Theory and practice of teaching, or, The motives and methods of good school keeping [microform]

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THEORY AND PRACTICE

or

TEACHING:

OB,

THE MOTIVES AND METHODS

of

GOOD SCHOOL-KEEPma

BY DAYID P.^AGE, A.M.

LATE PRINCIPAL OF THE BTATB NORIlAL flCHOOL,
ALBAirr, NSW YORK

FIFTEENTH EDITION.

A NEW YORK.
PUBLISHED BY A. S, BARNES <b CO

CINCINNATI :-H. W. DERBY & Oa
1857.

HARVARD UhMVERSin
■^UATE SCHOOL OF EDUCATION
lybQNROt C GUTAAAN LIBRARY '

.p/3

^^

EnteT«d, according to Act or Congress, in the year 18C7

Bt DAVID P. PAGE,

Okfl «;/ttrk*a Office of the District Court of the United States fnr 1k,%

District Af If ew Y«rlc.

PREFACE.

Many a meritorioas book has failed to find

readers by reason of a toilsome preface. If
tlie following volume meets a similar fate, what*
ever its merits, it shall lack a like e3[cuse.

This work has had its origin in a desire
to contribute something toward elevating an
important and rising profession. Its matter
comprises the substance of a part of the course
of lectures addressed to the classes of the In-
stitution under my charge, during the past two
years. Those lectures, unwritten at first, were
delivered in a familiar, colloquial style, — ^their
main object being the inculcation of such
practical views as would best promote the
improvement of the teacher. In writing the
matter out for the press, the same style, to con-
siderable extent, has been retained, — as I have
written with an aim at usefulness rather than
rhetorical effect.

If the term theory in the title suggests to
any mind the bad sense sometimes conveyed

PREFACE.

by that word, I would simply say, that I have
not been dealing in the speculative dreams of
the closet, but in convictions derived from the
realities of the schoolroom during some twenty
years of actual service as a teacher. Theory
may justly mean the science distinguished from
the art of Teaching, — ^but as in practice these
should never be divorced, so in the following
chapters I have endeavored constantly to illus-
trate the one by the other.

If life should be spared and other circum-
stances should warrant the undertaking, per-
haps a furtlier course comprising the Details
of Teaching may, at some future time, assume
a similar form to complete my original design.

David P. Pagb

State Normal School, )
Albany, N. F., Jan. 1, 1847. I

CONTENTS

CHAPTER L _

Tarn SpnuT or thb Tbachke ••• 9

CHAPTER IL

Re8P0N8IBILITT OP THC TlACHVR 14

Section I.— The Neglected Tree U

Section II. — ^Extent of Responsibility 18

Section HI. — ^The Auburn Prison 84

CHAPTER IIL
Habits op the Tbachbb 88

CHAPTER IV.

LiTEBABT QUALIPICATIONS OP THB TbACHBB • 48

*

CHAPTER V.
Right Views op Edvcation •••»••••• 88

CHAPTER VI.

RiOHT Modes op Teaching 75

Section I. — Pouring-in Process •• 77

Section H. — ^Drawing-out Process ••• 79

Section III. — The more excellent Way 84

Section IV. — Waking up Mind 88

SfOTioN v.— Remarks •••••••••••••••«* 86

6 CONTENTS.

CHAPTER Vn. ,^^^

GoNDuoTiMO Recitations 103

CHAPTER Vra.

Exciting an Interest in Study 119

Section I. — ^Incentives . . . Emulation 130

Section II. — Prizes and Rewards 137

Section III. — Proper Incentives 139

CHAPTER IX.

ScBooL Government 148

Section I. — ^Requisites in the Teacher for Government 148
Section II. — Means of securing Good Order. ....... 159

Section III. — Punishments . . . Improper . . . Proper. . . 176

Section IV. — Corporal Punishment 194

Section V. — ^Limitations and Suggestions 207

CHAPTER X.

School Arrangements 216

Section I. — Plan of Day's Work 223

Section II. — Interruptions 233

Section III. — Recesses 236

Section IY. — ^Assignment of Lessons 239

Section V. — ^Reviews 241

Section VI. — Examinations... Exhibitions ... Celebra-
tions 243

CHAPTER XI.

TbBTflACBlE'8 IIbLATION TO THE PARENTS OF BI8 PUPILE. 848

CONTENTS * T

CHAPTER XII.
Thc TEACBBR*fc Cars of his Health •• 850

CHAPTER XIIL
The Tbach«r*8 Relation to his pRorsssioH 970

CHAPTER XIV.

Miscellaneous Suggestions S99

Section I. — ^Things to be SYoided 1899

Section IL — Things to be performed 307

CHAPTER XV.
The Rewards or the Teacher S34

THEOBT AND PfiACTIGB

07

TEACHINQ.

CHAPTER I.

SPIRIT OF TlIE TEACHER.

Perhaps the very first question that the honest* indi
▼idual will ask himself, as he proposes to assume the
teacher's office, or to enter upon a preparation for it, will
be — " Wliat manner of spirit am I ofV^ No question
can be more important. I would by no means under
value tliat degree of natural talent — of mental power,
which all justly consider so desirable in the candidate
for the teacher^s office. But the true spirit of the
teacher^ — a spirit that seeks not alone pecuniary emol-
ument, but desires to be in the highest degree useful
to those who are to be taught ; a spirit that elevates
above every thing else the nature and capabilities of
the human soul, and that trembles under the responsi-
bility of attempting to be its educator; a spirit that
looks upon gold as the contemptible dross of earth,
when compared with that imperishable gem which is
to be polished and brought out into heaven's light to
shine forever ; a spirit that scorns all the rewards of

10 BPIRIT OF TH£ TEACHER.

TYue spirit— Motivos often wrong.

earth, and seeks that highest of all rewards, an ap
proving conscience and an approving God; a spirit
that earnestly inquires what is right, and tliat dreads
to do what is wrong ; a spirit that can recognise and
reverence the handiwork of God in every cliild, and
that bums with the desire to be instrumental in train
ing it to the highest attainment of which it is capable,
— siich a spirit is the first tiling to be sought by the
teacher, and without it the highest talent cannot make
him truly excellent in his profession.

The candidate for the office of the teacher should
look well to his motives. It is easy to enter upon the
duties of the teacher without preparation ; it is easy to
do it without that lofty purpose which an enliglilened
conscience would ever demand ; but it is not so easy
to undo the mischief which a single mistake may pro-
duce in the mind of the child, at that tender period
when mistakes are most likely to be made.

