Under the title which I have placed at the head of this chapter, I intend to discuss the methods by which the teacher is to secure a moral ascendency over his pupils, so that he may lead them to do what is right, and bring them back to duty, when they do what is wrong. I shall use, in what I have to say, a very plain and familiar style; and as very much depends, not only on the general principles by which the teacher is actuated, but also on the tone and manner in which, in cases of discipline, he addresses his pupils, I shall describe particular cases, real and imaginary, because by this method, I can better illustrate the course to be pursued. I shall also present and illustrate the various principles which I consider important, and in the order in which they occur to my mind.
1. The first duty then, of the teacher, when he enters his school, is, to beware of the danger of making an unfavorable impression, at first, upon his pupils. Many years ago, when I was a child, the teacher of the school where my early studies were performed, closed his connexion with the establishment, and, after a short vacation, another was expected. On the appointed day, the boys began to collect, some from curiosity, at an early hour, and many speculations were started, as to the character of the new instructer. We were standing near a table, with our hats on,—and our position, and the exact appearance of the group is indelibly fixed on my memory,—when a small and youthful looking man, entered the room, and walked up towards us. Supposing him to be some stranger, or rather, not making any supposition at all, we stood looking at him as he approached, and were thunder-struck at hearing him accost us with a stern voice and sterner brow, "Take off your hats. Take off your hats, and go to your seats." The conviction immediately rushed upon our minds, that this must be our new teacher. The first emotion was that of surprise, and the second was that of the ludicrous; though I believe we contrived to smother the laugh, until we got out into the open air.
So long since was this little occurrence, that I have entirely forgotten the name of the teacher, and have not the slightest recollection of any other act in his administration of the school. But this recollection of his first greeting of his pupils, and the expression of his countenance at the moment, will go with me to the end of life. So strong are first impressions.
Be careful, then, when you first see your pupils, that you meet them with a smile. I do not mean a pretended cordiality, which has no existence in the heart, but think of the relation, which you are to sustain to them, and think of the very interesting circumstances, under which, for some months at least, your destinies are to be united to theirs, until you cannot help feeling a strong interest in them. Shut your eyes, for a day or two, to their faults, if possible, and take an interest in all their pleasures and pursuits, that the first attitude, in which you exhibit yourself before them, may be one, which shall allure, not repel.
2. In endeavoring to correct the faults of your pupils, do not, as many teachers do, seize only uponthose particular casesof transgression, which may happen to come under your notice. These individual instances are very few, probably, compared with the whole number of faults, against which you ought to exert an influence. And though you perhaps ought not to neglect those, which may accidentally come under your notice, yet the observing and punishing such cases, is a very small part of your duty.
You accidentally hear, I will suppose, as you are walking home from school, two of your boys in earnest conversation, and one of them uses profane language. Now, the course to be pursued in such a case, is most evidently, not to call the boy to you, the next day, and punish him,and there let the matter rest. This would perhaps be better than nothing. But the chief impression which it would make upon the individual, and upon the other scholars, would be, "I must take care how Ilet the master hear meuse such language again." A wise teacher, who takes enlarged and extended views of his duty, in regard to the moral progress of his pupils, would act very differently. He would look at the whole subject. "Does this fault," he would say to himself, "prevail among my pupils? If so, how extensively?" It is comparatively of little consequence to punish the particular transgression. The great point is, to devise some plan to reach the whole evil, and to correct it, if possible.
In one case, where such a circumstance occurred, the teacher managed it most successfully, in the following way.
He said nothing to the boy, and in fact, the boy did not know that he was overheard. He allowed a day or two to elapse, so that the conversation might be forgotten, and then took an opportunity, one day, after school, when all things had gone on pleasantly, and the school was about to be closed, to bring forward the whole subject. He told the boys that he had something to say to them, after they had laid by their books, and were ready to go. The desks were soon closed, and every face in the room was turned towards the master, with a look of fixed attention. It was almost evening. The sun had gone down. The boys' labors were over. The day was done, and their minds were at rest, and every thing was favorable for making a deep and permanent impression.
"A few days ago," says the teacher, when all was still, "I accidentally overheard some conversation between two of the boys of this school, and one of them swore."
There was a pause.
"Perhaps you expect that I am now going to call the boy out, and punish him. Is that what I ought to do?"
There was no answer.
"I think a boy who uses bad language of any kind, does what he knows is wrong. He breaks God's commands. He does what he knows would be displeasing tohis parents, and he sets a bad example. He does wrong, therefore, and justly deserves punishment."
There were, of course, many boys, who felt that they were in danger. Every one, who had used profane language, was aware that he might be the one, who had been overheard, and, of course, all were deeply interested in what the teacher was saying.
"He might, I say," continued the teacher, "justly be punished, but I am not going to punish him; for if I should, I am afraid that it would only make him a little more careful hereafter, not to commit this sin when I could possibly be within hearing, instead of persuading him, as I wish to, to avoid such a sin, in future, altogether. I am satisfied that that boy would be far happier, even in this world, if he would make it a principle always to do his duty, and never, in any case, to do wrong. And then when I think how soon he, and all of us will be in another world, where we shall all be judged for what we do here, I feel strongly desirous of persuading him to abandon entirely this practice. I am afraid that punishing him now, would not do that."
