labors1 time for observation4 ,it is of the first importance that he should become acquainted1 as early as possible1 with the characters of the boys1 especially to learn who those are which are most likely to be troublesome4 ,there always will be a few1 who will require special watch and care1 and generally there will be only a few4 ,a great deal depends on finding these individuals out1 in good season1 and bringing the pressure of a proper authority to bear upon them soon4 ,by the plan ,i have recommended1 of not attempting to remodel the school wholly at once1 the teacher obtains time for noticing the pupils1 and learning something about their individual characters4 ,in fact1 so important is this1 that it is the plan of some teachers1 whenever they commence a new school1 to let the boys have their own way1 almost entirely1 for a few days1 in order to find out fully who the idle and mischievous are4 ,this is perhaps going a little too far2 but it is certainly desirable to enjoy as many opportunities for observation as can be secured on the first few days of the school4 #f4 ,make it then a special object of attention1 during the first day or two1 to discover who the idle and mischievous individuals are4 ,they will have generally seated themselves together in little knots1 for as they are aware that the new teacher does not know them1 they will imagine that1 though perhaps separated before1 they can now slip together again1 without any trouble4 ,it is best to avoid1 if possible1 an open collision with any of them at once1 in order that they may be the better observed4 ,whenever1 therefore1 you see idleness or play1 endeavour to remedy the evil for the time1 by giving the individual something special to do1 or by some other measure1 without however seeming to notice the misconduct4 ,continue thus adroitly to stop every thing disorderly1 while at the same time you notice and remember where the tendencies to disorder exist4 ,by this means the individuals who would cause most of the trouble and difficulty in the discipline of the school will soon betray themselves1 and those too1 whose fidelity and good behaviour can be relied upon1 will also be known4 ,the names of the former should be among the first which the teacher learns1 and their characters should be among the first which he studies4 ,the most prominent among them1 those apparently most likely to make trouble1 he should note particularly1 and make inquiries out of school respecting them1--their characters1--their education at home1 c41 so as to become acquainted with them as early and as fully as possible2--for he must have this full acquaintance with them before he is prepared to commence any decided course of discipline with them4 ,the teacher often does irreparable injury by rash action at the outset4 ,he sees1 for instance1 a boy secretly eating an apple which he has concealed in his hand1 and which he bites1 with his book before his mouth1 or his head under the lid of his desk4 ,it is perhaps the first day of the school1 and the teacher thinks he had better make an example at the outset1 and calls the boy out1 knowing nothing about his general character1 and inflicts some painful or degrading punishment before all the school4 ,a little afterwards1 as he becomes gradually acquainted with the boy1 he finds that he is of mild1 gentle disposition1 generally obedient and harmless1 and that his offence was only an act of momentary thoughtlessness1 arising from some circumstances of peculiar temptation at the time1 a boy in the next seat perhaps had just before handed him the apple4 ,the teacher regrets1 when too late1 the hasty punishment4 ,he perceives that instead of having the influence of salutary example upon the other boys1 it must have shocked their sense of justice1 and excited dislike towards a teacher so quick and severe1 rather than of fear of doing wrong themselves4 ,it would be safer to postpone such decided measures a little1--to avoid all open collisions if possible for a few days4 ,in such a case as the above1 the boy might be kindly spoken to in an under-tone1 in such a way as to show both the teacher's sense of the impropriety of disorder1 and also his desire to avoid giving pain to the boy4 ,if it then turns out that the individual is ordinarily a well-disposed boy1 all is right1 and if he proves to be habitually disobedient and troublesome1 the lenity and forbearance exercised at first1 will facilitate the effect aimed at by subsequent measures4 ,avoid then1 for the few first days1 all open collision with any of your pupils1 that you may have opportunity for minute and thorough observation4 ,and here the young teacher ought to be cautioned against a fault which beginners are very prone to fall into1 that of forming unfavorable opinions of some of their pupils from their air and manner1 before they see any thing in their conduct which ought to be disapproved4 ,a boy or girl comes to the desk to ask a question1 or make a request1 and the teacher sees in the cast