Too many teachers are found in our schools vrithout
the spirit for their work which is here insisted on. They
not only have not given attention to any preparation for
their work, but resort to it from motives of personal
convenience, and in many instances from a conscious-
ness of being unfit for every thing else ! In other
professions this is not so. The lawyer is not admitted
to the bar till he has pursued a course of thorough
preparation, and even then but warily employed. The
physician goes through his course of reading and hi^
course of lectures -ind often almost through a course
of stafvation in the country village where he first puts

SPIRIT OF THE TBACHBR. 1]

Ptepantion negtoeted.

ap his sign, before he is called in to heal the maladies
of the body. It is long before he can inspire confi-
dence enough in the people to be intrusted with their
most difficult cases of ailing, and very likely the noon
of life is passed before he can consider himself estab
lished. But it is not so with the teacher. He gains
access to the sanctuary of mind without any difficultyi
and the most tender interests for both worlds are in-
trusted to his guidance, even when he makes preten-
sion to no higher motive than that of filling up a few
months of time not otherwise appropriated, and to no
qualifications but those attained by accident. A late
writer in the Journal of Education hardly overstates
this matter : — '* Every stripling who has passed four
years within the walls of a college ; every dissatisfied
clerk, who has not ability enough to manage the tri-
fling concerns of a common retail shop ; every young
farmer who obtains in the winter a short vacation
from the toils of summer, — in short, every young
person who is conscious of his imbecility in other
business, esteems himself fully competent to train the
ignorance and weakness of infancy into all the virtue
and power and wisdom of maturer years, — to form a
creature, the frailest and feeblest xhat heaven has made,
into^ the intelligent and fearless sovereign of the whole
animated creation, the interpreter and adorer and al
most the representative of Divinity 1"

Many tliere are who enter upon the high employ
ment of teaching a common school as a secondary
object. Perhaps they are students themselves in some

12 8FIRIT OF THS TEACHER.

Teaching a Beoondaiy ol^ect— Ignonuioe does not excuse.

higher institution, and resort to this as a temporary
expedient for paying their board, while their chief
object is, to pursue their own studies and thus keep
pace with their classes. Some make it a stepping*
stone to something beyond, and, in their estimation,
higher in the scale of respectability, — treating the
employment, while in it, as irksome in the extreme,
and never manifesting so much delight as when the
hour arrives for the dismissal of their schools. Such
have not the true spirit of the teacher ; and if their
labors are not entirely unprofitable, it only proves that
children are sometimes submitted to imminent danger,
but are still unaccountably preserved by the hand of
Providence.

The teacher should go to his duty full of his work.
He should be impressed with its overwhelming im-
portance. He should feel that his mistakes, though
they may not speedily ruin him, may permanently
injure his pupils. Nor is it enough that he shall say,
** I did it ignorantly." He has assumed to fill a place
where ignorance itself is sin ; and where indifference
to the well-being of others is equivalent to willful
homicide. He might as innocently assume to be the
physician, and, without knowing its effects, prescribe
arsenic for the colic. Ignorance is not in such cases
a valid excuse, because the assumption of the place
implies a pretension to the requisite skill. Let the
teacher, then, well consider what manner of spirit hn
is of. Let him come to this work only when he has
carefully pondered its nature and its responsibilitie&b

8FIRIT or TRB TEACHBR. IS

Duigerooi to mislead mind.

and after he has devoted his best powers to a thorough
preparation of himself for its high duties. Above all|
let him be sure that his motives on entering the school-
room arc such as will be acceptable in the sight of
6od^ when viewed by the light beaming out from his
throne.

** Oh ! let not then undcfllfbl hands attempt
To play the harp whoee tones, whose liyins
Are left foreyer m the strings. Better far
That heaven's lightnings blast his yerj sool.
And sink it back tc Chaos' kiwest depths,
Than knowmgly, by word or deed, he send
A blight upon the trusting mind of yaath.''

14 RESPONSIBILITY OF THE TEACHER.

A garden.— FIoweiB.—Fniit traea.

CHAPTER IL

RESPONSIBILITY OF THE TEACHER.

SECTION I. -A NEGLECTED PEAR-TREE

Some years ago, while residing in the northeastern
part of Massachusetts, I was the owner of a small
garden. I Had taken much pains to improve the con-
dition and appearance of the place. A woodbine had
been carefully trained upon the front of the little
homestead ; a fragrant honeysuckle, supported by a
trellis, adorned the doorway ; a moss-rose, a flowering
almond, and the lily of the valley, mingled their fra-
grance in the breath of morn, — and never, in my esti-
mation at least, did the sun shine upon a lovelier,
happier spot. The morning hour was spent in "dress-
ing and keeping" the garden. Its vines were daily
watched and carefully trained ; its borders were free
from weeds, and the plants expanded their leaves and
opened their buds as if smiling at the approach of the
morning sun. There were fruit trees, too, which had
been brought from far, and so carefully nurtured, that
they were covered with blossoms, filling the air with
their fragrance and awakening the fondest hopes of an
abundant harvest.

In one corner of this miniature paradise, there was

RESPONSIBILITY OF THB TEACHKR. 16

Negleeted pear-tree ^Pruning commenood.

a ho{)-trellis ; and, in the midst of a bed of tansy hard
by, stood a small, knotty, crooked pear-tree. It liad
stood there I know not how long. It was very dimin-
utive in size ; but, like those cedars which one notices
high up the mountain, just on the boundary between
yegetation and eternal frost, it had every mark of the
decrepitude of age.

Why should this tree stand here so unsightly and
unfruitful ? Why had it escaped notice so long ? Its
bark had become bound and cracked ; its leaves were
small and curled ; and those, small as they were, were
ready to be devoured by a host of caterpillars, whose
pampered bodies were already grown to the length of
an inch. The tendrils of the hop-vine had crept about
its thorny limbs and were weighing down its growth,
while the tansy at its roots drank up the refreshing
dew and shut out the genial ray. // was a neglected
tree !

" Why may not this tree be pruned ?'* No sooner
said, than the small saw was taken from its place and
the work was commenced. Commenced? It was
hard to determine where to commence. Its knotty
branches had grown thick and crooked, and there was
scarcely space to get the saw between them. They
all seemed to deserve amputation, but then the tree
would have^ no top. This and that limb were lopped
off as the case seemed to demand. The task was
neither easy nor pleasant. Sometimes a violent stroke
would bring down upon my own head a shower of the
filtliy caterpillars ; again, the long-cherished garden-

6 RESPONSIBILITY OF THE TEACHER.

Disagreeable toil.— GrafUog of a Bartlet Pear.— Anxiety.

coat — threadbare and faded as it was — got caught, and
before it could be disengaged, what an unsightly rent
had been made ! Witli pain I toiled on, for one of
the unlucky thorns had pierced my thumb; and I
might have been said to be working on the spur cf the
occasion 1 ^

The hop-vine, however, was removed from its
boughs, the tansy and weeds from its roots, the scales
and moss from its bark. The thorns were carefully
pared from its limbs, and the caterpillars were all
shaken from its leaves. The mould was loosened
and enriched, — and the sun shined that day upon a
ong neglected^ but now a promising tree.

The time for grafting was not yet passed. One re-
putedly skilled in that art was called to put the new
scion upon the old stock. The work was readily un-
dertaken and speedily accomplished, and the assurance
was given that the Bartlet Pear — that prince among
the fruits of New England — would one day be gath-
ered from my neglected tree.

