A very small number hesitatingly took their seats.
"I am afraid that all do not sit, who really wish not to report themselves. Now I am honest in saying I wish you to do just as you please. If a great majority of the school really wish to assist me in accomplishing the object, why, of course, I am glad; still, I shall not call upon any for such assistance, unless it is freely and voluntarily rendered."
One or two more took their seats while these things were saying. Among such, there would generally be some, who would refuse to have any thing to do with the measure, just from a desire to thwart and impede the plans of the teacher. If so, it is best to take no notice of them. If the teacher can contrive to obtain a great majority upon his side, so as to let them see that any opposition which they can raise, is of no consequence, and is not even noticed, they will soon be ashamed of it.
The reports then of those who remained standing, were called for; first, those who had whispered only once were requested to sit; then those who had whispered more than once, and less than five times, &c. &c., until at last all were down. In such a case, the pupils might, if thought expedient, again be requested to rise, for the purpose of asking some other questions, with reference to ascertaining whether they had spoken most in the former or latter part of the forenoon. The number who had spoken inadvertently, and the number who had done it by design, might be ascertained. These inquiries accustom the pupils to render honest and faithful accounts of themselves. They become, by such means, familiarized to the practice, and by means of it, the teacher can, many times, receive most important assistance.
All however, should be done in a pleasant tone, and with a pleasant and cheerful air. It should be considered by the pupils, not a reluctant confession of guilt, for which they are to be rebuked or punished, but the voluntary and free report of the result of anexperiment, in which all are interested.
Some will have been dishonest in their reports: to diminish the number of these, the teacher may say, after the report is concluded:
"We will drop the subject here to-day. To-morrow we will make another effort, when we shall be more successful. I have taken your reports as you have offered them, without any inquiry, because I had no doubt, that a great majority of this school would be honest, at all hazards. They would not, I am confident, make a false report, even if, by a true one, they were to bring upon themselves punishment; so that I think I may have confidence that nearly all these reports have been faithful. Still, it is very probable, that, among so large a number, some may have made a report, which, they are now aware, was not perfectly fair and honest. I do not wish to know who they are; if there are any such cases, I only wish to say to the rest, how much pleasanter it is for you that you have been honest and open. The business is now all ended; you have done your duty; and though you reported a little larger number than you would, if you had been disposed to conceal, yet you go away from school with a quiet conscience. On the other hand, how miserable must any boy feel, if he has any nobleness of mind whatever, to go away from school, to-day, thinking that he has not been honest; that he has been trying to conceal his faults, and thus to obtain a credit which he did not justly deserve. Always be honest, let the consequence be what it may."
The reader will understand that the object of such measures is, simplyto secure as large a majority as possible, to makevoluntaryefforts to observe the rule. I do not expect that by such measures,universalobedience can be exacted. The teacher must follow up the plan, after a few days, by other measures, for those who will not yieldto such inducements as these. Upon this subject, however, I shall speak more particularly at a future time.
In my own school, it required two or three weeks to exclude whispering and communication by signs. The period necessary to effect the revolution will be longer or shorter, according to the circumstances of the school, and the dexterity of the teacher; and, after all, the teacher must not hopeentirelyto exclude it. Approximation to excellence is all that we can expect; for unprincipled and deceiving characters will perhaps always be found, and no system whatever can prevent their existence. Proper treatment may indeed be the means of their reformation, but before this process has arrived at a successful result, others similar in character will have entered, so that the teacher can never expect perfection in the operation of any of his plans.
I found so much relief from the change which this plan introduced, that I soon took measures for rendering it permanent; and though I am not much in favor of efforts to bring all teachers and all schools to the same plans, this principle ofwhispering at limited and prescribed times alone, seems to me well suited to universal adoption.
The following simple apparatus has been used in several schools where this principle has been adopted. A drawing and description of it is inserted here, as by this means, some teachers, who may like to try the course here recommended, may be saved the time and trouble of contriving something of the kind themselves.
The figurea a a ais a board, about 18 inches by 12, to which the parts are to be attached, and which is to be nailed against the wall, at the height of about 8 feet,b c d cis a plate of tin or brass, 8 inches by 12, of the form represented in the drawing. Atc c, the lower extremities of the parts at the sides, the metal is bent round, so as to clasp a wire which runs fromctoc, the ends of which wire are bent at right angles and run into the board. The plate will consequently turn on this axis, as on a hinge. At the top of the plated, a small projection of the tin turns inwards, and to this, one end of the cordm mis attached. This cord passes back fromdtoasmallpulley at the upper part of the board, and at the tower end of it a tassel, loaded so as to be an exact counterpoise to the card, is attached. By raising the tassel, the plate will of course fall over forward till it is stopped by the partbstriking the board, when it will be in a horizontal position. On the other hand, by pulling down the tassel, the plate will be raised and drawn upwards against the board, so as to present its convex surface, with the wordsStudy Hoursupon it, distinctly to the school. In the drawing it is represented in an inclined position, being not quite drawn up, that the parts might more easily be seen. Atd, there is a small projection of the tin upwards, which touches the clapper of the bell suspended above, every time the plate passes up or down, and thus give notice of its motions.
Constuction of Study Hour BoardOf course the construction may be varied very much, and it may be more or less expensive, according to the wishes of the teacher. In the first apparatus of this kind which I used, the plate was simply a card of pasteboard, from which the machine took its name. This was cut out with a penknife, and after being covered with marble paper, a strip of white paper was pasted along the middle, with the inscription upon it. The wirec cand a similar one at the top of the plate, were passed through a perforation in the pasteboard, and then passed into the board. Instead of a pulley, the cord, which was a piece of twine, was passed through a little staple made of wire and driven into the board. The whole was made in one or two recesses in school, with such tools and materials as I could then command. The bell was a common table bell, with a wire passing through the handle. The whole was attached to such a piece of pine board as I could get on the occasion. This coarse contrivance was, for more than a year, the grand regulator of all the movements of the school.
I afterwards had one made in a better manner. The plate is of tin, gilded, the border and the letters of the inscription being black. A parlor bell rope passes over a brass pulley, and then runs downward in a groove made in the mahogany board to which the card is attached.