of countenance1 or in the bearing or tone of the individual1 something indicating a proud1 or a sullen1 or an ill-humored disposition1 and conceives a prejudice1 often entirely without foundation1 which weeks perhaps do not wear away4 ,every experienced teacher can recollect numerous cases of this sort1 and he learns1 after a time1 to suspend his judgment4 ,be cautious therefore on this point1 and in the survey of your pupils which you make during the first few days of your school1 trust to nothing but the most sure and unequivocal evidences of character2 for many of your most docile and faithful pupils will be found among those whose appearance at first prepossessed you strongly against them4 ,one other caution ought also to be given4 ,do not judge too severely in respect to the ordinary cases of misconduct in school4 ,the young teacher almost invariably does judge too severely4 ,while engaged himself in hearing a recitation1 or looking over a sum1 he hears a stifled laugh1 and1 looking up1 sees the little offender struggling with the muscles of his countenance to restore their gravity4 ,the teacher is vexed at the interruption1 and severely rebukes or punishes the boy1--when1 after all1 the offence1 in a moral point of view1 was an exceedingly light one2 at least it might very probably have been so4 ,in fact1 a large proportion of the offences against order committed in school are the mere momentary action of the natural buoyancy and life of childhood4 ,this is no reason why they should be indulged1 or why the order and regularity of the school should be sacrificed1 but it should prevent their exciting feelings of anger or impatience1 or very severe reprehension4 ,while the teacher should take effectual measures for restraining all such irregularities1 he should do it with the tone and manner which will show that he understands their true moral character1 and deals with them1 not as heinous sins which deserve severe punishment1 but as serious inconveniences which he is compelled to repress4 ,there are often cases of real moral turpitude in school1--such as where there is intentional1 wilful mischief1 or disturbance1 or habitual disobedience1 and there may even be1 in some cases1 open rebellion4 ,now the teacher should show that he distinguishes these cases from such momentary acts of thoughtlessness as we have described2 and a broad distinction ought to be made in the treatment of them4 ,in a word then1--what we have been recommending under this head is1 that the teacher should make it his special study1 for his first few days in school1 to understand the characters of his pupils1--to learn who are the thoughtless ones1 who the mischievous1 and who the disobedient and rebellious2--and to do this with candid1 moral discrimination1 and with as little open collision with individuals as possible4 #h4 ,another point to which the teacher ought to give his early attention1 is to separate the bad boys as soon as he can1 from one another4 ,the idleness and irregularity of children in school often depends more on accidental circumstances than on character4 ,two boys may be individually harmless and well disposed1 and yet they may be of so mercurial a temperament1 that1 together1 the temptation to continual play will be irresistible4 ,another case that more often happens1 is1 where one is actively and even intentionally bad1 and is seated next to an innocent but perhaps thoughtless boy1 and contrives to keep him always in difficulty4 ,now remove the former away1 where there are no very frail materials for him to act upon1 and place the latter where he is exposed to no special temptation1 and all would be well4 ,this is all very obvious1 and known familiarly to all teachers who have had any experience4 ,but beginners are not generally so aware of it at the outset as to make any direct and systematic efforts to examine the school with reference to its condition in this respect4 ,it is usual to go on1 leaving the boys to remain seated as chance or their own inclinations grouped them1 and to endeavour to keep the peace among the various neighbourhoods1 by close supervision1 rebukes1 and punishment4 ,now these difficulties may be very much diminished1 by looking a little into the arrangement of the boys at the outset1 and so modifying it as to diminish the amount of temptation to which the individuals are exposed4 ,this should be done1 however1 cautiously1 deliberately1 and with good nature2--keeping the object of it a good deal out of view4 ,it must be done cautiously and deliberately1 for the first appearances are exceedingly fallacious in respect to the characters of the different children4 ,you see perhaps some indications of play between two boys upon the same seat1 and hastily conclude that they are disorderly boys and must be separated4 ,something in the air and manner of one or both of them confirms this impression1 and you take the necessary measures at once4 ,you then find1 when you become more fully acquainted with them1 that the