"Besides," continues the teacher, "I think it very probable that there are many other boys in this school, who are sometimes guilty of this fault, and I have thought that it would be a great deal better and happier for us all, if, instead of punishing this particular boy, whom I have accidentally overheard, and who probably is not more to blame than many other boys in school, I should bring up the whole subject, and endeavor to persuade all to reform."
I am aware that there are, unfortunately, in our country, a great many teachers, from whose lips, such an appeal as this, would be wholly in vain. The man who is accustomed to scold, and storm, and punish, with unsparing severity, every transgression, under the influence of irritation and anger, must not expect that he can win over his pupils to confidence in him, and to the principles of duty, by a word. But such an appeal will not be lost, when it comes from a man, whose daily and habitual management corresponds with it. But to return to the story:
The teacher made some farther remarks, explaining the nature of the sin, not in the language of execration, and affected abhorrence, but calmly, temperately, and without any disposition to make the worst of the occurrence which had taken place. In concluding what he said, he addressed the boys as follows:
"Now boys, the question is, do you wish to abandon this habit, or not; if you do, all is well. I shall immediately forget all the past, and will do all I can to help you resist and overcome temptation in future. But all I can do, is, only to help you; and the first thing to be done, if you wish to engage in this work of reform, is, to acknowledge your fault; and I should like to know how many are willing to do this."
"I wish all those who are willing to tell me whether they use profane language, would rise."
Every individual but one, rose.
"I am very glad to see so large a number," said the teacher; "and I hope you will find that the work of confessing and forsaking your faults, is, on the whole, pleasant, not painful business. Now those who can truly and honestly say, that they never do use profane language, of any kind, may take their seats."
Three only, of the whole number, which consisted of not far from 20, sat down. It was in a sea-port town, where the temptation to yield to this vice is even greater, than would be, in the interior of our country, supposed possible.
"Those who are now standing," pursued the teacher, "admit that they do, sometimes at least, commit this sin. I suppose all, however, are determined to reform; for I do not know what else should induce you to rise and acknowledge it here, unless it is a desire, hereafter to break yourselves of the habit. But do you suppose that it will be enough for you merely to resolve here, that you will reform?"
"No sir," said the boys.
"Why? If you now sincerely determine never more to use a profane word, will you not easily avoid it?"
The boys were silent. Some said faintly, "No sir."
"It will not be easy for you to avoid the sin hereafter," continued the teacher, "even if you do now, sincerely and resolutely, determine to do so. You have formed the habit of sin, and the habit will not be easily overcome. But I have detained you long enough now. I will try to devise some method, by which you may carry your plan into effect, and to-morrow I wilt tell you what it is."
So they were dismissed for the day. The pleasant countenance and cheerful tone of the teacher conveying to them the impression, that they were engaging in the common effort to accomplish a most desirable purpose, in which they were to receive the teacher's help; not that he was pursuing them, with threatening and punishment, into the forbidden practice into which they had wickedly strayed. Great caution is however, in such a case, necessary, to guard against the danger, that the teacher, in attempting to avoid the tones of irritation and anger, should so speak of the sin, as to blunt their sense of its guilt, and lull their consciences into a slumber.
At the appointed time, on the following day, the subject was again brought before the school, and some plans proposed, by which the resolutions now formed, might be more certainly kept. These plans were readily and cheerfully adopted by the boys, and in a short time, the vice of profaneness was, in a great degree, banished from the school. This whole account is substantially fact.
I hope the reader will keep in mind the object of the above illustration, which is to show, that it is the true policy of the teacher, not to waste his time and strength, in contending againstsuch accidental instancesof transgression, as may chance to fall under his notice, but to take an enlarged and extended view of the whole ground, endeavoring to removewhole classes of faults,—to elevate and improvemultitudes, together.
By these means, his labors will not only be more effectual, but far more pleasant. You cannot come into collision with an individual scholar, to punish him for a mischievous spirit, or even to rebuke him for some single act, by which he has given you trouble, without an uncomfortable and uneasy feeling, which makes, in ordinarycases, the discipline of a school, the most unpleasant part of a teacher's duty. But you can plan a campaign against a whole class of faults, and put into operation a system of measures to correct them, and watch from day to day the operation of that system, with all the spirit and interest of a game. It is in fact a game, where your ingenuity and moral power are brought into the field, in opposition to the evil tendencies of the hearts which are under your influence. You will notice the success or the failure of the means you may put into operation, with all the interest with which the experimental philosopher observes the curious processes he guides; though your interest may be much purer and higher; for he works upon matter, but you are experimenting upon mind.
Remember then, as, for the first time you take your new station, that it is not your duty, simply to watch with an eagle eye for those accidental instances of transgression, which may chance to fall under your notice; you are to look over the whole ground; you are to make yourself acquainted, as soon as possible, with the classes of character, and classes of faults, which may prevail in your dominions, and to form deliberate and well digested plans, for improving the one and correcting the other.
And this is to be the course pursued, not only with great delinquencies, such as those to which I have already alluded, but to every little transgression against the rules of order and propriety. You can correct them far more easily and pleasantly in the mass, than in detail.
To illustrate this principle by another case. A teacher, who takes the course I am condemning, approaches the seat of one of his pupils, and asks to see one of his books. As the boy opens his desk, the teacher observes that it is in complete disorder. Books, maps, papers, playthings, are there in promiscuous confusion; and from the impulse of the moment, the displeased teacher pours out upon the poor boy a torrent of reproach.