A little reflection will, however, show the teacher that the form and construction of the apparatus for marking the times of study and of rest, may be greatly varied. The chief point is simply to secure theprinciple, of whispering at definite and limited times, and at those alone. If such an arrangement is adopted, and carried faithfully into effect, it will be found to relieve the teacher of more than half of the confusion and perplexity, which would otherwise be his hourly lot. I have detailed thus particularly the method to be pursued in carrying this principle into effect, because I am convinced of its importance, and the incalculable assistance which such an arrangement will afford to the teacher in all his plans. Of course, I would not be understood to recommend its adoption, in those cases, where, teachers, from their own experience, have devised and adoptedotherplans, which accomplish as effectually the same purpose. All that I mean, is to insist upon the absolute necessity ofsomeplan, to remove this very common source of interruption and confusion, and I recommend this mode where a better is not known.
2. The second of the sources of interruption, as I have enumerated them, is mending pens. This business ought, if possible, to have a specific time assigned to it. Scholars are in general far too particular in regard to their pens. The teacher ought to explain to them that, in the transaction of the ordinary business of life, they cannot, always, have exactly such a pen as they would like. They must learn to write with various kinds of pens, and when furnished with one that the teacher himself would consider suitable to write a letter to a friend with, he must be content. They should understand that theformof the letters is what is important in learning to write, not the smoothness and clearness of the hair lines; and that though writing looks better, when executed with a perfect pen, a person maylearnto write, nearly as well with one, which is not absolutely perfect. So certain is this, though often overlooked, that a person would perhaps learn faster with chalk upon a black board, than with the best goose-quill ever sharpened.
I do not make these remarks to show that it is of no consequence, whether scholars have good or bad pens, but only that this subject deserves very much less of the time and attention of the teacher, than it usually receives. When the scholars are allowed, as they very generally are, to come, when they please, to present their pens, some four, five or six times in a day—breaking in upon any business—interrupting any classes—perplexing and embarrassing the teacher, however he may be employed,—there is a very serious obstruction to the progress of the scholars, which is by no means repaid by the improvement in this branch.
There are several ways by which this evil may be remedied, or at least be very effectually curtailed. Some teachers take their pens with them, and mend them in the evening at home. For various reasons, this cannot always be practised. There may, however, be a time set apart in the school specially for this purpose. But the best plan is, for the teacher not to mend the pens himself.
Let him choose from among the older and more intelligent of his scholars, four or five, whom he will teach. They will be very glad to learn, and to mend every day twenty-five or fifty pens each. Very little ingenuity willbe necessary to devise some plan, by which the scholars may be apportioned among these, so that each shall supply a given number, and the teacher be relieved entirely.
3. Answering questions about studies. A teacher who does not adopt some system in regard to this subject, will be always at the mercy of his scholars. One boy will want to know how to parse a word, another where the lesson is, another to have a sum explained, and a fourth will wish to show his work, to see if it is right. The teacher does not like to discourage such inquiries. Each one, as it comes up, seems necessary: each one too is answered in a moment; but the endless number, and the continual repetition of them consume his time and exhaust his patience.
There is another view of the subject, which ought to be taken. Perhaps it would not be far from the truth, to estimate the average number of scholars in the schools in our country, at fifty. At any rate, this will be near enough for our present purpose. There are three hours in each session, making one hundred and eighty minutes, which, divided among fifty, give about three minutes and a half to each individual. If the reader has, in his own school, a greater or a less number, he can easily correct the above, so as to adapt it to his own case, and ascertain the portion, which may justly be appropriated to each pupil. It will probably vary from two to four minutes. Now a period of four minutes slips away very fast while a man is looking over perplexing problems, and if he exceeds that time at all, he is doing injustice to his other pupils. I do not mean that a man is to confine himself, rigidly, to the principle suggested by this calculation, of cautiously appropriating no more time to any one of his pupils, than such a calculation would assign to each; but simply that this is a point which should be kept in view, and have a very strong influence in deciding how far it is right to devote attention, exclusively, to individuals. It seems to me that it shows very clearly, that one ought to teach his pupils, as much as possible,in masses, and as little as possible, by private attention to individual cases.
The following directions will help the teacher to carrythese principles into effect. When you assign a lesson, glance over it yourself, and consider what difficulties are likely to arise. You know the progress which your pupils have made, and can easily anticipate their difficulties. Tell them all together, in the class, what their difficulties will be, and how they may surmount them. Give them directions how they are to act in the emergencies, which will be likely to occur. This simple step will remove a vast number of the questions, which would otherwise become occasions for interrupting you. With regard to other difficulties, which cannot be foreseen and guarded against, tell them to bring them to the class, the next recitation. Half a dozen might, and very probably would meet with the same difficulty. If they bring it to you one by one, you have to answer it over and over again, whereas, when it is brought to the class, one explanation answers for all.
As to all questions about the lesson,—where it is, and what it is, and how long it is,—never answer them. Require each pupil to remember for himself, and if he was absent when the lesson was assigned, let him ask his class mate in a recess.
You may refuse to give particular individuals the private assistance they ask for, in such a way as to discourage and irritate them, but it is not necessary. It can be done in such a manner, that the pupil will see the propriety of it, and acquiesce pleasantly in it.
A child comes to you, for example, and says,
"Will you tell me, sir, where the next lesson is?"
"Were you not in the class at the time?"
"Yes sir, but I have forgotten."
"Well, I have forgotten too. I have a great many classes to hear, and of course a great many lessons to assign, and I never remember them; it is not necessary far me to remember."
"May I speak to one of the class, to ask about it?"
"You cannot speak, you know, till the Study Card is down; you may, then."
"But I want to get my lesson now."
"I don't know what you will do, then: I am sorry you don't remember."
"Besides," continues the teacher, looking pleasantly, however, while he says it, "if I knew, I think I ought not to tell you."
"Why, sir?"
"Because, you know, I have said I wish the scholars to remember where the lessons are, and not come to me. You know it would be very unwise for me, after assigning a lesson in the class, to spend my time in telling the individuals over again here. Now if I should tellyou, I should have to tell others, and thus adopt a practice, which I have condemned."
Take another case. You assign to a class of little girls a subject of composition, requesting them to copy their writing upon a sheet of paper, leaving a margin an inch wide at the top, and one of half an inch at the sides and bottom. The class take their seats, and, after a short time, one of them comes to you, saying she does not know how long an inch is.
"Don't you know any thing about it?"
"No sir, not much."
"Should you thinkthatis more or less than an inch?" (pointing to a space on a piece of paper much too large.)
"More."
"Then you know something about it. Now I did not tell you to make the marginsexactlyan inch, and half an inch, but only as near as you could tell."
"Would that be about right?" asks the girl, showing a distance.
"I must not tell you, because you know I never in such cases help individuals; if that is as near as you can get it, you may make it so."