With what interest I watched the buds of the scion,
morning after morning, as the month grew warmer,
and vegetation all around was " bursting into birth !"
With what delight did I greet the first opening of
those buds, and how did I rejoice as the young shoots
put forth and grew into a fresh green top ! With ten-
der solicitude I cherished this tree for two long sum-
mers ; and on the opening of the third, my heart was
gladdened with the sight of its first fruit blossoms.
With care were the weeds excluded, the caterpillars

RESPONSIBILITY OF THE TEACHER. 17

The peara ripen.— Chagrin and mortificatioiu-'A moral garden.

exterminated^ the hop-vine clipped, the bark rubbed
and washed, the earth manured and watered. The
time of fruit arrived. The Bartlet pear was offered in
our market, — ^but my pears were not yet ripe ! With
anxious care they were watched till the frost bade the
green leaves wither, and then they were carefully gath-
ered and placed in the sunbeams within doors. They*
at length turned yellow, and looked fair to the sight
and tempting to the taste ; and a few friends, who had
known their history, were invited to partake of them.
They were brought forward, carefully arranged in the
best dish the humble domicil afforded, and formally
introduced as the first fruits of the " neglected tree"
What was my chagrin and mortification, after all my
pains and solicitude, after all my hopes and fond an-
ticipations, to find they were miserable, tasteless —
choke pears ! ,

This pear-tree has put me upon thinking. It has
suggested that there is such a thing as a moral gar*
den, in which there may be fair flowers indeed, but
also some neglected trees. The plants in this gar-
den may suffer very much from neglect, — from neg-
lect of the gardener. It is deplorable to see how
many crooked, unseemly branches shoot forth from
some of these young trees, which early might have
been trained to grow straight and smooth by the hand
of cultivation. Many a youth, running on in his own
way, indulging in deception and profanity, yielding to
temptation and overborne by evil influences, polluting
oy his example and wounding the hearts of his best

18 RESPONSIBILITY OF THE TEACHIBII.

Many neglected treo0.~lnfancy.

friends as they yeam over him for good, has reminded
me of my neglected tree^ its caterpillars, its roughened
bark, its hop-vine, its tansy bed, its cruel piercing
thorns. And when I have seen such a youth brought
under the influence of the educator, and have wit-
nessed the progress he has made and the intellectual
* promise he has given, I have also thought of my neg^
lected tree. When, too, I have followed him to the
years of maturity, and have found, as I have too often
found, that he brings not forth "the peaceable fruits
of righteousness," but that he disappoints all the
fondly-cherished hopes of- his friends — perhaps of his
wn teachers, because the best principles were not en-
grafted upon him, I again think of my neglected tree,
and of the unskillful, perhaps dishonest gardener, who
acted as its responsible educator.

From the above as a text, several inferences might
be drawn. 1. Education is necessary to develop the
human soul. 2. Education should begin early. Wc
have too many neglected trees. 3. It should be right
education. And 4. The educator should be a safe and
an honest man ; else the education may be all wrong,
— may be worse even than the neglect.
But especially we may infer that

SECTION n.-THE TEACHEB IS RESPONSffiLE.

It is the object of the following remarks feebly to il-
lustrate the extent of the teacher's responsibihty. It
must all along be borne in mind that he is not cdone
responsible for the results of education. The parent

RB8P0NSIBIL1TT OF THE TEACHSA. 19

Extent of teacher's xesponabUity.— Bodily health.

has an overwhelming responsibility, which he can never
part with or transfer to another while he holds the re-
lation of parent.

But the teacher is responsible in a very high de
gree. An important interest is committed to his charge
whenever a human being is placed under his guidance.
By taking the position of the teacher, all the responsi-
bility of the relation is voluntarily assumed ; and he is
fearfully responsible not only for what he does^ but
also for what he neglects to do. And it is a responsi-
bility from which he cannot escape. Even though he
may have thoughtlessly entered upon the relation of
teacher, without a single glance at its obligations ; or
though, when reminded of them, he may laugh at the
thought, and disclaim all idea of being thus seriously
held to a fearful account, — ^yet still the responsibility is
on him. Just as true as it is a great thing to guide
the mind aright, — just as true as it is a deplorable,
nay, fatal thing to lead it astray, so true is it that he
who attempts the work, whether ignorant or skillful,
whether thoughtless or serious, incurs all the responsi-
bility of success or failure, — a responsibility he can
never shake off as long as the human soul is immortal,
and men are accountable for such consequences of
their acts as are capable of being foreseen.

I, The teacher is in a degree responsible for the
BODILY HEALTH of the cMld. It is well established that
the foundation of many serious diseases is laid in the
school-room. These diseases come sometimes from a
neglect of exercise ; sometimes from too long confine

20 RESPONSIBILITY OF THE TBACHBK.

LawB of physical heaIth.~NervoaB sxcitomeiit

ment in one position, or upon one study ; sbmetimeB
from over-excitement and over-study ; sometimes from
breathing bad air; sometimes from being kept too
warm or too cold. Now the teacher should be an in-
telligent physiologist ; and from a knowledge of what
the human system can bear and what it cannot, he is
bound to be ever watchful to guard against all those
abuses from which our children so often suffer. £s
pecially should he be tremblingly alive to avert that
excitability of the nervous system, the over-action of
which is so fatal to the future happiness of the indi-
vidual. And should he, by appealing to the most ex-
citing motives, encourage the delicate child to press on
to grasp those subjects which are too great for its com-
prehension, and allow it to neglect exercise in tha open
air in order to task its feverish brain in the crowded
and badly ventilated school-room ; and then, in a few
days, be called to look upon the languishing sufferer
upon a bed of exhaustion and pain — ^perhaps a bed of
premature deatli, could he say, '' I am not responsi-
ble T Parents and teachers often err in this They
are so eager to develop a precocious intellect, that they
crush the casket in order to gratify a prurient desire to
astonish the world with the brilliancy of the gem.
Each is responsible for his share of this sin ; and the
teacher especially, because by his education he should
know better.

II. The teacher is mainly responsible for the intel-
lectual GROWTH of the child. This may be referred
chiefly to the following heads : —

RB8PON8IBILITY OF THE TSACHBR. 21

Natural ovdor.^Reading, 4cc.~Menlal AriUmiMtie.

1 . The order of study. There b a natural order in
the education of the child. The teacher should know
this. If he presents the subjects out of this order, he
is responsible for the injury. In general, the elements
should be taught first. Those simple branches which
the child first comprehends, should first be presented.
Readings of course, must be one of the first ; though
I think the day is not distant when an enlightened
community will not condemn tlie teacher, if, while
teaching reading, he should call the child's attention
by oral instructions to such objects about him as he
can comprehend, even though in doing this he should
somewhat prolong the time of learning to read. It is
indeed of little consequence that the child should read
words simply; and that teacher may be viewed as
pursuing the order of nature, who so endeavors to de*
velop the powers of observation and comparison, that
words when learned shall be the vehicles of ideas.
Some further suggestions on this point will be made in
the chapter entitled " Waking up MindJ^

Next to Reading and its inseparable companions —
Spelling and Defining^ I am inclined to recommend
the study of Mental Arithmetic. The idea of Number
is one of the earliest in the mind of the child. He"
can be early taught to count, and quite early to per-
form those operations which we call adding, subtract-
ing, multiplying, and dividing. This study at first
needs no book. The teacher should be thoroughly
versed in " Colburn's Intellectual Arithmetic," or its
equivalent, and he can find enough to interest the

S2 RESPONSIBILITY OF THE TEACHER.