"What a looking desk! Why, John! I am really ashamed of you. Look," continues he, holding up the lid, so that the boys in the neighborhood can look in; "see what a mass of disorder and confusion. If ever Isee your desk in such a state again, I shall most certainly punish you."
The boys around laugh; very equivocally, however, for with the feeling of amusement, there is mingled the fear that the angry master may take it into his head to inspect their dominions. The boy accidentally exposed, looks sullen, and begins to throw his books into some sort of arrangement, just enough to shield himself from the charge of absolutely disobeying, and there the matter ends.
Another teacher takes no apparent notice of the confusion he thus accidentally witnesses. "I must take up," thinks he to himself, "the subject of order, before the whole school. I have not yet spoken of it." He thanks the boy for the book he borrowed, and goes away. He makes a memorandum of the subject, and the boy does not know that the condition of his desk was noticed; perhaps he does not even know that there was any thing amiss.
A day or two after, at a time regularly appropriated to such subjects, he addresses the boys as follows:
"In our efforts to improve the school as much as possible, there is one subject, which we must not forget. I mean the order of the desks."
The boys all begin to open their desk lids.
"You may stop a moment," says the teacher. "I shall give you all an opportunity to examine your desks presently."
"I do not know what the condition of your desks is. I have not examined them, and have not, in fact, seen the inside of more than one or two. As I have not brought up this subject before, I presume that there are a great many, which can be arranged better than they are. Will you all now look into your desks, and see whether you consider them in good order. Stop a moment however. Let me tell you what good order is. All those things which are alike, should be arranged together. Books should be in one place, papers in another, and thus every thing should be classified. Again, every thing should be so placed that it can be taken out without disturbing otherthings. There is another principle also, which I will mention, the various articles should haveconstantplaces,—that is, they should not be changed from day to day. By this means, you soon remember where every thing belongs, and you can put away your things much more easily every night, than if you had every night to arrange them in a new way. Now will you look into your desks, and tell me whether they are, on these three principles, well arranged."
The boys of most schools, where this subject had not been regularly attended to, would nearly all answer in the negative.
"I will allow you then, some time to-day, fifteen minutes to arrange them, and I hope you will try to keep them in good order hereafter. A few days hence, I shall examine them. If any of you wish for assistance or advice from me, in putting them in order, I shall be happy to render it."
By such a plan, which will occupy but little more time than the irritating and useless scolding, which I supposed in the other case, how much more will be accomplished. Such an address would, of itself, probably, be the means of putting in order, and keeping in order, at least one half; and following up the plan in the same manner, and in the same spirit, with which it was begun, would secure the rest.
I repeat it, therefore, make it a principle in all cases, to aim as much as possible at the correction of those faults which are likely to be general, bygeneral measures. You avoid by this means, a vast amount of irritation and impatience, both on your own part, and on the part of your scholars, and you produce at least twenty times the useful effect.
3. The next principle which occurs to me, as deserving the teacher's attention in the outset of his course, is this:
Interest your scholars in doing something themselves to elevate the moral character of the school, so as to secure adecided majority, who will, of their own accord, co-operate with you.
Let your pupils understand, not by any formal speechyou make to that effect, but by the manner in which, from time to time, you incidentally allude to the subject, that you consider the school, when you commence it, asat par, so to speak,—that is, on a level with other schools, and that your various plans for improving and amending it, are not to be considered in the light of finding fault, and punishing transgressions, and controlling evil propensities, so as just to keep things in a tolerable state; but as efforts to improve and carry forward, to a state of excellence not yet attained, all the affairs of the institution. Such is the tone and manner of some teachers, that they never appear to be more than merely satisfied. When the scholars do right, nothing is said about it. The teacher seems to consider that a matter of course. It does not appear to interest or please him at all. Nothing arouses him, but when they do wrong, and that only excites him to anger and frowns. Now, in such a case, there can of course be no stimulus to effort on the part of the pupils, but the cold and heartless stimulus of fear.
Now, it is wrong for the teacher to expect that things will go right in his school, as a matter of course. All that he can expect,as a matter of course, is, that things should go on as well as they do ordinarily in schools,—the ordinary amount of idleness,—the ordinary amount of misconduct. This is the most that he can expect to come as a matter of course; he should feel this, and then, all he can gain which will be better than this, will be a source of positive pleasure; a pleasure which his pupils have procured for him, and which consequently they should share. They should understand that the teacher is engaged in various plans for improving the school, in which they should be invited to engage, not from the selfish desire of thereby saving him trouble, but because it will really be happy employment for them to engage in such an enterprise, and because, by such efforts, their own moral powers will be exerted and strengthened in the best possible way.
In another chapter, I have explained to what extent, and in what manner, the assistance of the pupils may be usefully and successfully employed, in carrying forward the general arrangements of the school. The sameprincipleswill apply here, though perhaps a little more careful and delicate management is necessary, in interesting them in subjects which relate to moral discipline.