It may be well, after assigning a lesson to a class, to say that all those who do not distinctly understand what they have to do, may remain after the class have taken their seats, and ask: the task may then be distinctly assigned again, and the difficulties, so far as they can be foreseen, explained.
By such means, these sources of interruption and difficulty may, like the others, be almost entirely removed. Perhaps not altogether, for many cases may occur, wherethe teacher may choose to give a particular class permission to come to him for help. Such permission, however, ought never to be given, unless it is absolutely necessary, and should never be allowed to be taken, unless it is distinctly given.
4. Hearing recitations. I am aware that many attempt to do something else, at the same time that they are hearing a recitation, and there may perhaps be some individuals, who can succeed in this. If the exercise, to which the teacher is attending, consists merely in listening to the reciting, from memory, some passage committed, it can perhaps be done. I hope however to show, in a future chapter, that there are other and far higher objects, which every teacher ought to have in view, and he who understands these objects, and aims at accomplishing them,—who endeavors toinstructhis class, to enlarge and elevate their ideas, to awaken a deep and paramount interest in the subject which they are examining, will find that his time must be his own, and his attention uninterrupted, while he is presiding at a class. All the other exercises and arrangements of the school are, in fact, preparatory and subsidiary to this. Here, that is, in the classes, the real business of teaching is to be done. Here, the teacher comes in contact with his scholars, mind with mind, and here, consequently, he must be uninterrupted and undisturbed. I shall speak more particularly on this subject hereafter, under the head of instruction; all I wish to secure in this place, is that the teacher should make such arrangements, that he can devote his exclusive attention to his classes, while he is actually engaged with them.
Each recitation, too, should have its specified time, which should be adhered to, with rigid accuracy. If any thing like the plan I have suggested for allowing rests of a minute or two, every half hour, should be adopted, it will mark off the forenoon into parts, which ought to be precisely and carefully observed. I was formerly accustomed to think, that I could not limit the time for my recitations without great inconvenience, and occasionally allowed one exercise to encroach upon the succeeding, and this upon the next, and thus sometimes the last was excluded altogether. But such a lax and irregular method of procedure is ruinous to the discipline of a school. On perceiving it, at last, I put the bell into the hands of a pupil, commissioning her to ring regularly, having, myself, fixed the times, saying that I would show my pupils that I could be confined myself to system, as well as they. At first, I experienced a little inconvenience, but this soon disappeared, and at last the hours and half hours of our artificial division, entirely superseded, in the school-room, the divisions of the clock face.
But in order that I may be specific and definite, I will draw up a plan for the regular division of time, for a common school, not to beadopted, but to beimitated; i. e.sp;e. I do not recommend exactly this plan, but that some plan, precise and specific, should be determined upon, and exhibited to the school, by a diagram like the following.
A drawing on a large sheet, made by some of the older scholars, (for a teacher should never do any thing of this kind which his scholars can do for him,) shouldbe made and pasted up to view, the names of the classes being inserted in the columns, under their respective heads. At the double lines at ten and three, there might be a rest of two minutes; an officer appointed for the purpose, ringing a bell at each of the parts marked on the plan, and making the signal for therest, whatever signal might be determined upon. It is a good plan to have a bell rung five minutes before each half hour expires, and then exactly at its close. The first one would be to notify the teacher, or teachers, if there are more than one in the school, that the time for their respective recitations is drawing to a close. At the second bell the new classes should take their places without waiting to be called for. The scholars will thus see that the arrangements of the school are based upon system, to which the teacher himself conforms, and not subjected to his own varying will. They will thus not only go on more regularly, but they will yield more easily and pleasantly to the necessary arrangements.
The fact is, children love system and regularity. Each one is sometimes a little uneasy under the restraint, which it imposes upon him individually, but they all love to see its operation upon others, and they are generally very willing to submit to its laws, if the rest of the community are required to submit too. They show this in their love of military parade; what allures them is chiefly theorderof it: and even a little child creeping upon the floor will be pleased when he gets his playthings in a row. A teacher may turn this principle to most useful account, in forming his plans for his school.
It will be seen by reference to the foregoing plan, that I have marked the time for the recesses, by the letter R. at the top. Immediately after them, both in the forenoon and in the afternoon, twenty minutes are left, marked G., the initial standing for General exercise. They are intended to denote periods during which all the scholars are in their seats with their work laid aside, ready to attend to what the teacher has to bring before the whole. There are so many occasions, on which it is necessary to address the whole school, that it is very desirable to appropriate a particular time for it. In most of the best schools, I believe this plan is adopted. I will mention some of the subjects, which would come up at such a time.
1. There are some studies, which can be advantageously attended to by the whole school together; such as Punctuation, and, to some extent, Spelling.
2. Cases of discipline, which it is necessary to bring before the whole school, ought to come up at a regularly appointed time. By attending to them here, there will be a greater importance attached to them. Whatever the teacher does, will seem to be more deliberate, and, in fact,will bemore deliberate.
3. General remarks, bringing up classes of faults which prevail; also general directions, which may at any time be needed: and in fact any business relating to the general arrangements of the school.
4. Familiar lectures from the teacher, on various subjects,—very familiar in their form, and perhaps accompanied by questions addressed to the whole. The design of such lectures should be to extend thegeneral knowledgeof the pupils in regard to those subjects on which they will need information in their progress through life. In regard to each of these particulars I shall speak more particularly hereafter, in the chapters to which they respectively belong. My only object, here, is to show, in the general arrangements of the school, how a place is to be found for them. My practice has been, to have two periods, of short duration, each day, appropriated to these objects. The first to thebusiness of the school, and the second to such studies or lectures as could be most profitably attended to at such a time.
We come now to one of the most important subjects, which present themselves to the teacher's attention, in settling the principles upon which he shall govern his school. I mean the degree of influence which the boys themselves shall have in the management of its affairs. Shall the government of school be amonarchyor arepublic? To this question, after much inquiry and manyexperiments, I answer, a monarchy; an absolute, unlimited monarchy; the teacher possessing exclusive power, as far as the pupils are concerned, though strictly responsible to the committee, or to the trustees, under whom he holds his office.