Recite without book.— Geography and History.

child. When the scholar has learned to read, and has
attained the age of six or seven, he may be allowed a
book in preparing his lesson^ but never during the
recitation. Those v^ho have not tried this kind of
mental discipline, will be astonished at the facility
which the child acquires, for performing operations that
often puzzle the adult. Nor is it an unimportant ac-
quisition. None can tell its value but those who have
experienced the advantage it gives them in future
school exercises and in business, over those who have
never had such training.

Geography may come next to Mental Arithmetic.
The child should have an idea of the relations of size,
form, and space, as well as number, before commen-
cing Geography. These, however, he acquires natu-
rally at an early age; and very thoroughly, if the'
teacher has taken a little pains to aid him on these
points in tlie earliest stages of his progress. A map
is a picture, and hence a child welcomes it. If it can
be a map of some familiar object, as of his school-
room, of the school district, of his father's orchard or
farm, it becomes an object of great interest. A mapu
of his town is very desirable, also of his county and
his own state. Further detail will be deferred here, as
it is only intended in this place to hint at the order of
taking up the subjects.

History should go hand in hand with Geography.
Perhaps no greater mistake is made than that of de-
ferring History till one of the last things in the child'n
course.

RESPONSIBILITY OF THE TEACHER. 23

Writing.'Written Arithmetic.— CompoBitioii.—Gmiii]mr.

Writing may be early commenced with the pencd
upon the slate, because it is a very useful exercise to
the child in prosecuting many of his other studies*
But writing with a pen may well be deferred till the
child is ten years of age^ when the muscles shall hayo
acquired sufficient strength to grasp and guide it.

Written Arithmetic may succeed the mental; in
teed, it may be practised along with it.

Composition — ^perhaps by another name, as Descrip
tion — should be early commenced and very frequently
practised. The child can be early interested in this^
and he probably in this way acquires a better know-
ledge of practical grammar than in any other.

Grammar^ in my opinion, as a study, should be one
of the last of the common school branches to be taken
up. It requires more maturity of mind to understand
its relations and dependencies than any other; and
that which is taught of grammar without such an un-
derstanding, is a mere smattering of technical terms^
by which the pupil is injured rather than improved,
it may be said, that unless scholars commence this
branch early, they never will have the opportunity to
learn it. Then let it go unlearned; for as far as I
have seen the world, I am satisfied that this early and
superficial teaching of a difficult subject is not only
useless but positively injurious. How many there are
who study grammar for years, and then are obliged to
confess in after life, because " their speech bewrayeih"
them, that they never understood it ! How many,
by the too early study of an intricate branch, make

P4 RESPONSIBILITY OF TH£ TEACHER.

^^i— — — ~"^— "^^^■"*' '' -'■ I- .i.iii ^^^.^— — ^— ^— ^— ^— »^

How to study.— Not woids, but thonghtB.

themselves think they understand it, and thus prevent
the hope of any further advancement at the proper
age ! GrammaTythen^should not be studied too early.

Of the manner of teaching all these branches, I shall
have more to say in due time. At present I have only
noticed the order in which they should be taken up.
This is a question of much consequence to the child,
and the teacher is generally responsible for it. He
should therefore carefully consider this matter, that he
may be able to decide aright.

2. The manner of study. It. is of quite as much
importance how we study, as what we study. Indeed
I have thought that much of the difference among
men could be traced to their different habits of study,
formed in youth. A large portion of our scholars
study for the sake of preparing to recite the lesson.
They seem to have no idea of any object beyond
recitation. The consequence is, they study mechan-
ically. They endeavor to remember phraseology,
rather than principles ; they study the book, not the
subject. Let any one enter our schools and see the
scholars engaged in preparing their lessons. Scarcely
one will be seen, who is not repealing over and over
again the words of the text, as if there was a saving
charm in repetition. Observe the same scholars at
recitation, and it is a struggle of the memory to recall
the forms of words. The vacant countenance too often
indicates that ihey are words without meaning. This
difficulty is very much increased, if the teacher is
confined to the text-book during recitation ; and par-

RKSPOKSIBILITY OF THX TXACHBft. M

Teacfaer'B duty.— Boola but helpfc— SUidy tkj^eU,

ticularly, if he relies mainly upon the printed qtte^iiom
■o often found at the bottom of the page.

The scholar should be encouraged to study the tuh*
ject ; and Jiis book should be held merely as the in*
strument. ''Books are but helps/* is a good motto
for every student The teacher should often tell how
the lesson should be learned. His precept in this
matter will often be of use Some scholars will learn
a lesson in one tenth of the time required by others.
Human life is too short to have any of it employed
to disadyaiitage. The teacher, then, should inculcate
such habits of study as are valuable ; and he should
be particularly careful to break up, in the recitations,
those habits which are so grossly mechanical. A child
may almost be said to be educated, who has learned to
study aright ; while one may have acquired in the me*
chanical way a great amount of knowledge, and yet
have no profitable mental discipline.

For this difference in children, as well as in men, the
teacher is more responsible than any other person
Let him carefully consider this matter.

3. Collateral study. Books to be sure are to be
studied, and studied chiefly, in most of our schools.
But there is much for the teacher to do toward the
growilh of the mind, which is not to be found in the
school-books ; and it is the practical recognition of this
fact which constitutes the great difference in teachers.
Truth, in whatever department, is open to the faithful
teacher. And there is such a thing, even in the pres-
ent generation, as " opening the eyes of the blind," to

d

26 RESPONSIBILITY OF THE TEACHER.

--^"^^ I.I I j^^^p.— .^

. Teaching to observe.^Mind not to be crammed.

discover things new and old, in nature, in the arts, in
history, in the relation of things. Without diminishing,
in the least, the progress of the young in study, their
powers of observation may be cultivated, Jheir percep-
tion quickened, their relish for the acquisition of know-
ledge indefinitely increased, by the instrumentality of
the teacher. This must of course be done adroitly.
There is such a thing as excessively cramming the
mind of a child, till he loathes every thing in the way
of acquisition. There is such a thing, too, as exciting
an all-pervading interest in a group of. children, so thai
the scholar shall welcome the return of school hours,
and, by his cheerful step and animated eye, as he seeks
the school-house, disclaim, as false when applied to
him, the language of the poet, who described the
school-boy of his darker day, —

" with his satchel,
And shining morning face, creeping, like mailt
Unwillingly to school."

The teacher, who is responsible for such a result,
should take care to store his own mind with the mate-
rial, and exercise the ingenuity, to do that which is of
so much consequence to the scholar. The chapter on
"Waking up Mind" will give some further hints to
the young teacher.

III. The teacher is in a degree responsible for the

MORAL TRAINING of the chUd.

I say-tVi a degree, because it is confessed that in
this matter very much likewise depends upon parental
mfiuence.

AESP0N8IBILITY OF THE TEACHER 27

Moral traming neglected.— Precept.~ExainpIe.

This education of the heart is confessedly too much
neglected in all our schools. It has often been re-
marked that '* knowledge is power/' and as truly that
" knowledge without principle to regulate it may make
a man a powerful villain !" It is all-important that our
youth should early receive such moral training, as
shall make it safe to give them knowledge. Very
mi}ch of this work must devolve upon the teacher ; or
rather, when he undertakes to teach, he assumes the
responsibility of doing or of neglecting this .work.