One important method of doing this, is, to present these plans before the minds of the scholars, as experiments,—moral experiments, whose commencement, progress, and results, they may take a great interest in witnessing. Let us take, for example, the case alluded to under the last head,—the plan of effecting a reform in regard to keeping desks in order. Suppose the teacher were to say, when the time had arrived, at which he had promised to give them an opportunity to put them in order,
"I think it would be a good plan to keep some account of our efforts for improving the school in this respect. We might make a record of what we do to-day, noting the day of the month, and the number of desks which may be found to be disorderly. Then at the end of any time you may propose, we will have the desks examined again, and see how many are disorderly. We can then see how muchimprovementhas been made, in that time. Should you like to adopt the plan?"
If the boys should appear not much interested in the proposal, the teacher might, at his own discretion,waiveit. In all probability, however, they would like it, and would indicate their interest by their countenances, or perhaps by a response. If so, the teacher might proceed.
"You may all examine your desks then, and decide whether they are in order, or not. I do not know, however, but that we ought to appoint a committee to examine them; for perhaps all the boys would not be honest, and report their desks as they really are."
"Yes sir;" "Yes sir;" say the boys.
"Do you mean that you will be honest, or that you would like to have a committee appointed?"
There was a confused murmur. Some answer one, and some the other.
"I think," proceeds the teacher, "the boys will be honest, and report their desks just as they are. At any rate, the number of dishonest boys in this school, cannot be so large as materially to affect the result. I think wehad better take your own statements. As soon as the desks are all examined, those who have found theirs in a condition which does not satisfy them, are requested to rise and be counted."
The teacher then looks around the room, and selecting some intelligent boy who has influence among his companions, and whose influence he is particularly desirous of enlisting on the side of good order, says, "Shall I nominate some one to keep an account of this plan?"
"Yes sir," say the boys.
"Well, I nominate William Jones. How many are in favor of requesting William Jones to perform this duty?"
"It is a vote. William, I will thank you to write upon a piece of paper, that on the 8th of December, the subject of order in the desks was brought up, and that the boys resolved on making an effort to improve the school in this respect. Then say, that the boys reported all their desks which they thought were disorderly, and that the number was 35; and that after a week or two, the desks are to be examined again, and the disorderly ones counted, that we may see how much we have improved. After you have written it, you may bring it to me, and I will: tell you whether it is right."
"How many desks do you think will be found to be disorderly, when we come to make the examination?"
The boys hesitate.
The teacher names successively several numbers, and asks, whether they think the real number will be greater or less. He notices their votes upon them, and at last fixes upon one, which seems to be about the general sense of the school. Then the teacher, himself mentions the number, which he supposes will be found to be disorderly. His estimate will ordinarily be larger than that of the scholars; because he knows better how easily resolutions are broken. This number too, is recorded, and then the whole subject is dismissed.
Now, of course, no reader of these remarks, will understand me to be recommending, by this imaginary dialogue, (for the whole of it is imaginary,) a particular course to be taken in regard to this subject, far less theparticular language to be used. All I mean is, to show by a familiar illustration, how the teacher is to endeavor to enlist the interest, and to excite the curiosity of his pupils, in his plans for the improvement of his school, by presenting them as moral experiments, which they are to assist him in trying,—experiments, whose progress they are to watch, and whose results they are to predict. If the precise steps which I have described, should actually be taken, although it would occupy but a few minutes, and would cause no thought, and no perplexing care, yet it would undoubtedly be the means of awakening a very general interest in the subject of order, throughout the school. All would be interested in the work of arrangement.
All would watch, too, with interest, the progress and the result of the experiment; and if, a few days after, the teacher should accidentally, in recess, see a disorderly desk, a pleasant remark, made with a smile, to the bystanders, "I suspect my prediction will turn out the correct one," would have far more effect, than the most severe reproaches, or the tingling of a rap over the knuckles with a rattan.
I know, from experience, that scholars of every kind, can be led, by such measures as these, or rather by such a spirit as this, to take an active interest, and to exert a most powerful influence, in regard to the whole condition of the institution. I have seen the experiment successful in boys' schools, and in girls' schools; among very little children, and among the seniors and juniors at college.
In one of the colleges of New England, a new and beautiful edifice was erected. The lecture rooms were fitted up in handsome style, and the officers, when the time for the occupation of the building approached, were anticipating with regret, what seemed to be the unavoidable defacing, and cutting, and marking of the seats and walls. It was however thought, that if the subject was properly presented to the students, they would take an interest in preserving the property from injury. They were accordingly addressed somewhat as follows:
"It seems, young gentlemen, to be generally the custom in colleges, for the students to ornament the walls and benches of their recitation rooms, with various inscriptions and carricatures, so that after the premises have been for a short time in the possession of a class, every thing within reach, which will take an impression from a penknife, or a trace from a pencil, is covered with names, and dates, and heads, and inscriptions of every kind. The faculty do not know what you wish in this respect, in regard to the new accommodations which the Trustees have now provided for you, and which you are soon to enter. They have had them fitted up for you handsomely, and if you wish to have them kept in good order, we will assist you. If the students think proper to express by a vote, or in any other way, their wish to keep them in good order, we will engage to have such incidental injuries, as may from time to time occur, immediately repaired. Such injuries will, of course, be done; for whatever may be the wish and general opinion of the whole, it is not to be expected that every individual, in so large a community, will be careful. If, however, as a body, you wish to have the building preserved in its present state, and will, as a body, take the necessary precautions, we will do our part."