While, however, it is thus distinctly understood that the power of the teacher is supreme, that all the power rests in him, and that he alone is responsible for its exercise, there ought, to be a very free and continualdelegationof power to the pupils. As much business as is possible, should be committed to them. They should be interested as much as possible in the affairs of the school, and led to take an active part in carrying them forward; though they should, all the time, distinctly understand, that it is onlydelegatedpower which they exercise, and that the teacher can, at any time, revoke what he has granted, and alter or annul at pleasure, any of their decisions. By this plan, we have the responsibility resting where it ought to rest, and yet the boys are trained to business, and led to take an active interest in the welfare of the school. Trust is reposed in them, which may be greater or less, as they are able to bear. All the good effects of reposing trust and confidence, and committing the management of important business to the pupils will be secured, without the dangers which would result from the entire surrender of the management of the institution into their hands.
There have been, in several cases, experiments made with reference to ascertaining how far a government, strictly republican, would be admissible in a school. A very fair experiment of this kind was made at the Gardiner Lyceum, in Maine. At the time of its establishment, nothing was said of the mode of government which it was intended to adopt. For some time, the attention of the Instructers was occupied in arranging the course of study, and attending to the other concerns of the Institution, and in the infant state of the Lyceum, few cases of discipline occurred, and no regular system of government was necessary.
Before long, however, complaints were made that thestudents at the Lyceum were guilty of breaking windows in an old building used as a town-house. The Principal called the students together, mentioned the reports, and said that he did not know, and did not wish to know who were the guilty individuals. It was necessary, however, that the thing should be examined, and that restitution should be made; and relying on their faithfulness and ability, he should leave them to manage the business alone. For this purpose, he nominated one of the students as judge, some others as jury-men, and appointed the other officers necessary, in the same manner. He told them, that, in order to give them time to make a thorough investigation, they were excused from farther exercises during the day.
The Principal then left them, and they entered on the trial. The result was, that they discovered the guilty individuals, ascertained the amount of mischief done by each, and sent to the selectmen a message, by which they agreed to pay a sum equal to three times the value of the injury sustained.
The students were soon after informed that this mode of bringing offenders to justice would, hereafter, be always pursued, and arrangements were made for organizing aregular republican government, among the young men. By this government, all laws which related to the internal police of the Institution, were to be made, all officers were appointed, and all criminal cases were to be tried. The students finding the part of a judge too difficult for them to sustain, one of the Professors was appointed to hold that office, and, for similar reasons, another of the Professors was made President of the Legislative assembly. The Principal was the Executive, with power topardon, but not tosentence, or evenaccuse.
Some time after this, a student was indicted for profane swearing; he was tried, convicted, and punished. After this he evinced a strong hostility to the government. He made great exertions to bring it into contempt, and when the next trial came on, he endeavored to persuade the witnesses that giving evidence was dishonorable, and he so far succeeded, that the defendant was acquitted for wantof evidence, when it was generally understood that there was proof of his guilt, which would have been satisfactory, if it could have been brought forward. For some time after this, the prospect was rather unfavorable, though many of the students themselves opposed with great earnestness these efforts, and were much alarmed lest they should lose their free government, through the perverseness of one of their number. The attorney general, at this juncture, conceived the idea of indicting the individual alluded to, for an attempt to overturn the government. He obtained the approbation of the Principal, and the Grand Jury found a bill. The Court, as the case was so important, invited some of the Trustees of the Lyceum who were in town, to attend the trial. The parent of the defendant was also informed of the circumstances and requested to be present, and he accordingly attended. The prisoner was tried, found guilty, and sentenced, if I mistake not, to an expulsion. At his earnest request, however, to be permitted to remain in the Lyceum, and redeem his character, he was pardoned and restored, and became perfectly exemplary in his conduct and character. After this occurrence, the system went on in successful operation, for some time.
The legislative power was vested in the hands of a general committee, consisting of eight or ten, chosen by the students from their own number. They met about once a week to transact such business as appointing officers, making and repealing regulations, and inquiring into the state of the Lyceum. The Instructers had a negative upon all their proceedings, but no direct and positive power. They could pardon, but they could assign no punishments, nor make laws inflicting any.
Now such a plan as this may succeed for a short time, and under very favorable circumstances; and the circumstance, which it is chiefly important should be favorable, is, that the man who is called to preside over such an association, should possess such a share ofgeneralship, that he can really manage the institutionhimself, while the power isnominallyandapparentlyin the hands of the boys. Should this not be the case, or should the teacher, fromany cause, lose his personal influence in the school, so that the institution should really be surrendered into the hands of the pupils, things must be on a very unstable footing. And accordingly where such a plan has been adopted, it has, I believe, in every instance, been ultimately abandoned.
Real self-governmentis an experiment sufficiently hazardous among men; though Providence, in making a daily supply of food necessary for every human being, has imposed a most-powerful check upon the tendency to anarchy and confusion. Let the populace of London materially interrupt the order, and break in upon the arrangements of the community, and, in eight and forty hours, nearly the whole of the mighty mass will be in the hands of the devourer, hunger; and they will be soon brought to submission. On the other hand, a month's anarchy and confusion in a college or an academy, would be delight to half the students, or else times have greatly changed, since I was within college walls.
Although it is thus evident that the important concerns of a literary institution cannot be safely committed into the hands of the students, very great benefits will result from calling upon them to act upon, and to decide questions relative to the school, within such limits, and under such restrictions, as may appear best. Such a practice will assist the teacher very much, if he manages it with any degree of dexterity: for it will interest his pupils in the success of the school, and secure, to a very considerable extent, their cooperation. It will teach them self-control and self-government, and will accustom them to submit to the majority,—that lesson, which, of all others, it is important for a republican to learn.
In endeavoring to interest the pupils of a school in the work of cooperating with the teacher in its administration, no little dexterity will be necessary, at the outset. In all probability, the formal announcement of this principle, and the endeavor to introduce it, by a sudden revolution, would totally fail. Boys, like men, must be gradually prepared for power, and they must exercise it only so far as they are prepared. This however can, very easily, be done.The teacher should say nothing of his general design, but when some suitable opportunity presents, he should endeavor to lead his pupils to cooperate with him, in some particular instance.
For example, let us suppose that he has been accustomed to distribute the writing-books with his own hand, when the writing hour arrives, and that he concludes to delegate this simple business, first, to his scholars. He accordingly states to them, just before the writing exercise of the day on which he proposes the experiment, as follows.
"I have thought that time will be saved, if you will help me distribute the books, and I will accordingly appoint four distributors, one for each division of the seats, who may come to me, and receive the books and distribute them, each to his own division. Are you willing to adopt this plan?"
The boys answer, "Yes sir," and the teacher then looks carefully around the room, and selects four pleasant and popular boys,—boys who, he knows, would gladly assist him, and who would, at the same time, be agreeable to their school mates. This latter point is necessary, in order to secure the popularity and success of the plan.