The precept of the teacher may do much toward
teaching the child his duty to God, to himself, and to
his fellow-beings. But it is not mainly by precept
that this is to be done. Sermons and homilies are
but little heeded in the school-room; and unless the
teacher has some other mode of reaching the feelings
and the conscience, he may despair of being success-
ful in moral training.

The teacher should be well versed in human nature.
He should know the power of conscience and the
meaiis of reaching it. He should himself have deep
principle. His example in every thing before his
school, should be pure, flowing out from the purity
of his soul. He should ever manifest the tenderest re-
gard to the law of right and of love. He should never
violate his own sense of justice, nor outrage that of
his pupils. Such a man teaches by his example. He
is a "living epistle, known and read of all." He
teaches, as he goes in and out before the school, as
words can never teach* ^

28 RESPONSIBILITY OF THE TEACHER.

Conscieuce can be cuItivated.—How ?

The moral feelings of children are capable of sys-
tematic and successful cultivation. Our muscles ac-
quire strength by use ; it is so with our intellectual
and moral faculties. We educate the power of calcu-
lation by continued practice, so that the proficient adds
the long column of figures almost with the rapidity of
sight, and with infallible accuracy. So with the moral
feelings. " The more frequently we use our con-
science," says Dr. Wayland, " in judging between ac-
tions, as right and wrong, the more easily shall we
learn to judge correctly concerning them. He who,
before every action, will deliberately ask himself, * Is
this right or wrong ?' will seldom mistake what is his
duty. And children may do this as well as grown
persons." Let the teacher appeal as often as may be
to the pupil's conscience. In a thousand ways can
this be done, and it is a duty the faithful teacher owes
to his scholars.

By such methods of cultivating the conscience as
the judicious teacher may devise, and by his own pure
example, what may he not accomplish? If he ioves
the truth, and ever speaks the trnth; if he is ever
frank and sincere ; if, in a word, he shows that he
has a tender conscience in all things, and that he
always refers to it for its approval in all his acts, —
what an influence doee he exert upon the impressible
minds under his guidance ! How those children will
observe his consistent course ; and, though they may
not speak of it, how great will be its silent power
upon the formation of their characters ! And in future

RE8PON8IBILITT Or THE TBaCHBE. S9

Evil example to be dreaded.— CoosequeDcee.

years, when they ripen into maturity^ how will they
remember and bless tlie example they shall have found
so safe and salutary.

Responsibility in this matter cannot be avoided*
The teacher by his example does teach^ for good or
for evil, whether he will or not. Indifference will not
excuse him ; for when most indifferent he is not less
accountable. And if his example be pernicious, as.
too often even yet the example of the teacher is ; if he
indulges in outbreaks of passion, or wanders in the
mazes of deceitfulness ; if the blasphemous oath pol-
lutes his tongue, or the obscene jest poison/ his
breath ; if he trifles with the feelings or the rights
of others, and habitually violates his own conscience,
— what a blighting influence is his for all coming
time !

With all the attachment which young pupils will

cherish even toward a bad teacher, and with all the

confidence they will repose in him, who can describe

the mischief which he can accomplish in one short

term ? The school is no place for a man without

principle; I repeat, the school is no place for a

MAN WITHOUT PRINCIPLE. Let such a man seek a

livelihood anywhere else ; or, failing to gain it by

other means, let starvation seize the body, and send

the soul back to its Maker as it is, rather than he

should incur the fearful guilt of poisoning youthful

minds and dragging them down to his own pitiable

level. If there can be one sin greater than anotlier,

on which heaven frowns with more awful displeasure.

3*

30 RESPONSIBILITY OF THK TEACHER.

Trample not on the mind.— Religion our glory— our hope.

it is that of leading the young into principles of errof
and the debasing practices of vice.

" Oh, wo to those who trample on the mind,
That deathless thing I Tliey know not what tliey do,
Nor what they deal with. Man, perchance, may bind •
The flower his step hath bruised ; or light anew
Tlie torch he quenches ; or to music wind
Again the lyre-string from his touch that flew ;—
But for the soul, oh, tremble and beware
To lay rude hands upon God's mysteries there !*'

Let then the teacher study well his motives when
be enters this profession, and so let him meet his re-
sponsibility in this matter as to secure the approval of
his own conscience and his God.

IV. The teacher is to some extent responsible for
the RELIGIOUS TRAINING of the j/oung.

We live in a Christian land. It is our glory, if not
our boast, that we have descended from an ancestry
that feared God and reverenced his word. Very justly
we attribute our superiority as a people over those who
dwell in the darker portions of the world, to our purer
faith derived from that precious fountain of truth- — the
Bible. Very justly, too, does the true patriot and phi-
lanthropist rely upon our faith and practice as a Chris-
tian people ^r the permanence of our free institutions
and our unequaled social privileges.

If we are so much indebted, then, to the Christian
religion for. what we are, and so much dependent upon
its life-giving truths for what we may hope to be, — how
important is it that all our youth should be nurtured
under its iniluencep- 1

RESPONSIBILITY OP THE TEACHER. 81

Avoid Bectarianiam.— O>minon ground.— Exemplified.

When I say religious training, I do not mean sec-
tarianism. In our public schools, supported at the
public expense, and in which the children of all de
nominations meet for instruction, I do not think that
any man has a right to crowd his own peculiar notions
of theology upon all, whether they are acceptable or
not. Yet there is common ground which he can oc-
cupy, and to which no reasonable man can object.
He can teach a reverence for the Supreme Being,
a reverence for his Holy Word, for the influences
of his Spirit, for the character and teachings of the
Savior, and for the momentous concerns of eter-
nity. He can teach the evil of sin in the sight of
God, and the awful consequences of it upon the indi
vidual. He can teach the duty of repentance, and the
privilege of forgiveness. He can teach our duty to
worship God, to obey his laws, to seek the guidance
of his Spirit, and the salvation by his Son. He can
illustrate the blessedness of the divine life, the beauty
of holiness, and the joyful hope of heaven ; — ^and to
all this no reasonable man will be found to object, so
long as it is done in a truly Christian spirit.

If not in express words, most certainly his life and
example should teach this. Man is a religious being.
The religious principle should be early cultivated.
It should be safely and carefully cultivated ; and, as
this cultivation is too often entirely neglected by
parents, unless it is attempted by the teacher, in many
cases it will never be effected at all.

Of course all those points which separate the com

88 REBPONSIBILITI' OF THE TEACHBR.

Danger of akepticifiin.— Who is sufficient !

munity into sects, must be left to the family, the sab
bath-school, and the pulpit. The teacher is responsi«
ble for his honesty in ihis matter. While he has no
right to lord it over the private conscience of any one,
be is inexcusable, if, believing the great truths of the
Bible, he puts them away as if they concerned him
not. They should command his faith, and govern his
conduct ; and their claims upon the young should not
be disowned.