The students responded to this appeal most heartily. They passed a vote, expressing a desire to preserve the premises in order, and for many years, and for ought I know, to the present hour, the whole is kept as a room occupied by gentlemen should be kept. At some other colleges, and those, too, sustaining the very highest rank among the institutions of the country, the doors of the public buildings are sometimesstudded with nails, as thick as they can possibly be driven, and then covered with a thick coat of sand, dried into the paint, as a protection from the knives of the students!!
The particular methods, by which the teacher is to interest his pupils in his various plans for their improvement, cannot be very fully described here. In fact, it does not depend so much on the methods he adopts, as upon the view which he himself takes of these plans, and thetone and manner in which he speaks of them to his pupils.
A teacher, for example, perhaps on the first day of his labors in a new school, calls a class to read. They pretend to form a line, but it crooks in every direction. One boy is leaning back against a desk; another comes forward as far as possible, to get near the fire; the rest lounge in every position and in every attitude. John is holding up his book high before his face, to conceal an apple, from which he is endeavoring to secure an enormous bite. James is by the same sagacious device, concealing a whisper, which he is addressing to his next neighbor, and Moses is seeking amusement by crowding and elbowing the little boy who is unluckily standing next him.
"What a spectacle!" says the master to himself, as he looks at this sad display. "What shall I do?" The first impulse is, to break forth upon them at once, with all the artillery of reproof, and threatening, and punishment. I have seen, in such a case, a scolding and frowning master walk up and down before such a class, with a stern and angry air, commanding this one to stand back, and that to come forward, ordering one boy to put down his book, and scolding at a second for having lost his place, and knocking the knees of another with his rule, because he was out of the line. The boys scowl at their teacher, and, with ill-natured reluctance, they obey, just enough to escape punishment.
Another teacher looks calmly at the scene, and says to himself, "What shall I do to remove effectually these evils? If I can but interest the boys in reform, it will be far more easy to effect it, than if I attempt to accomplish it by the mere exercise of my authority."
In the meantime, things go on, during the reading, in their own way. The teacher simplyobserves. He is in no haste to commence his operations. He looks for the faults; watches, without seeming to watch, the movements which he is attempting to control. He studies the materials with which he is to work, and lets their true character develope itself. He tries to find something to approve in the exercise, as it proceeds, and endeavors to interest the class, by narrating some fact, connected with the reading, or making some explanation which interests the boys. Atthe end of the exercise, he addresses them, perhaps, as follows:
"I have observed, boys, in some military companies, that the officers are very strict, requiring implicit and precise obedience. The men are required to form a precise line." (Here there is a sort of involuntary movement all along the line, by which, it is very sensibly straightened.) "They make all the men stand erect," (At this word, heads go up, and straggling feet draw in, all along the class,) "in the true military posture. They allow nothing to be done in the ranks, but to attend to the exercise," (John hastily crowds his apple into his pocket,) "and thus they regulate every thing, in exact and steady discipline, so that all things go on in a most systematic and scientific manner. This discipline is so admirable in some countries, especially in Europe, where much greater attention is paid to military tactics than in our country, that I have heard it said by travellers, that some of the soldiers who mount guard at public places, look as much like statues, as they do like living men.
"Other commanders act differently. They let the men do pretty much as they please. So you will see such a company lounging into a line, when the drum beats, as if they took little interest in what was going on. While the captain is giving his commands, one is eating his luncheon; another is talking with his next neighbor. Part are out of the line; part lounge on one foot; they hold their guns in every position; and on the whole, present a very disorderly and unsoldier-like appearance.
"I have observed, too, that boys very generally prefer toseethe strict companies, but perhaps they would prefer tobelongto the lax ones."
"No sir;" "No sir;" say the boys.
"Suppose you all had your choice either to belong to a company like the first one I described, where the captain was strict in all his requirements, or to one like the latter, where you could do pretty much as you pleased, which should you prefer?"
Unless I entirely mistaken in my idea of the inclinations of boys, it would be very difficult to get a singlehonest expression of preference for the latter. They would say with one voice,
"The first."
"I suppose it would be so. You would be put to some inconvenience by the strict commands of the captain, but then you would be more than paid by the beauty of regularity and order, which you would all witness. There is nothing so pleasant as regularity, and nobody likes regularity more than boys do. To show this, I should like to have you now form a line as exact as you can."
After some unnecessary shoving and pushing, increased by the disorderly conduct of a few bad boys, a line is formed. Most of the class are pleased with the experiment, and the teacher takes no notice of the few exceptions. The time to attend tothem, will come by and by.
"Hands down." The boys obey.
"Shoulders back."
"There;—there is a very perfect line."
"Do you stand easily in that position?"
"Yes sir."
"I believe your position is the military one, now, pretty nearly; and military men study the postures of the human body, for the sake of finding the one most easy; for they wish to preserve as much as possible of the soldiers' strength, for the time of battle. I should like to try the experiment of your standing thus, at the next lesson. It is a very great improvement upon your common mode. Are you willing to do it?"
"Yes sir;" say the boys.
"You will get tired, I have no doubt. In fact, I do not expect you will succeed, the first day, very well. You will probably become restless and uneasy, before the end of the lesson, especially the smaller boys. I must excuse it, I suppose, if you do, as it will be the first time."