Unless the boys are very different from any I have ever met with, they will be pleased with the duty thus assigned them. They will learn system and regularity by being taught to perform this simple duty in a proper manner. After a week, the teacher may consider their term of service as having expired, and thanking them, in public for the assistance they have rendered him, he may ask the scholars, if they are willing to continue the plan, and if the vote is in favor of it, as it unquestionably would be, each boy probably hoping that he should be appointed to the office, the teacher may nominate four others, including perhaps upon the list, some boy popular among his companions, but whom he has suspected to be not very friendly to himself or the school. I think the most scrupulous politician would not object to securing influence, by conferring office in such a case. If any difficulties arise from the operation of such a measure, it can easilybe dropped, or modified. If it is successful, it may be continued, and the principle extended, till it very considerably modifies all the arrangements, and the whole management of the school.
Or let us imagine the following scene to have been the commencement of the introduction of the principle of limited self-government, into a school.
The preceptor of an academy was sitting at his desk, at the close of school, while the pupils were putting up their books and leaving the room; a boy came in with angry looks, and, with his hat in his hands bruised and dusty, advanced to the master's desk, and complained that one of his companions had thrown down his hat upon the floor, and had almost spoilt it.
The teacher looked calmly at the mischief, and then asked how it happened.
"I don't know sir; I hung it up on my nail, and he pulled it down."
"I wish you would ask him to come here," said the teacher. "Ask him pleasantly."
The accused soon came in, and the two boys stood together before the master.
"There seems to be some difficulty between you boys, about a nail to hang your hats upon. I suppose each of you think it is your own nail."
"Yes sir," said both the boys.
"It will be more convenient for me to talk with you about this to-morrow, than to-night, if you are willing to wait. Besides, we can examine it more calmly, then. But if we put it off till then, you must not talk about it in the meantime, blaming one another, and keeping up the irritation that you feel. Are you both willing to leave it just where it is, till to-morrow, and try to forget all about it till then? I expect I shall find you both a little to blame."
The boys rather reluctantly consented. The next day the master heard the case and settled it, so far as it related to the two boys. It was easily settled in the morning, for they had had time to get calm, and were, after sleeping away their anger, rather ashamed of the whole affair, and very desirous to have it forgotten.
That day, when the hour for the transaction of business came, the teacher stated to the school, that it was necessary to take some measures to provide each boy with a nail for his hat. In order to show that it was necessary, he related the circumstances of the quarrel which had occurred the day before. He did this, not with such an air and manner as to convey the impression that his object was to find fault with the boys, or to expose their misconduct, but to show the necessity of doing something to remedy the evil, which had been the cause of so unpleasant an occurrence. Still, though he said nothing in the way of reproach or reprehension, and did not name the boys, but merely gave a cool and impartial narrative of the facts,—the effect, very evidently, was to bring such quarrels into discredit. A calm review of misconduct, after the excitement has gone by, will do more to bring it into disgrace, than the most violent invectives and reproaches, directed against the individuals guilty of it.
"Now boys," continued the master, "will you assist me in making arrangements to prevent the recurrence of all temptations of this kind hereafter? It is plain that every boy ought to have a nail appropriated expressly to his use. The first thing to be done is, to ascertain whether there are enough for all. I should like, therefore, to have two committees appointed; one, to count and report the number of nails in the entry, and also how much room there is for more; the other, to ascertain the number of scholars in school. They can count all who are here, and by observing the vacant desks, they can ascertain the number absent. When this investigation is made, I will tell you what to do next."
The boys seemed pleased with the plan, and the committees were appointed, two members on each. The master took care to give the quarrellers some share in the work, apparently forgetting, from this time, the unpleasant occurrence which had brought up the subject.
When the boys came to tell him their results, he asked them to make a little memorandum, in writing, as he might forget, before the time came for reading them. They brought him presently a rough scrap of paper, withthe figures marked upon it. He told them he should forget which was the number of nails, and which the number of scholars, unless they wrote it down.
"It is the custom among men," said he, "to make out their report, in such a case, fully, so that it would explain itself; and I should like to have you, if you are willing, to make out yours a little more distinctly."
Accordingly, after a little additional explanation, the boys made another attempt, and presently returned, with something like the following:
The Committee for counting the nails report as follows:Number of nails35Room for15."
The Committee for counting the nails report as follows:
The other report was very similar, though somewhat rudely written and expressed, and both were perfectly satisfactory to the preceptor, as he plainly showed by the manner in which he received them.
I need not finish the description of this case, by narrating, particularly, the reading of the reports, the appointment of a committee to assign the nails, and to paste up the names of the scholars, one to each. The work, in such a case, might be done in recesses, and out of school hours, and though, at first, the teacher will find, that it is as much trouble to accomplish business in this way, as it would be to attend to it directly himself,—yet after a very little experience, he will find that his pupils will acquire dexterity and readiness, and will be able to render him very material assistance in the accomplishment of his plans.
This, however,the assistance rendered to the teacher, is not the object. The main design is tointerest the pupils, in the management and the welfare of the school,—to identify them, as it were, with it. It will accomplish this object; and every teacher, who will try the experiment, and carry it into effect, with any tolerable degree of skill, will find that it will, in a short time, change the whole aspect of the school, in regard to the feelings subsisting between himself and his pupils.
Each teacher, who tries such an experiment, will find himself insensibly repeating it, and after a time he may have quite a number of officers and committees, who are entrusted with various departments of business. He will have a secretary, chosen by ballot, by the scholars, to keep a record of all the important transactions in the school, for each day. At first, he will dictate to the secretary, telling him precisely what to say, or even writing it for him, and merely requiring him to copy it into the book provided for the purpose. Afterwards he will give him less and less assistance, till he can keep the record properly himself. The record of each day will be read on the succeeding, at the hour for business. He will have a committee of one or two to take care of the fire, and another to see that the room is constantly in good order. He will have distributors for each division of seats, to distribute books, and compositions, and pens, and to collect votes. And thus, in a short time, his school will becomeregularly organized, as a society, orlegislative assembly. The boys will learn submission to the majority, in such unimportant things as may be committed to them: they will learn system and regularity; and every thing else that belongs to the science of political self government.
There are dangers, however. What useful practice has not its dangers? One of these is, that the teacher will allow these arrangements to take up too much time. He must guard against this. I have found from experience that fifteen minutes each day, with a school of 135, is enough. This ought never to be exceeded.