At any rate, the teacher should be careful that his
teaching and his example do not prejudice the youthful
mind against these truths. It is a hazardous thing for
a man to be skeptical by himself, even when he locks
lii» opinions up in the secrecy of his own bosom ; how
great then is the responsibility of teaching the young
to look lightly upon the only book that holds out to us
the faith of immortality, and opens to us the hope of
heaven! Let the teacher well consider this matter,
and take heed that his teaching shall never lead one
child of earth away from his heavenly Father, or from
the rest of the righteous in the home of the blest.

In view of what has been said, the young candidate
for the teacher's office, almost in despair of success,
may exclaim, "Who is sufficient for these things?**
"Who can meet and sustain such responsibility?'*
My answer is, the true inquirer after duty will not go
astray. He is insufficient for these things, who is
self-confident, who has not yet learned his own weak
nessy who has never found out his own faults, and wh

RESPONSIBILITY OF THE TEACHER. 33

iBttZouaable indifferenoe.— The honeit inquinr may hope.

rushes to this great work, as the unheeding ''horse
rusheth into the battle/' not knowing whither he goeth,
Alas, how many there are who enter this profession
without the exercise of a single thought of tlie respon-
sibleness of the position, or of any of the great ques-
tions which roust in their schools, for the first time be
presented for their decision ! How many there are
who never reflect upon the influence of their example
before the young, and are scarcely conscious that their
example is of any consequence ! Such, in the highest
sense, will fail of success. How can they be expect-
ed to go right, where there is only one right way, but
a thousand wrong ? Let such persons pause and con-
sider, before they assume responsibilities which they
can neither discharge nor evade. Let such ask with
deep solicitude, " Who is sufficient for these things Y*
But to the young person really desirous of improve-
ment ; to him who has taken the first and important
step toward knowledge, by making the discovery that
every thing is not already known ; to him who sees
beforehand that there are real difficulties in this pro-
fession, and who is not too proud or self-conceited to
fee] the need of special preparation to meet them; to<
him who has some idea of the power of example in
the educator, and who desires most of all things that
his character shall be so pure as to render his ex-
ample safe ; to him who has discovered that there are
some deep mysteries in human nature, and that they
are only to be fathomed by careful study to him who
really feels that a great thing is to be done, and who

di RESPONSIBILITY OF THE TEACHER.

Visit to the priEH>n.'— Neatness and order.— An inquiry.— Library.

has the sincere desire to prepare himself to do it
aright ; to nim, in short, who has the true spirit of the
teacher, — I may say, there is nothing to fear. An
honest mind, with the requisite industry, is sufficient
for these things.

SECTION ni.-THE AUBURN STATE PRISON.

During my visit at Aubuni in the autumn of 1845,
I was invited by a friend to visit the prison, in which
at that time were confined between six and seven hun-
dred convicts. I was first taken through the various
workshops, where the utmost neatness and order pre
vailed. As I passed along, my eye rested upon one
after another of the convicts, I confess, with a feeling
of surprise. There were many good-looking men.
If, instead of their parti-colored dress, they could have
been clothed in the citizen's garb, I should have
thought them as good in appearance as laboring men
in general. And when, to their good appearance, was
added their attention to their work, their ingenuity,
and the neatness of their work-rooms, my own mind
began to press the inquiry, Why are these men here ?
It was the afternoon of Saturday. Many of them had
completed their allotted work for the week, and with
happy faces were performing the customary ablutions
preparatory to the sabbath. Passing on, we came to
the library, a collection of suitable books for the con-
victs, which are given out as a reward for diligence to
those who have seasonably and faithfully performed

EC8PON8IBILITT OF THV TEACHBE.

Wyatt the mimlerar.— Sabbath morn.— <3eiMnl view.

their labor. Here were many who had come to take
their books. Their faces beamed with delight as they
each bore away the desired volumei^ just as I had seen
the faces of the happy and the free do before. Why
are these men here f was again pressed upon me ; —
why are these men here ?

At this time the famous Wtatt, smce executed
upon the gallows for his crime, was in solitary confine-
ment, awaiting his trial for the murder of Gordon, a
fellow-prisoner. I was permitted to enter his room.
Chained to the floor, he was reclining upon his mat-
tress in the middle of his apartment. As I approached
him, his large black eye met mine. He was a hand-
some man. His head was well deyeloped, his long
black hair hung upon his neck, and his eye was one
of the most intelligent I ever beheld. Had I seen him
in the senate among great men, — ^had I seen him in a
school of philosophers, or a brotherhood of poets, I
should probably have selected him as the most remark-
able man among them all, without suspecting his dis-
tinction to be a distinction of villany. Why is that
man here ? thought I, as I turned away to leave him
to his dreadful solitude.

The morrow was the Sabbath. I could not repress
my desire to see the convicts brought together for
worship. At the hour of nine I entered their chapel,
and found them all seated in silence. I was able to
see most of the faces of this interesting congregation.
It was by no means the worst looking congregation I
had ever seen. There were evidently bad men there ;

XESPOirSIBILITY OP THE TBACHSU.

Wonih|P*'~^>>>8i'>8< — Pi ay or. — Deep feeling.

lilt what ccngregation oi free men does not pregent
0ome such ?

They awaited in silence the commencement of tho
service. When the morning hymn was read, they
joined in the song, the chorister being a colored man
of their own number. -^They sung as other congre-
gations sing, and my voice joined with theirs. The
bcripture was read. They gave a respectful atten-
tion. The prayer was begun. Some bowed in ap-
parent reverence at the commencement. Others sat
erect, and two or three of these appeared to be the
hardened sons of crime. The chaplain's voice was
of a deep, perhaps I should say, a fatherly tone, and
be seemed to have the father's spirit. He prayed for
these "wayward ones," who were deprived of their
liberty for their oflfenses, but whom God would welcome
to his throne of mercy. He prayed for their homes,
and for their friends who this day would send their
thoughts hither in remembrance of those in bonds.
He alluded to the scenes of their childhood, the soUci-
tude of their early friends, and the affection of their
parents. When the words home, friend, childhood,
were heard, several of those sturdy sons of crime and
wretchedness instinctively bowed their heads and con-
cealed their faces in their hands ; and as a father^s
blessing and a mother's love vf ere alluded to, more than
one of these outcasts from society, were observed to
/4»sh the scalding tear from the eye. These men
J^eel like other men, — why are they here 1 was again
be thought which forced itself upon my mind ; and

HESPONSIBILITT Or THE TBACREK* SI
The qncrtion again.— ^SpeculatioB.— T heir teaehew.

while the chaplain proceeded to liis sermon, in the
midst of the silence that pervaded the ro<Hn, my mind
ran back to their educators. Once these men were
children like others. They had feelings like other chil*
dren, affection, reverence, teachableness, conscience,—
why are they here ? Some, very likely, on account of
their extraordinary perversity ; but most because they
had a wrong education. More than half, undoubtedly,
have violated the laws of their country not from extra*
ordinary viciousness, but from the weakness of their
moral principle. Tempted just like other and better
men, they fell^ because in early childhood no one had
cultivated and strengthened the conscience God had
given them. I am not disposed to excuse the vices of
men, nor to screen them from merited punishment;
neither do I worship a "painted morality," based solely
upon education^ thus leaving nothing for the religion
of the Bible to accomplish by purifying the heart, that
fountain of wickedness : yet how many of these men
might have been saved to society ; how many of them
have powers which under different training might have
adorned and blessed their race ; how many of them may
date their fall to the evil influence and poisonous ex-
ample of some guide of their childhood, some recreant
teacher of their early days, — God only knows ! But
what a responsibility still rests upon the head of any
-j^ such teacher, if he did not know, or did not try to know,
the avenue to their hearts ; if he did not feel or try to fee.
the worth of moral principle to these very fallen ones I
And what would be his feelings if he could look back

38 lOBdPONSIBILITT OF THE TBACHER.