By such methods as these, the teacher will certainly secure a majority in favor of all his plans. But perhaps some experienced teacher, who knows from his own repeated difficulties with bad boys, what sort of spirits the teacher of district schools has sometimes to deal with, may ask, as he reads this,
"Do you expect that such a method as this, will succeed in keeping your school in order? Why, there are boys in almost every school, whom you would no more coax into obedience and order in this way, than you would persuade the northeast wind to change its course by reasoning."
I know there are. And my readers are requested to bear in mind, that my object is not now to show, how the whole government of the school may be secured, but how one important advantage may be gained, which will assist in accomplishing the object. All I should expect or hope for, by such measures as these, isto interest and gain over to our side, the majority. What is to be done with those who cannot be reached by such kinds of influence, I shall endeavor presently to show. The object now is, simply to gain themajority,—to awaken a general interest, which you can make effectual in promoting your plans, and thus to narrow the field of discipline, by getting those right, who can be got right by such measures.
Thus securing a majority to be on your side in the general administration of the school, is absolutely indispensable to success. A teacher may, by the force of mere authority, so control his pupils, as to preserve order in the school-room, and secure a tolerable progress in study, but the heart will not be in it. The progress in knowledge must accordingly be, in ordinary cases, slow, and the cultivation of moral principle must be, in such a case, entirely neglected. The principles of duty cannot be inculcated by fear; and though pain and terror must, in many instances, be called in to coerce an individual offender, whom milder measures will not reach, yet these agents, and others like them, can never be successfully employed, as the ordinary motives to action. They cannot produce any thing but mere external and heartless obedience in the presence of the teacher, with an inclination to throw off all restraint, when the pressure of stern authority is removed.
We should all remember that our pupils are, but a very short time, under our direct control. Even when they are in school, the most untiring vigilance will not enable usto watch, except for a very small portion of the time, any individual. Many hours of the day, too, they are entirely removed from our inspection, and a few months will take them away from us altogether. Subjecting them then to mere external restraint, is a very inadequate remedy for the moral evil, to which they are exposed. What we aim at, is to bring forward and strengthen an internal principle, which will act, when both parent and teacher are away, and control where external circumstances are all unfavorable.
I have thus far under this head, been endeavoring to show the importance of securing, by gentle measures, a majority of the scholars, to co-operate with the teacher in his plans. The methods of doing this, demand a little attention.
(1.) The teacher should study human nature as it exhibits itself in the school-room, by taking an interest in the sports and enjoyments of the pupils, and connecting, as much as possible, what is interesting and agreeable, with the pursuits of the school, so as to lead the scholars to like the place. An attachment to the institution and to the duties of it, will give the teacher a very strong hold upon the community of mind which exists there.
(2.) Every thing which is unpleasant in the discipline of the school should be attended to, as far as possible, privately. Sometimes it is necessary to bring a case forward in public, for reproof or punishment, but this is seldom. In some schools, it is the custom to postpone cases of discipline, till the close of the day, and then, just before the boys are dismissed at night, all the difficulties are settled. Thus, day after day, the impression which is last made upon their minds, is received from a season of suffering, and terror, and tears.
Now such a practice may be attended with many advantages, but it seems to be, on the whole, unwise. Awing the pupils, by showing them the consequences of doing wrong, should be very seldom resorted to. It is far better to allure them, by showing them the pleasures of doing right. Doing right is pleasant to every body, and no persons are so easily convinced of this, or rather soeasily led to see it, as children. Now the true policy is, to let them experience the pleasure of doing their duty, and they will easily be allured to it.
In many cases, where a fault has been publicly committed, it seems, at first view, to be necessary that it should be publicly punished; but the end will, in most cases, be answered, if it is noticed publicly, so that the pupils may know that it received attention, and then the ultimate disposal of the case, may be made a private affair, between the teacher and the individual concerned. If, however, every case of disobedience, or idleness, or disorder, is brought out publicly before the school, so that all witness the teacher's displeasure, and feel the effects of it, (for to witness it, is to feel its most unpleasant effects,) the school becomes, in a short time, hardened to such scenes. Unpleasant associations become connected with the management of the school, and the scholars are prepared to do wrong with less reluctance, since the consequence is only a repetition of what they are obliged to see every day.
Besides, if a boy does something wrong, and you severely reprove him in the presence of his class, you punish the class, almost as much as you do him. In fact, in many cases, you punish them more; for I believe it is almost invariably more unpleasant for a good boy to stand by and listen to rebukes, than for a bad boy to take them. Keep these things, therefore, as much as possible, out of sight. Never bring forward cases of discipline, except on mature deliberation, and for a distinct and well-defined purpose.
(3.) Never bring forward a case of discipline of this kind, unless you are sure that public opinion will go in your favor. If a case comes up, in which the sympathy of the scholars is excited for the criminal, in such a way as to be against yourself, it will always do more harm than good. Now this, unless there is great caution, will often be the case. In fact, it is probable that a very large proportion of the punishments which are ordinarily inflicted in schools, only prepare the way for more offences.
It is, however, possible to bring forward individual cases in such a way, as to produce a very strong moral effect, of the right kind. This is to be done by seizing uponthose peculiar emergencies, which will arise in the course of the administration of a school, and which each teacher must watch for, and discover himself. They cannot be pointed out. I may, however, give a clearer idea of what is meant, by such emergencies, by an example. It is a case which actually occurred, as here narrated.