Another danger is, that the boys will be so engaged in the duties of theiroffices, as to neglect theirstudies. This would be, and ought to be, fatal to the whole plan. Avoid it in this manner. State publicly that you will not appoint any to office, who are not good scholars, always punctual, and always prepared; and when any boy, who holds an office, is going behind hand in his studies, say to him kindly, "You have not time to get your lessons, and I am afraid it is owing to the time you spend in helping me. Now if you wish to resign your office, so as to have a little more time for your lessons, you can. In fact, I thinkyou ought to do it. You may try it for a day or two, and I will notice how you recite, and then we can decide."
Such a communication will generally be found to have a powerful effect. If it does not remedy the evil, the resignation must be insisted on. A few decided cases of this kind, will effectually remove the evil I am considering.
Another difficulty, which is likely to attend the plan of allowing the pupils of the school to decide some of the cases which occur, is, that it may tend to make them insubordinate; so that they will, in many instances, submit, with less good humor, to such decisions as you may consider necessary. I do not mean that this will be the case with all, but that there will be a few, who will be ungenerous enough, if you allow them to decide, sometimes, to endeavor to make trouble, or at least to show symptoms of impatience and vexation, because you do not allow them to decide always.
Sometimes this feeling may show itself by the discontented looks, or gestures, or even words, with which some unwelcome decision will be received. Such a spirit should be immediately and decidedly checked. It will not be difficult to check, and even entirely to remove it. On one occasion, when, after learning the wishes of the scholars on some subject which had been brought before them, I decided contrary to it, there arose a murmur of discontent, all over the room. This was the more distinct, because I have always accustomed my pupils to answer questions asked, and to express their wishes and feelings on any subject I may present to them, with great freedom.
I asked all those, who had expressed their dissatisfaction, to rise.
About one third of the scholars arose.
"Perhaps you understood, that when I put the question to vote, I meant to abide by your decision, and that, consequently, I ought not to have reversed it, as I did, afterwards?"
"Yes sir;" "yes sir;" they replied.
"Do you suppose it would be safe to leave the decision of important questions to the scholars in this school?"
"Yes sir;" "No sir." The majority were, however, in the affirmative.
Thus far, only those who were standing, had answered. I told them, that as they were divided in opinion, they might sit, and I would put the question to the whole school.
"You know," I continued, addressing the whole, "what sort of persons the girls, who compose this school are. You know about how many are governed, habitually, by steady principle, and how many by impulse and feeling. You know too, what proportion have judgment and foresight necessary to consider and decide independently, such questions as continually arise in the management of a school. Now suppose I should resign the school into your own hands, as to its management, and only come in to give instruction to the classes, leaving all general control of its arrangements with you; would it go on safely or not?"
As might have been foreseen, there was, when the question was fairly proposed, scarcely a solitary vote in favor of government by scholars. They seemed to see clearly the absurdity of such a scheme.
"Besides," I continued, "the Trustees of this school have committed it to my charge; they hold me responsible; the public hold me responsible, not you. Now if I should surrender it into your hands, and you, from any cause, should manage the trust unfaithfully, or unskilfully, I should necessarily be held accountable. I could never shift the responsibility upon you. Now it plainly is not just or right, that one party should hold the power, and another be held accountable for its exercise. It is clear, therefore, in every view of the subject, that I should retain the management of this school in my own hands. Are you not satisfied that it is?"
The scholars universally answered, "Yes sir." They seemed satisfied; and doubtless were.
It was then stated to them, that the object in asking them to vote, was, in some cases, to obtain an expression of their opinion or their wishes, in order to helpmedecide; and only in those cases where it was expressly stated, did I mean to give the final decision to them.
Still, however, if cases are often referred to them, the feeling will gradually creep in, that the school is managed on republican principles, as they call it; and they will, unless this point is specially guarded, gradually lose that spirit of entire and cordial subordination, so necessary for the success of any school. It should often be distinctly explained to them, that a republican government is one, where the power essentially resides in the community, and is exercised by a ruler, only so far as the community delegates it to him; whereas in the school, the government is based on the principle, that the power, primarily and essentially, resides in the teacher, the scholars exercising only such as he may delegate to them.
With these limitations and restrictions, and with this express understanding, in regard to what is, in all cases, the ultimate authority, I think there will be no danger in throwing a very large share of the business which will, from time to time, come up in the school, upon the scholars, for decision. In my own experience, this plan has been adopted with the happiest results. A small red morocco wrapper lies constantly on a little shelf, accessible to all. By its side, is a little pile of papers, about one inch by six, on which any one may write her motion, or herproposition, as they call it, whatever it may be, and when written, it is enclosed in the wrapper, to be brought to me at the appointed time for attending to the general business of the school. Through this wrapper, all questions are asked, all complaints entered, all proposals made. Is there discontent in the school? It shows itself by "propositions" in the wrapper. Is any body aggrieved or injured? I learn it through the wrapper. In fact it is a little safety valve, which lets off, what, if confined, might threaten explosion,—an index,—a thermometer, which reveals to me, from day to day, more of the state of public opinion in the little community, than any thing beside.
These propositions are generally read aloud; some cases are referred to the scholars for decision; some I decide myself; others are laid aside without notice of any kind; others still, merely suggest remarks on the subjects to which they allude.
The principles, then, which this chapter has been intended to establish, are simply these: in making your general arrangements, look carefully over your ground, consider all the objects which you have to accomplish, and the proper degree of time and attention, which each deserves. Then act upon system. Let the mass of particulars which would otherwise crowd upon you in promiscuous confusion, be arranged and classified. Let each be assigned to its proper time and place; that your time may be your own,—under your own command,—and not, as is too often the case, at the mercy of the thousand accidental circumstances, which may occur.
In government, be yourself supreme, and let your supremacy be that ofauthority. But delegate power, as freely as possible, to those under your care. Show them that you are desirous of reposing trust in them, just so far as they show themselves capable of exercising it. Thus interest them in your plans, and make them feel, that they participate in the honor or the disgrace of success or failure.
I have gone much into detail in this chapter, proposing definite measures by which the principles I have recommended, may be carried into effect. I wish, however, that it may be distinctly understood, that all I contend for, is theprinciplesthemselves; no matter what the particular measures are, by which they are secured. Every good school must be systematic; but they need not all be on precisely the same system. As this work is intended almost exclusively for beginners, much detail has been admitted, and many of the specific measures here proposed, may perhaps be safely adopted, where no others are established. There may also perhaps be cases, where teachers, whose schools are already in successful operation, may engraft, upon their own plans, some things which are here proposed. If they should attempt it, it must be done cautiously and gradually. There is no other way by which they can be safely introduced or even introduced at all. This is a point of so much importance, that I must devote a paragraph to it, before closing the chapter.