View to the final Judgment.— Study to know, and to do.

through the distant days of the past, and count up
exactly the measure of his own faithfulness and of his
own neglect ? This the all-seeing eye alone can do, —
this He who looketh upon the heart ever does !

Teachers, go forth, then, conscious of your responsi-
bility to^ your pupils, conscious of your accountability
to God, go forth and teach this people ; and endeavor
so to tecchy that when you meet your pupils, not in
the walks of life merely, not perhaps in the Auburn
Prison, not indeed upon the shores of time, but at the
final Judgment, where you must meet them all, you
may be able to give a good account of the influence
which you have exerted over mind. As it may then
be forever too late to correct your errors and efface
any injury done, study now to act the part of wisdom
and the part of love.

Study the human heart by studymg the workings of
your own; seek carefully the avenues to the affec-
tions ; study those higher motives which elevate and
ennoble the soul ; cultivate that purity which shall al-
lure the wayward, by bright example, from the paths of
error ; imbue your own souls with the love of teach-
ing and the greatness of your work ; rely not alone
upon yourselves, as if by your own wisdom and might
you could do this great thing ; but seek that direction
which our heavenly Father never withholds from the
honest inquirer after his guidance, — and though the
teacher's work is, and ever must be, attended with
overwhelming responsibility, you will be sufficient

FOR THESE THINGS

FBR80MAL HABITS, ETC. 39

The teacher a model.— Impoitance of Rood habita.

CHAPTER III.

PERSONAL HABITS OF THE TEACHER.

The importance of correct habits to any individual
cannot be overrated. The influence of the teacher is
so great upon the children under his care, either for
good or evil, that it is of the utmost importance to
them as well as to himself that his habits should be
unexceptionable. It is the teacher's sphere to improve
the community in which he moves, not only in learn-
ing, but in morals and manners ; in every thing that is
" lovely and of good report." This he may do partly
by precept, — but very much by example. He teaches^
wherever he is. His manners, his appearance, his
character, are all the subject of observation, and to a
great extent of imitation, by the young in his district.
He is observed not only in the school, but in the fam-
ily, in the social gathering, and in the religious meet-
ing. How desirable then that he should be a model in
all things !

Man has been said to be a " buildle of habits ;" and
it has been as pithily remarked — " Happy is the man
whose habits are his friends." It were well if all per-
sons, before they become teachers, would attend care-
fully to the formation of their personal habits. This,

40 PERSONAL HABITS

Cleanliness.— Ablution.— The teeth.— Tlie nails.

unhappily, is not always done, — and therefore I shall
make no apology for introducing in this place some
very plain remarks on what I deem the essentials
among the habits of the teacher.

1. Neatness. This implies cleanliness of the per-
son. If some who assume to teach were not proverbial
for their slovenliness, I would not dwell on this point.
On this point, however, I must be allowed great plain-
ness of speech, even at the expense of incurring the
charge of excessive nicety ; for it is by attending to a
few little things that one becomes a strictly neat per-
son. The morning ablution, then, should never be
omitted, and the comb for the hair and brush for the
clothes should always be called into requisition before
the teacher presents himself to the family, or to his
school. Every teacher would very much promote his
own health by washing the whole surface of the body
every morning in cold water. This is now done by
very many of the most enlightened teachers, as well as
others. When physiology is better understood, this
practice will be far more general. To no class of
persons is it more essential than to the teacher ; for on
account of his confinement, often in an unventilated
room, with half a hundred children during the day,
very much more is demanded of the exhalents in him
than in others. His only safety is in a healthy action
of the skin.

The teeth should be attended to. A brush and
clean water have saved many a set of teeth. It is bad
enough to witness the deplorable neglect of these im-

OF THE TEACHER. • 41

- -~ I II ■ - — —
Aml gar habit—Neat droM.— Tobaooo.->A panle.

portant organs so prevalent in the community ; but it
is extremely mortifying to see a filthy set of teeth in
the mouth of the teacher of our youth. The nuilSf
tooy I am sorry to say, are often neglected by some of
our teachers, till their ebony tips are any thing but
ornamental. This matter is made worse, when, in the
presence of the family or of the school, the penknife
is brought into requisition to remove that which should
have received attention at the time of washing in the
morning. The teacher should remember that it is a
vulgar habit to pare or clean the nails while in the
presence of others, and especially during conversation
with them.

The teacher should be neat in his dress, I do not
urge that his dress should be expensive. His income
ordinarily will not admit of this. He may wear a very
plain dress ; nor should it be any way singular in its
fashion. All I ask is, that his clothing should be in
good taste, and always clean, A slovenly dress, covered
with dust, or spotted with grease, is never so much out
of its proper place, as when it clothes the teacher.

While upon this subject I may be indulged in a
word or two upon the use of tobacco by the teacher.
It is quite a puzzle to me to tell why any man but
a Turk, who may lawfully dream away half his ex-
istence over the fumes of this filthy narcotic, should
ever use it. Even if there were nothing wrong in
the use of unnatural stimulants themselves, the fil-
thiness of tobacco is enough to condemn it among
teachers, especially in the form of chewing. It is cer

42 • PERSONAL HABITS

i—*»i—— — — — ^— ^ ■ M ■»■■■■■■■ .1 .1 ■■ I !■ ..I II ■■ av

Improved taste.— Order, system.— Courtesy of language.

tainly worth while to ask whether there is not spme
moral delinquency in teaching this practice to the
young, while it is admitted, by nearly all who have
fallen into the habit, to be an ^il, and one from which
they would desire to be delivered. ' At any rate, I hope
the time is coming, when the good taste of teachers,
and a regard for personal neatness and the comfort of
others, shall present motives sufficiently strong to in-
duce them to break away from a practice at once so
unreasonable and so disgusting.

2. Order. In this place I refer to that system and
regularity so desirable in every teacher. He should
practise it in his room at his boarding-house. Every
thing should have its place. His books, his clothing,
should all be arranged with regard to this principle.
The same habit should go with him to the school-
room. His desk there should be a pattern of orderly
arrangement. Practising this himself, he may with
.propriety insist upon it in his pupils. It is of great
moment to the teacher, that, when he demands order
and arrangement among his pupils, they cannot appeal
to any breach of it in his own practice.

3. Courtesy, The teacher should ever be cour-
teous, both in his language and in his manners. CouT"
test/ of language may imply a freedom from all coarse-
ness. There is a kind of communication, used among
boatmen and hangers-on at bar-rooms, which should
find no place in the teacher's vocabulary. All vulgar
jesting, all double-entendres, all low allusions, should
be forever excluded from his mouth. And profanity

OF THE TEACHER. 48

Profanity.— Purity.— Accuiucy.—CourteBy of manner.