appearances which you observed were only momentary and accidental1 and that they would have been as safe together as any two boys in the school4 ,and perhaps you will even find1 that1 by their new position1 you have brought one or the other into circumstances of peculiar temptation4 ,wait1 therefore1 before you make such changes1 till you have ascertained actual character1--doing this1 however1 without any unnecessary delay4 ,in such removals1 too1 it is well1 in many cases1 to keep the motive and design of them as much as possible out of view4 ,for by expressing suspicion of a boy1 you injure his character in his own opinion1 and in that of others1 and tend to make him reckless4 ,besides1 if you remove a boy from a companion whom he likes1 avowedly to prevent his playing1 you offer him an inducement1 if he is a bad boy1 to continue to play in his new position for the purpose of thwarting you1 or from the influence of resentment4 ,it would be wrong indeed to use any subterfuge1 or duplicity of any kind1 to conceal your object1--but you are not bound to explain it1 and in the many changes which you will be compelled to make1 in the course of the first week1 for various purposes1 you may include many of these1 without explaining particularly the design or intention of any of them4 ,in some instances1 however1 you may frankly state the whole case1 without danger1 provided it is done in such a manner as not to make the boy feel that his character is seriously injured in your estimation4 ,it must depend upon the tact and judgment of the teacher1 to determine upon the particular course to be pursued in the several cases1 though he ought to keep these general principles in view in all4 ,in one instance1 for example1 he will see two boys together1 ,james and ,joseph we will call them1 exhibiting a tendency to play1 and after inquiring into their characters he will find that they are good-natured1 pleasant boys1 and that he had better be frank with them on the subject4 ,he calls one of them to his desk1 and perhaps the following dialogue ensues4 ,james1 ,i am making some changes in the seats1 and thought of removing you to another place4 ,have you any particular preference for that seat8 ,the question is unexpected1 and ,james hesitates4 ,he wants to sit next to ,joseph1 but doubts whether it is quite prudent to avow it1--so he says slowly and with hesitation1 ,no sir1--,i do not know that ,i have4 ,if you have any reason1 ,i wish you would tell me frankly1 for ,i want you to have such a seat as will be pleasant to you4 ,james does not know what to say4 ,encouraged1 however1 by the good-humored tone and look which the master assumes1 he says1 timidly1 ,joseph and ,i thought we should like to sit together1--if you are willing4 ,oh1--you and ,joseph are particular friends then1 ,i suppose4 ,why1--yes sir4 ,i am not surprised then1 that you want to sit together1--though1 to tell the truth1 that is rather a reason why ,i should separate you4 ,why sir8 ,because ,i have observed that when two great friends are seated together1 they are always more apt to whisper and play4--,have not you observed it8 ,why1--yes sir4 ,you may go and ask ,joseph to come here4 ,when the two boys make their appearance again1 the teacher continues4 ,joseph1 ,james tells me that you and he want to sit together1 and says you are particular friends4 ,but ,i tell him1 he adds1 smiling1 that that is rather a reason for separating you4 ,now if ,i should put you both into different parts of the school1 next to boys that you are not acquainted with1 it would be a great deal easier for you to be still and studious than it is now4 ,do not you think so yourselves8 ,the boys look at one another and smile4 ,however1 there is one way you can do4 ,you can guard against the extra temptation by extra care2 and on the whole1 as ,i believe you are pretty good boys1 ,i will let you have your choice4 ,you may stay as you are1 and make extra exertion to be perfectly regular and studious1 or ,i will find seats for you where it will be a great deal easier for you to be so4 ,which do you think you should rather do8 ,the boys hesitate1 look at one another1 and presently say that they had rather sit together4 ,well1 said the teacher1 it is immaterial to me whether you sit together or apart1 if you are only good boys4 ,so you may take your seats and try it a little while4 ,if you find it too hard work to be studious and orderly together1 ,i can make a change hereafter4 ,i shall soon see4 ,such a conversation will have many good effects4 ,it will make the boys expect to be watched1 without causing them to feel that their characters have suffered4 ,it will stimulate them to great exertion to avoid all misconduct1 and it will prepare the way for separating them afterwards without awakening feelings of resentment1 if the experiment of their sitting together should fail4 99 99 99 99 99 ,another case would be managed perhaps in a little different way1 where the tendency to play was more decided4 ,after