Let a teacher propose to his pupils, formally, from his desk, the plan of writing propositions, for example, and procure his wrapper, and put it in its place;—and whatwould be the result? Why, not a single paper, probably, could he get, from one end of the week to the other. But let him, on the other hand, when a boy comes to him to ask some question, the answer to which many in the school would equally wish to hear, say to the inquirer:
"Will you be so good as to write that question, and put it on my desk, and then, at the regular time, I will answer it to all the school."
When he reads it, let him state, that it was written at his request, and give the other boys permission to leave their proposals or questions on his desk, in the same way. In a few days, he will have another, and thus the plan may be gently and gradually introduced.
So with officers. They should be appointed among the scholars, onlyas fast as they are actually needed, and the plan should thus be cautiously carried only so far as it proves good on trial. Be always cautious about innovations and changes. Make no rash experiments on a large scale, but always test your principle in the small way, and then, if it proves good, gradually extend its operation, as circumstances seem to require.
By thus cautiously and slowly introducing plans, founded on the systematic principles here brought to view, a very considerable degree of quiet, and order, and regularity may be introduced into the largest and most miscellaneous schools. And this order and quiet are absolutely necessary, to enable the teacher to find that interest and enjoyment in his work, which were exhibited in the last chapter; the pleasure ofdirecting and controlling mind, and doing it, not by useless and anxious complaints, or stern threats and painful punishments; but by regarding the scene of labor in its true light, as a community of intellectual and moral beings, and governing it by moral and intellectual power. It is, in fact, the pleasure of exercising power. I do not mean arbitrary, personal authority, but the power to produce, by successful but quiet contrivance, extensive and happy results;—the pleasure of calmly considering every difficulty, and without irritation or anger, devising the proper moral means to remedy the moral evil: and then the interest and pleasure of witnessing its effects.
There are three kinds of human knowledge which stand strikingly distinct from all the rest. They lie at the foundation. They constitute the roots of the tree. In other words, they are themeans, by which all other knowledge is acquired. I need not say, that I mean, Reading, Writing, and Calculation.
Teachers do not perhaps always consider, how entirely and essentially distinct these three are from all the rest. They are arts; the acquisition of them is not to be considered as knowledge, so much as the means, by which knowledge may be obtained. A child, who is studying Geography, or History, or Natural Science, is learningfacts,—gaining information; on the other hand, the one who is learning to write, or to read, or to calculate, may be adding little or nothing to his stock of knowledge. He is acquiringskill, which, at some future time, he may make the means of increasing his knowledge, to any extent.
This distinction ought to be kept constantly in view, and the teacher should feel that these three fundamental branches stand by themselves, and stand first in importance. I do not mean to undervalue the others, but only to insist upon the superior value and importance of these. Teaching a pupil to read, before he enters upon the active business of life, is like giving a new settler an axe, as he goes to seek his new home in the forest. Teaching him a lesson in history, is, on the other hand, only cutting down a tree or two for him. A knowledge of natural history, is like a few bushels of grain, gratuitously placed in his barn; but the art of ready reckoning,is the plough, which will remain by him for years, and help him to draw out from the soil an annual treasure.
The great object, then, of the common schools in our country, is to teach the whole population to read, to write, and to calculate. In fact, so essential is it, that the accomplishment of these objects should be secured, that it is even a question whether common schools should not be confined to them. I say it is aquestion, for it is sometimes made so, though public opinion has decided, that some portion of attention, at least, should be paid to the acquisition of additional knowledge. But after all, the amount ofknowledge, which is actually acquired at schools, is very small. It must be very small. The true policy is, to aim at making all, good readers, writers, and calculators, and to consider the other studies of the school important, chiefly as practice, in turning these arts to useful account. In other words, the scholars should be taught these arts, thoroughly, first of all, and in the other studies, the main design should be to show them how to use, and interest them in using, the arts they have thus acquired.
A great many teachers feel a much stronger interest in the one or two scholars they may have, in Surveying, or in Latin, than they do in the large classes, in the elementary branches, which fill the school. But a moment's reflection will show, that such a preference is founded on a very mistaken view. Leading forward one or two minds, from step to step, in an advanced study, is certainly far inferior, in real dignity and importance, to opening all the stores of written knowledge, to fifty or a hundred. The man who neglects the interests of his school, in these great branches, to devote his time to two or three, or half a dozen older scholars, is unjust both to his employers and to himself.
It is the duty, therefore, of every teacher, who commences a common district school, for a single season, to make, when he commences, an estimate, of the state of his pupils, in reference to these three branches. How do they all write? How do they all read? How do they calculate? It would be well if he would make acareful examination of the school, in this respect. Let them all write a specimen. Let all read; and let him make a memorandum of the manner, noticing how many read fluently, how many with difficulty, how many know only their letters, and how many are to be taught these. Let him ascertain also, what progress they have made in Arithmetic,—how many can readily perform the elementary processes, and what number need instruction in these. After thus surveying the ground, let him form his plan, and lay out his whole strength in carrying forward, as rapidly as possible, thewhole school, in these studies. By this means he is acting, most directly and powerfully, on the intelligence of the whole future community in that place. He is opening to fifty or a hundred minds, stores of knowledge, which they will go on exploring, for years to come. What a descent now from such a work as this, to the mere hearing of the recitation of half a dozen boys in Surveying!
I repeat it, that a thorough and enlightened survey of the whole school should be taken, and plans formed for elevating the whole mass, in those great branches of knowledge, which are to be of immediate practical use to them in future life.
If the school is of higher order, the teacher should, in the same manner, before he forms his plans, consider well what are the great objects which he has to accomplish. He should ascertain what is the existing state of his school, both as to knowledge and character;—how long, generally, his pupils are to remain under his care,—what are to be their future stations and conditions in life, and what objects he can reasonably hope to effect for them, while they remain under his influence. By means of this forethought, and consideration, he will be enabled to work understandingly.