In a school where nearly all the pupils were faithful and docile, there were one or two boys, who were determined to find amusement in those mischievous tricks, so common in schools and colleges. There was one boy in particular, who was the life and soul of all these plans. Devoid of principle, idle as a scholar, morose and sullen in his manners, he was, in every respect, a true specimen of the whole class of mischief-makers, wherever they are to be found. His mischief consisted, as usual, in such exploits as stopping up the keyhole, upsetting the teacher's inkstand, or fixing something to his desk to make a noise, and interrupt the school.
It so happened, that there was a standing feud between the boys of his neighborhood, and those of another, situated a mile or two from it. By his malicious activity, he had stimulated this quarrel to a high pitch, and was very obnoxious to the boys of the other party. One day, when taking a walk, the teacher observed a number of boys with excited looks, and armed with sticks and stones, standing around a shoe-maker's shop, to which his poor pupil had gone for refuge from them. They had got him completely within their power, and were going to wait until he should be wearied with his confinement, and come out, when they were going to inflict upon him the punishment they thought he deserved.
The teacher interfered, and by the united influence of authority, management, and persuasion, succeeded in effecting a rescue. The boy would probably have preferred to owe his safety to any one else, than to the teacher, whom he had so often tried to tease; but he was glad to escape in any way. The teacher said nothing about the subject, and the boy soon supposed it was entirely forgotten.
But it was not forgotten. The teacher knew perfectly well that the boy would, before long, be at his old tricksagain, and was reserving this story as the means of turning the whole current of public opinion against such tricks should they again occur.
One day he came to school, in the afternoon, and found the room filled with smoke; the doors and windows were all closed, though, as soon as he came in, some of the boys opened them. He knew by this circumstance, that it was roguery, not accident, which caused the smoke. He appeared not to notice it, however, said he was sorry it smoked, and asked the mischievous boy, for he was sure to be always near in such a case, to help him fix the fire. The boy supposed it was understood to be accidental, and perhaps secretly laughed at the dulness of his master.
In the course of the afternoon, the teacher ascertained, by private inquiries, that his suspicions were correct, as to the author of the mischief. At the close of school, when the studies were ended, and the books laid away, he told the scholars that he wanted to tell them a story.
He then, with a pleasant tone and manner, gave a very minute, and, to the boys, a very interesting narrative of his adventure, two or three weeks before, when he rescued this boy from his danger. He called him, however, simplya boy, without mentioning his name, or even hinting that he was a member of the school. No narrative could excite a stronger interest among an audience of school-boys, than such an one as this; and no act of kindness from a teacher, would make as vivid an impression, as interfering to rescue a trembling captive, from such a situation as the one this boy had been in.
The scholars listened with profound interest and attention, and though the teacher said little about his share in the affair, and spoke of what he did, as if it were a matter of course, that he should thus befriend a boy in distress, an impression, very favorable to himself, must have been made. After he had finished his narrative, he said,
"Now should you like to know who this boy was?"
"Yes sir;" "Yes sir;" said they, eagerly.
"It was a boy that you all know."
The boys looked around upon one another. Who could it be?
"He is a member of this school."
There was an expression of fixed, and eager, and increasing interest, on every face in the room.
"He is here now," said the teacher, winding up the interest and curiosity of the scholars, by these words, to the highest pitch.
"But I cannot tell you his name; for what return do you think he made to me? To be sure it was no very great favor that I did him; I should have been unworthy the name of teacher, if I had not done it for him, or for any boy in my school. But at any rate, it showed my good wishes for him,—it showed that I was his friend, and what return do you think he made me for it? Why, to-day he spent his time between schools in filling the room with smoke, that he might torment his companions here, and give me trouble, and anxiety and suffering, when I should come. If I should tell you his name, the whole school would turn against him for his ingratitude."
The business ended here, and it put a stop, a final stop to all malicious tricks in the school. Now it is not very often that so fine an opportunity occurs, to kill, by a single blow, the disposition to do wilful, wanton injury, as this circumstance afforded; but the principle illustrated by it,—bringing forward individual cases of transgression, in a public manner, only for the sake of the general effect, and so arranging what is said and done as to produce the desired effect upon the public mind, in the highest degree, may very frequently be acted upon. Cases are continually occurring, and if the teacher will keep it constantly in mind, that when a particular case comes before the whole school, the object is an influence upon the whole, and not the punishment or reform of the guilty individual, he will insensibly so shape his measures, as to produce the desired result.
(4.) There should be a great difference made between themeasures you taketo prevent wrong, and thefeelings of displeasureagainst wrong, when it is done. The former should be strict, authoritative, unbending; the latter should be mild and gentle. Your measures, if uniform and systematic will never give offence, however powerfully you may restrain and control. It is the morose look, the harsh expression, the tone of irritation and fretfulness which is so unpopular in school. The sins of childhood are by nine tenths of mankind enormously overrated, and perhaps none overrate them, more extravagantly, than teachers. We confound the trouble they give us, with their real moral turpitude, and measure the one by the other. Now if a fault prevails in school, one teacher will scold and fret himself about it, day after day, until his scholars are tired both of school and of him: and yet he will do nothing effectual to remove it. Another will take efficient and decided measures, and yet say very little on the subject, and the whole evil will be removed, without suspending for a moment, the good humor, and pleasant feeling, which should prevail in school.