speaking to the individuals mildly1 two or three times1 you see them again at play4 ,you ask them to wait that day after school and come to your desk4 ,they have1 then1 the rest of the day to think occasionally of the difficulty they have brought themselves into1 and the anxiety and suspense which they will naturally feel1 will give you every advantage for speaking to them with effect2--and if you should be engaged a few minutes with some other business1 after school1 so that they should have to stand a little while in silent expectation1 waiting for their turn1 it would contribute to the permanence of the effect4 ,well1 boys1 at length you say1 with a serious but frank tone of voice1 ,i saw you playing in a disorderly manner to-day4 ,and in the first place ,i want you to tell me honestly all about it4 ,i am not going to punish you1--but ,i want you to be open and honest about it4 ,what were you doing8 ,the boys hesitate4 ,george1 what did you have in your hand8 ,a piece of paper4 ,and what were you doing with it8 ,george4 ,william was trying to take it away from me4 ,was there any thing on it8 ,yes sir4 ,what8 ,george looks down a little confused4 ,william4 ,george had been drawing some pictures on it4 ,i see each of you are ready to tell of the other's fault1 but it would be much more honorable if each was open in acknowledging his own4 ,have ,i ever had to speak to you before for playing together in school8 ,yes sir1 ,i believe you have1 says one1 looking down4 ,more than once8 ,yes sir4 ,more than twice8 ,i do not recollect exactly1--,i believe you have4 ,well1 now1 what do you think ,i ought to do next8 ,the boys have nothing to say4 ,do you prefer sitting together1 or are you willing to have me separate you8 ,we should rather sit together1 sir1 if you are willing1 says ,george4 ,i have no objection to your sitting together1 if you could only resist the temptation to play4 ,i want all the boys in the school to have pleasant seats4 ,there is a pause1--the teacher hesitating what to do4 ,suppose now ,i were to make one more experiment1 and let you try to be good boys in your present seat1 would you really try8 ,yes sir4--,yes sir1 we will1 are the replies4 ,and if ,i should find that you still continue to play1 and should have to separate you1 will you move into your new seats pleasantly1 and with good humor1 feeling that ,i have done right about it8 ,yes sir1 we will4 99 99 99 99 99 ,thus it will be seen that there may be cases where the teacher may make arrangements for separating his scholars1 on an open and distinct understanding with them in respect to the cause of it4 ,we have given these cases not that exactly such ones will be very likely to occur1 or that when they do1 the teacher is to manage them in exactly the way here described1 but to exhibit more clearly to the reader than could be done by any general description1 the spirit and tone which a teacher ought to assume towards his pupils4 ,we wished to exhibit this in contrast with the harsh and impatient manner1 which teachers too often assume in such a case2--as follows4 ,john ,williams and ,samuel ,smith1 come here to me1 exclaims the master1 in a harsh1 impatient tone1 in the midst of the exercises of the afternoon4 ,the scholars all look up from their work2--the culprits slowly rise from their seats1 and with a sullen air come down to the floor4 ,you are playing1 boys1 all the time1 and ,i will not have it4 ,john1 do you take your books and go and sit out there by the window1 and1 ,samuel1 you come and sit here on this front seat1--and if ,i catch you playing again ,i shall certainly punish you severely4 ,the boys make the move1 with as much rattling and disturbance as is possible without furnishing proof of wilful intention to make a noise1 and when they get their new seats1 and the teacher is again engaged upon his work1 they exchange winks and nods1 and1 in ten minutes1 are slyly cannonading each other with paper balls4 99 99 99 99 99 ,in regard to all the directions that have been given under this head1 ,i ought to say again before concluding it1 that they are mainly applicable to the case of beginners1 and of small schools4 ,the general principles are1 it is true1 of universal application1 but it is only where a school is of moderate size that the details of position1 in respect to individual scholars1 can be minutely studied4 ,more summary processes are necessary1 ,i am aware1 when the school is very large1 and the time of the teacher is incessantly engaged4 #i4 ,in some districts in ,new ,england1 the young teacher will find one or more boys1 generally among the larger ones1 who will come to the school with the express determination to make a difficulty if they can4 ,the best way is generally to face these individuals at once1 in the most direct and open manner1 and1 at the same time1 with perfect good humor1 and kindness of feeling and deportment towards them personally4 ,an example or two will best illustrate what ,i mean4 ,a teacher heard a rapping