It is desirable, too, that what I have recommended, in reference to the whole school, should be done with each individual. Ascertain, (by other means however than formal examination,) to what stage his education has advanced, and deliberately consider what objects you can reasonably expect to effect for him, while he remains under your care. You cannot indeed always form your plans to suit, so exactly, your general views in regard to the school and to individuals, as you could wish. But these general views will, in a thousand cases, modify your plans, or affect in a greater or less degree, all your arrangements. They will keep you to a steady purpose, and your work will go on far more systematically and regularly, than it would, if, as in fact many teachers do, you were to come headlong into your school, take things just as you find them, and carry them forward at random, without end or aim.
This survey of your field being made, you are prepared to commence definite operations, and the great difficulty, in carrying your plans into effect, is, how to act more efficiently onthe greatest numbers at a time. The whole business of public instruction, if it goes on at all, must go on by the teacher's skill in multiplying his power, by acting onnumbers at once. In most books on education, we are taught, almost exclusively, how to operate on theindividual. It is the error into which theoretic writers almost always fall. We meet, in every periodical, and in every treatise, and in fact, in almost every conversation on the subject, with remarks, which sound very well by the fire-side, but they are totally inefficient and useless in school, from their being apparently based upon the supposition, that the teacher has butonepupil to attend to at a time. The great question in the management of schools, is not, how you can takeonescholar, and lead him forward, most rapidly, in a prescribed course, but how you can classify and arrangenumbers, comprising every possible variety, both as to knowledge and capacity, so as to carry them all forward effectually together.
The extent to which a teacher may multiply his power, by acting on numbers at a time, is very great. In order to estimate it, we must consider carefully what it is, when carried to the greatest extent, to which it is capable of being carried, under the most favorable circumstances. Now it is possible for a teacher to speak so as to be easily heard by three hundred persons, and three hundred pupils can be easily so seated, as to see his illustrations or diagrams. Now suppose that three hundred pupils, all ignorant of the method of reducing fractions to a common denominator, and yet all old enough to learn, are collected in one room. Suppose they are all attentive and desirous of learning, it is very plain that the process may be explained to the whole at once, so that half an hour spent in that exercise, would enable a very large proportion of them to understand the subject. So, if a teacher is explaining to a class in Grammar, the difference between a noun and verb, the explanation would do as well for several hundred, as for the dozen who constitute the class, if arrangements could only be made to have the hundreds hear it. But there are, perhaps, only a hundred in the school, and of these a large part understand already the point to be explained, and another large part are too young to attend to it. I wish the object of these remarks not to be misunderstood. I do not recommend the attempt to teach on so extensive a scale; I admit that it is impracticable; I only mean to show in what the impracticability consists, namely, in the difficulty of making such arrangements as to derive the full benefit from the instructions rendered. They are, in the nature of things, available to the extent I have represented, but, in actual practice, the full benefit cannot be derived. Now, so far as we thus fall short of this full benefit, so far there is, of course, waste; and it is difficult or impossible to make such arrangements as will avoid the waste, in this manner, of a large portion of every effort, which the teacher makes.
A very small class instructed by an able teacher, is like a factory of a hundred spindles, with a water-wheel of power sufficient for a thousand. In such a case, even if the owner, from want of capital, or any other cause, cannot add the other nine hundred, he ought to know how much of his power is in fact unemployed, and make arrangements to bring it into useful exercise, as soon as he can. The teacher in the same manner, should understand what is the full beneficial effect, which it is possible,in theory, to derive from his instructions. He should understand, too, that just so far as he falls short of this full effect, there is waste. It may be unavoidable; part of itunquestionably is, like the friction of machinery, unavoidable. Still, it is waste; and it ought to be so understood, that by the gradual perfection of the machinery, it may be more and more fully prevented.
Always bear in mind then, when you are devoting your time to two or three individuals in a class, that you are losing a very large part of your labor. Your instructions are conducive to good effect, only to the one tenth or one twentieth of the extent, to which, under more favorable circumstances, they might be made available. And though you cannot always avoid this loss, you ought always to be aware of it, and so to shape your measures, as to diminish it as much as possible.
We come now to consider the particular measures to be adopted, in giving instruction.
The objects which are to be secured, in the management of classes, are twofold,
These two objects are, it is plain, entirely distinct. Under the latter, is included all the explanation, and assistance, and additional information, which the teacher may give his pupils, and, under the former, such anexaminationof individuals, as is necessary to secure their careful attention to their lessons. It is unsafe to neglect either of these points. If the class meetings are mererecitations, they soon become dull and mechanical: the pupils generally take little interest in their studies, and imbibe no literary spirit. Their intellectual progress will, accordingly, suddenly cease, the moment they leave school, and cease to be called upon to recite lessons. On the other hand, ifinstructionis all that is aimed at, andrecitation, (by which I mean, as above explained, such an examination of individuals as is necessary to ascertain that they have faithfully performed the tasks assigned,) is neglected, the exercise soon becomes not much more than a lecture, to which those, and those only, will attend, who please.
The business, therefore, of a thorough examination ofthe class must not be omitted. I do not mean, that each individual scholar must, every day, be examined; but simply that the teacher must, in some way or other, satisfy himself, by reasonable evidence, that the whole class are really prepared. A great deal of ingenuity may be exercised, in contriving means for effecting this object, in the shortest possible time. I know of no part of the field of a teacher's labors, which may be more facilitated, by a little ingenuity, than this.
One teacher, for instance, has a spelling lesson to hear. He begins at the head of the line, and putting one word to each boy, goes regularly down, each successive pupil calculating the chances whether a word, which he can accidentally spell, will or will not come to him. If he spells it, the teacher cannot tell whether he is prepared or not. That word is only one among fifty, constituting the lesson. If he misses it, the teacher cannot decide that he was unprepared. It might have been a single accidental error.
Another teacher, hearing the same lesson, requests the boys to bring their slates, and as he dictates the words, one after another, requires all to write them. After they are all written, he calls upon the pupils to spell them aloud as they have written them, simultaneously, pausing a moment after each, to give those who are wrong, an opportunity to indicate it, by some mark opposite the word misspelled. They all count the number of errors and report them. He passes down the class, glancing his eye at the work of each one, to see that all is right, noticing particularly those slates, which, from the character of the boys, need a more careful inspection. A teacher, who had never tried this experiment, would be surprised at the rapidity with which such work will be done by a class, after a little practice.
Now how different are these two methods, in their actual results! In the latter case, the whole class are thoroughly examined. In the former, not a single member of it, is. Let me not be understood to recommend exactly this method of teaching spelling, as the best one to be adopted, in all cases. I only bring it forward as an illustration of the idea, that a little machinery, a little ingenuity, in contriving ways of acting on thewhole, rather than on individuals, will very much promote the teacher's designs.