The expression of your displeasure on account of any thing that is wrong, will seldom or never do any good. The scholars consider it scolding; it is scolding, and though it may, in many cases, contain many sound arguments and eloquent expostulations, it operates simply as a punishment. It is unpleasant to hear it. General instruction must indeed be given, but not general reproof.
(5.) Feel that, in the management of the school,youare under obligation as well as the scholars, and let this feeling appear in all that you do. Your scholars wish you to dismiss school earlier than usual on some particular occasion, or to allow them an extra holiday. Show by the manner in which you consider and speak of the question, that your main inquiry is what isyour duty. Speak often of your responsibility to your employers, not formally, but incidentally and naturally as you will speak, if you feel this responsibility.
It will assist very much too, in securing cheerful, good-humored obedience to the regulations of the school, if you extend their authority over yourself. Not that the teacher is to have no liberty from which the scholars are debarred; this would be impossible. But the teacher should submit, himself, to every thing which he requires of his scholars, unless it is in cases where a different course isnecessary.
Suppose for instance, a study card, like the one described in a preceding chapter, is made, so as to mark the time of recess and of study. The teacher near the close of recess, is sitting with a group of his pupils around him, telling them some story. They are all interested, and they see he is interested. He looks at his watch, and shows by his manner, that he is desirous of finishing what he is saying, but that he knows that the striking of the bell will cut short his story. Perhaps he says not a word about it, but his pupils see that he is submitting to the control which is placed over them: and when the card goes up, and he stops instantly in the middle of his sentence, and rises with the rest, each one to go to his own place, to engage at once in their several duties, he teaches them a most important lesson, and in the most effectual way. Such a lesson of fidelity and obedience, and such an example of it, will have more influence, than a half hour's scolding about whispering without leave, or a dozen public punishments. At least so I find it, for I have tried both.
Show then continually, that you see and enjoy the beauty of system and strict discipline, and that you submit to it yourself, as well as require it of others.
(6.) Lead your pupils to see that they must share with you, the credit or the disgrace, which success or failure may bring. Lead them to feel this, not by telling them so, for there are very few things which can be impressed upon children by direct efforts to impress them; but by so speaking of the subject, from time to time, as to lead them to see that you understand it so.
Repeat, with judicious caution, what is said of the school, both for and against it, and thus endeavor to interest the scholars in its public reputation. This feeling of interest in the institution may very easily be awakened. It sometimes springs up, spontaneously, and where it is not guided aright by the teacher, sometimes produces very bad effects upon the minds of the pupils, in rival institutions. When two schools are situated near each other, evilconsequenceswill result from this feeling, unless the teacher manages it so as to deduce good consequences. I recollect, that, in my boyish days, there was a standing quarrelbetween the boys of a town school and anacademy, which were in the same village. We were all ready, at any time, when out of school, to fight for the honor of our respective institutions, but very few were ready to be diligent and faithful, when in it, though it would seem that that might have been rather a more effectual means of establishing the point. If the scholars are led to understand that the school is to a great extent their institution, that they must assist to sustain its character, and that they share the honor if any honor is acquired, a feeling will prevail in the school, which may be turned to a most useful account.
(7.) In giving instruction on moral duty, the subject should be taken up generally, in reference to imaginary cases, or cases which are unknown to most of the scholars. If this is done, the pupils feel that the object of bringing up the subject is to do good; whereas, if questions of moral duty are only brought up, from time to time, when some prevailing or accidental fault in school calls for it, the feeling will be that the teacher is only endeavoring to remove from his own path a source of inconvenience and trouble. The most successful mode of giving general moral instruction that I have known, and which has been adopted in many schools, with occasional variations of form, is the following.
When the time has arrived a subject is assigned, and small papers are distributed to the whole school, that all may write something concerning it. These are then read and commented on by the teacher, and are made the occasion of any remarks, which he may wish to make. The interest is strongly excited to hear the papers read, and the instruction which the teacher may give, produces a deeper effect, when engrafted thus, upon something which originates in the minds of the pupils.
To take a particular case; a teacher addressed his scholars thus. "The subject for the moral exercise to day, isPrejudice. Each one may take one of the papers which have been distributed, and you may write upon them any thing you please relating to the subject. As many as have thought of any thing to write, may raise their hands."
One or two only of the older scholars gave the signal.
"I will mention the kinds of communications you can make, and perhaps what I say will suggest something to you. As fast as you think of any thing, you may raise your hands, and as soon as I see a sufficient number up, I will give directions to begin. You can describe any case in which you have been prejudiced, yourselves, either against persons or things."
Here a number of the hands went up.
"You can mention any facts relating to antipathies of any kind, or any cases where you know other persons to be prejudiced. You can ask any questions in regard to the subject, questions about the nature of prejudice, or the causes of it, or the remedy for it."
As he said this, many hands were successively raised, and at last, directions were given for them to begin to write. Five minutes were allowed, and at the end of that time the papers were collected and read. The following specimens, transcribed verbatim from the originals, with the remarks made, as nearly as they could be remembered immediately after the exercise, will give an idea of the ordinary operation of this plan.