noise repeatedly1 one day1 just after he had commenced his labors1 under such circumstances as to lead him to suppose it was designed4 ,he did not appear to notice it1 but remained after school until the scholars had all gone1 and then made a thorough examination4 ,he found at length a broken place in the plastering1 where a lath was loose1 and a string was tied to the end of it1 and thence carried along the wall under the benches1 to the seat of a mischievous boy1 and fastened to a nail4 ,by pulling the string he could spring the lath1 and then let it snap back to its place4 ,he left every thing as it was1 and the next day while engaged in a lesson1 he heard the noise again4 ,he rose from his seat4 ,the scholars all looked up from their books4 ,did you hear that noise8 said he4 ,yes sir4 ,do you know what it is8 ,no sir4 ,very well1 ,i only wanted to call your attention to it4 ,i may perhaps speak of it again1 by and by4 ,he then resumed his exercise as if nothing had happened4 ,the guilty boy was agitated and confused1 and was utterly at a loss to know what to do4 ,what could the teacher mean8 ,had he discovered the trick8--and if so what was he going to do8 ,he grew more and more uneasy1 and resolved that1 at all events1 it was best for him to retreat4 ,accordingly1 at the next recess1 as the teacher had anticipated1 he went slyly to the lath1 cut the string1 then returned to his seat1 and drew the line in1 rolled it up1 and put it in his pocket4 ,the teacher1 who was secretly watching him1 observed the whole manoeuvre4 ,at the close of the school1 when the books were laid aside1 and all was silence1 he treated the affair thus4 ,do you remember the noise to which ,i called your attention early this afternoon8 ,yes1 sir4 ,i will explain it to you now4 ,one of the boys tied a string to a loose lath in the side of the room1 and then having the end of it at his seat1 he was pulling it1 to make a noise to disturb us4 ,the scholars all looked astonished1 and then began to turn round towards one another to see who the offender could be4 ,the culprit began to tremble4 ,he did it several times yesterday1 and would have gone on doing it1 had ,i not spoken about it to-day4 ,do you think this was wrong or not8 ,yes sir2 wrong2 wrong2 are the replies4 ,what harm does it do8 ,it interrupts the school4 ,yes4 ,is there any other harm8 ,the boys hesitate4 ,it gives me trouble and pain4 ,should you not suppose it would8 ,yes sir4 ,have ,i ever treated any boy or girl in this school unjustly or unkindly8 ,no sir2 ,no sir4 ,then why should any boy or girl wish to give me trouble or pain8 ,there was a pause4 ,the guilty individual expected that the next thing would be to call him out for punishment4 ,now what do you think ,i ought to do with such a boy8 ,no answer4 ,perhaps ,i ought to punish him1 but ,i am very unwilling to do that4 ,i concluded to try another plan1 to treat him with kindness and forbearance4 ,so ,i called your attention to it this afternoon1 to let him know that ,i was observing it1 and to give him an opportunity to remove the string4 ,and he did4 ,he went in the recess and cut off the string4 ,i shall not tell you his name1 for ,i do not wish to injure his character4 ,all ,i want is to have him a good boy4 ,a pause4 ,i think ,i shall try this plan2 for he must have some feelings of honor and gratitude1 and if he has1 he certainly will not try to give me pain or trouble win after this4 ,and now ,i shall say no more about it1 nor think any more about it2 only1 to prove that it is all as ,i say1 if you look there under that window1 after school1 you will see the lath with the end of the string round it1 and by pulling it1 you can make it snap4 99 99 99 99 99 ,another case1 a little more serious in its character1 is the following4 ,a teacher having had some trouble with a rude and savage-looking boy1 made some inquiry respecting him out of school1 and incidentally learned that he had once or twice before openly rebelled against the authority of the school1 and that he was now1 in the recesses1 actually preparing a club with which he was threatening to defend himself1 if the teacher should attempt to punish him4 ,the next day1 soon after the boys had gone out1 he took his hat and followed them1 and turning round a corner of the schoolhouse1 found the boys standing around the young rebel1 who was sitting upon a log1 shaving the handle of the club smooth1 with his pocket-knife4 ,he was startled at the unexpected appearance of the teacher1 and the first impulse was to hide his club behind him1 but it was too late1 and supposing that the teacher was ignorant of his designs1 he went on sullenly with his work1 feeling1 however1 greatly embarrassed4 ,pleasant day1 boys1 said the teacher4 ,this is a fine sunny nook for you to talk in4 ,seems to me1 however1 you ought to have a better seat than this old log1 continued he1 taking his seat at the same time by the side of the boy4 ,not so bad a seat1 however1 after all4 ,what are you making1 ,joseph8 ,joseph mumbled out something inarticulate by way of reply4 ,i have got a sharper knife1 said he1 drawing his penknife out of his pocket4 ,and then1 ,let me try it1 he continued1 gently taking the club out of ,joseph's hand4 ,the boys looked surprised1 some exchanged nods and winks1 others turned away to conceal a laugh2 but the teacher engaged in conversation with them1 and soon put them all at their ease1 except poor ,joseph1 who could not tell how this strange interview was likely to end4 ,in the mean time the teacher went on shaving the handle smooth1 and rounding the ends4 ,you want1 said he1 a rasp or coarse file for the ends1 and then you could finish it finely4 ,but what are you making this formidable club for8 ,joseph was completely at a loss what to say4 ,he began to show evident marks of embarrassment and confusion4 ,i know what it is for2 it is to defend yourself against me with1 is it not1 boys8 said he1 appealing to the others4 ,a faint yes sir1 or two1 was the reply4 ,well now1 ,joseph1 it will be a great deal better for us both to be friends than to be enemies4 ,you had better throw this club away1 and save yourself from punishment by being a good boy4 ,come now1 said he1 handing him back his club1 throw it over into the field as far as you can1 and we will all forget that you ever made it4 ,joseph sat the picture of shame and confusion4 ,better feelings were struggling for admission1 and the case was decided by a broad-faced1 good-natured-looking boy1 who stood by his side saying almost involuntarily1 ,better throw it1 ,joe4 ,the club flew1 end over end1 into the field4 ,joseph returned to his allegiance1 and never attempted to rise in rebellion again4 ,the ways by which boys engage in open1 intentional disobedience1 are1 of course1 greatly varied1 and the exact treatment will depend upon the features of the individual case4 ,but the frankness1 the openness1 the plain dealing1 and the kind and friendly tone1 which it is the object of the foregoing illustrations to exhibit1 should characterize all4 #aa4 ,we have already alluded to the importance of a delicate regard for the characters of the boys1 in all the measures of discipline adopted at the commencement of a school4 ,this is in fact of the highest importance at all times1 and is peculiarly so at the outset4 ,a wound to the feelings is sometimes inflicted by a single transaction1 which produces a lasting injury to the character4 ,children are very sensitive to ridicule or disgrace1 and some are most acutely so4 ,a cutting reproof administered in public1 or a punishment which exposes the individual to the gaze of others1 will often burn far more deeply into the heart than the teacher imagines4 ,and it is often the cause of great and lasting injury too4 ,by destroying the character of a pupil1 you make him feel that he has nothing more to lose or gain1 and destroy that kind of interest in his own moral condition1 which alone will allure him to virtuous conduct4 ,to expose children to public ridicule or contempt1 tends either to make them sullen and despondent1 or else to arouse their resentment and to make them reckless and desperate4 ,most persons remember through life1 some instances in their early childhood1 in which they were disgraced or ridiculed at school2 and the permanence of the recollection is a test of the violence of the effect4 ,be very careful then to avoid1 especially at the commencement of the school1 publicly exposing those who do wrong4 ,sometimes you may make the offence public1 as in the case of the snapping of the lath described under a former head1 while you kindly conceal the name of the offender4 ,even if the school generally understand who he is1 the injury of public exposure is almost altogether avoided1 for the sense of disgrace does not come nearly so vividly home to the mind of a child1 from hearing occasional allusions to his offence by individuals among his play-mates1 as when he feels himself at a particular time the object of universal attention and dishonor4 ,and then besides1 if the pupil perceives that the teacher is tender of his reputation1 he will1 by a feeling somewhere between imitation and sympathy1 begin to feel a little tender of it too4 ,every exertion should be made therefore1 to lead children to value their character1 and to help them to preserve it2 and especially to avoid1 at the beginning1 every unnecessary sacrifice of it4 ,and yet there are cases where shame is the very best possible remedy for juvenile faults4 ,if a boy1 for example1 is self-conceited1 bold1 and mischievous1 with feelings somewhat callous1 and an influence extensive and bad1 an opportunity will sometimes occur to hold up his conduct to the just reprobation of the school1 with great advantage4 ,by this means1 if it is done in such a way as to secure the influence of the school on the right side1 many good effects are sometimes attained4 ,his pride and self-conceit are humbled1--his bad influence receives a very decided check1 and he is forced to draw back at once from the prominent stand he has occupied4 ,richard ,jones2 for example1 is a rude1 coarse1 self-conceited boy1--often doing wrong both in school and out1 and yet possessed of that peculiar influence which a bad boy often contrives to exert in school4 ,the teacher1 after watching some time for an opportunity to humble him1 one day overhears a difficulty among the boys1 and looking out of the window1 observes that he is taking away a sled from one of the little boys1 to slide down hill upon1 having none of his own4 ,the little boy resists as well as he can1 and complains bitterly2 but it is of no avail4 ,at the close of the school that day1 the teacher commences conversation on the subject as follows4 ,boys1 do you know what the difference is between stealing and robbery8 ,yes sir4 ,what8 ,the boys hesitate1 and look at one another4 ,suppose a thief were to go into a man's store in the day time1 and take away something secretly1 would it be stealing or robbery8 ,stealing4 ,suppose he should meet him in the road and take it away by force8 ,then it would be robbery4 ,yes2 when that which belongs to another is taken secretly1 it is called stealing2 when it is taken openly or with violence1 it is called robbery4 ,which now do you think is the worst8 ,robbery4 ,yes1 for it is more barefaced and determined--then it gives a great deal more pain to the one who is injured4 ,to-day ,i saw one of the boys in this school taking away another boy's sled1 openly and with violence4 ,the boys all look round towards ,richard4 ,was that of the nature of stealing or robbery8 ,robbery1 say the boys4 ,was it real robbery8 ,they hesitate4 ,if any of you think of any reason why it was not real robbery1 you may name it4 ,he gave the sled back to him1 says one of the boys4 ,yes4 ,and therefore to describe the action correctly1 we should not say ,richard robbed a boy of his sled1 but that he robbed him of his sled for a time1 or he robbed him of the use of his sled4 ,still1 in respect to the nature and the guilt of it1 it was robbery4 ,there is another thing which ought to be observed about it4 ,whose sled was it that ,richard took away8 ,james ,thompson's4 ,james1 you may stand up4 ,notice his size1 boys1--,i should like to have ,richard ,jones stand up too1 so that you might compare them2 but ,i presume he feels very much ashamed of what he has done1 and it would be very unpleasant for him to stand up4 ,you all remember1 however1 how large he is4 ,now when ,i was a boy1 it used to be considered dishonorable and cowardly for a large1 strong boy to abuse a little one who cannot defend himself4 ,is it considered so now8 ,yes sir4 ,it ought to be1 certainly2 though1 were it not for such a case as this1 we should not have thought of considering ,richard ,jones a coward4 ,it seems he did not dare to try to take away a sled from a boy who was as big as himself1 but attacked little ,james1 for he knew he was not strong enough to defend himself4 99 99 99 99 99 ,now1 in some such cases as this1 great good may be done both in respect to the individual1 and to the state of public sentiment in school1 by openly exposing a boy's misconduct4 ,the teacher must always take care1 however1 that the state of mind and character in the guilty individual1 is such that public exposure is adapted to work well as a remedy1 and also that in managing it he carries the sympathies of the other boys with him4 ,to secure this1 he must avoid all harsh and exaggerated expressions1 or direct reproaches1 and while he is mild and gentle and forbearing himself1 lead the boys to understand and feel the nature of the sin which he exposes4 ,the opportunities for doing this to advantage will1 however1 be rare4 ,generally it will be best to manage cases of discipline more privately1 so as to protect the characters of those that offend4 99 99 99 99 99 ,the teacher should thus1 in accordance with the directions we have given1 commence his labors with careful circumspection1 patience1 frankness1 and honest good will towards every individual of his charge4 ,he will find less difficulty at the outset than he would have expected1 and soon have the satisfaction of perceiving that a mild but most efficient government is quietly and firmly established in the little kingdom over which he is called to reign4 99 99 99 99 99 ,transcriber's ,note3 ,summarized here are the corrections applied to the text4 ,we can then see how much improvement has been improvement was printed as impovement at his own discretion1 waive it4 waive was printed as wave evil consequences will result consequences was printed as conquences between the boys of a town school and an academy academy was printed as acadamy sits at the curtained desk sits was printed as sists ,proposed1 that a music committee be appointed that was printed as ,that misspelled word misspelled was printed as mispelled in periodicals devoted to education devoted was printed as dovoted are cases of discipline discipline was printed as dicipline