_] M

— can it be necessary that I should speak of this as
among the habits of the teacher? Yes, it is even so.
Such is the want of moral sense in the community,
that men are still employed in some districts, whose
ordinary conversation is poisoned with the breath of
blasphemy; ay, and even the walls of the school-
room resound to undisguised oaths ! I cannot find
words to express my astonishment at the indifference
of parents, or at the recklessness of teachers, wherever
J know such cases to exist.

Speaking of the language of the teacher, I might
urge also that it should be both pure and accurate.
Pure as distinguished from all those cant phrases and
provincialisms which amuse the vulgar in certain lo-
calities ; and accurate as to the terms used to express
his meaning. As the teacher ieackes in this, as in
every thing, by example as well as by precept, he
should be very careful to acquire an unexceptionable
use of our language, and never deviate from it in the
hearing of his pupils or elsewhere.

There is a courtesy of manner also, which should
characterize the teacher. This is not that ridiculous
obsequiousness which some persons assume, when
they would gain the good opinion of others. It is true
politeness. By politeness I do not mean any particular
form of words, nor any prescribed or prescribable
mode of action. It does not consist in bowing ac-
cording to any approved plan, nor in a compliance
simply with the formulas of etiquette in the fashion-
able world. True politeness is founded in benevo-

44 PERSONAL HABITS

Politeness, in the teacher.— Anecdote,— The secret.

lence. Its law is embodied in the golden rule of the
Savior : — " Whatsoever ye would that men should do
to you, do ye even so unto them." It is the exercise
of real kindness. It entertains a just regard for the
feelings of others, and seeks to do for them what
would make them really happy.

The teacher should possess this quality. When-
ever he meets a child, it should be with the looks and
words of kindness. Whenever he receives any token
of regard from a pupil, he should acknowledge it in
the true spirit of politeness. Whenever he meets a
pupil in the street, or in a public place, he should cor-
dially recognise him. In this way and a thousand
others, which, if he have the right spirit, will cost him
nothing, he will cultivate true courtesy in his pupils.
He can do it in this way more efiectually than he car
by formally lecturing upon the subject. True politeness
will always win its true reciprocation. Two teachers
were once walking together in the streets of a large
town in New-England. Several lads whom they met on
the side-walk, raised their caps as they exchanged the
common salutations with one of the teachers. " What
boys are these that pay you such attention as they
pass ?" inquired the other. " They are my scholars,"
answered his friend. " Your scholars ! Why how
do you teach them to be so very polite ? Mine are
pretty sure never to look at me ; and generally they
take care to be on the other side of the street." " I
am unable to tell," said his friend ; " I never say any
thing about it. I usually bow to them, and they are as

OF THE TEACHER. iS

Mannen neglected. — ^Punctuality a caiduial vifiue.

ready to bow to me." The whole secret consisted in this
teacher's meeting his pupils in the spirit of kindness.

I would not, however, discourage a teacher from ac*
tually inculcating good manners by precept. It should
indeed be done. The manners of pupils are too much
neglected in most of our schools, and, I am sorry to say,
in most of our families. Our youth are growing up
with all the independence of sturdy yomig republicans,
— and, in their pride of freedom from governmental
restraint, they sometimes show a want of respect for
their seniors and superiors, which is quite mortifying to
all lovers of propriety. It is the teacher's province to
counteract this ; and in order to do it well, he should
possess the virtue of true courtesy, both in theory and
practice.

4. Punctuality. This, as a habit, is essential to
the teacher. He should be punctual in every thing.
He should always be present at or before the time for
opening the school. A teacher who goes late to school
once a week, or even once a month, cannot very well
enforce the punctual attendance of his pupils. I once
knew a man who for seven long years was never late
at school a single minute, and seldom did he fail to
reach his place more than five minutes before the time.
1 never knew but one such. I have known scores who
were frequently tardy, and sometimes by the space (^
a whole hour !

A teacher should be as punctual in dismissing as in
opening his school. I know that some make a virtue
of keeping their schools beyond the regular houn

46 PERSONAL HABITS

Dismiss punctually.— Regular study.— Time .for it

I have always considered this a. very questionable
virtue. If a teacher wishes to stay beyond his time, it
should be either with delinquents, who have some les-
sons to make up, or with those who voluntarily remain.
But, after all, if he has been strictly punctual to the
hours assigned for his various . duties in school, there
will scarcely be the necessity for him, or any of his
pupils to remain beyond the time for dismission ; and,
as a general rule, a regard both for his own liealth and
theirs should forbid this. It is better to work diligently
while one does work, and not to protract the time of
labor, so as to destroy one's energy for to-morrow.

This habit of punctuality should run through every
thing. He should be punctual at all engagements ; he
should be studiously so in all the detail of school exer-
cises ; he should be so at his meals, at his private
studies, at his hour of retiring at night :and of rising in
the morning, and also at his exercise and recreation.
This is necessary to a truly exemplary character, and
it is equally as necessary to good health.

5. Habits op Study. Unless the teacher takes
care to furnish his own mind, he will soon find his
present stock of knowledge, however liberal that may
be, fading from his memory and becoming unavailable.
To prevent this, and to keep along with every improve-
ment, he should regularly pursue a course of study. I
say regularly ; for in order to accomplish any thing
really desirable, he must do something every day. By
jstrict system in all his arrangements, he may find time
to do it ; and whenever I am told by a teacher that ho

OF THB TEACHXR. 47

A high fitandanl.— Excelsior I

cannot find time to study, I always infer that there is
a want of order in his arrangements, or a want of
punctuality in the observance of that order. Human
life indeed is short ; but most men still further abridge
the period' allotted to them, by a disregard of system.

What has now been said, upon the teacher's sptnt^
the teacher's responsibility, and the teacher's personal
habits, will embody perhaps my views upon the cha-
racter of the individual, who may be encouraged to
engage in the work of teaching. Nor do I think the
requirements in this department have been overstated.
I know, indeed, that too many exercise the teacher's
functions without the teacher's spirit as here described,
and without the sense of responsibility here insisted
on, and with habits entirely inconsistent with those
here required. But this does not prove tliat such
teachers have chosen the right calling, or that the
children under their care are under safe and proper
guidance. It proves rather that parents and school
ojBicers have too often neglected to be vigilant, or that
suitable teachers could not be had.

Let none think of lowering the standard to what has
been, or what may even now be that of a majority of
those who are engaged in this profession. Every young
teacher's eye should be directed to the very best model
in this work; and he should never be satisfied with
bare mediocrity. Excelsior, the motto of the Empire
State» may well be the motto of the young teacher.

8 LITERARY QUALIFICATIONS

Profession advancing , so is the pay.

CHAPTER IV.

LITERARY QUALIFICATIONS OF THE TEACHER.

I AM now about to enter an extensive field. Since
the teacher is to be the life of the school, it is ci great
consequence that he have within him the means of
sustaining life.

As the statutes in many of the states prescribe the
minimum of attainment for the teacher, I might per
haps spare myself the labor of writing on this point.
Yet in a thorough work on the Theory and Practice
of Teaching, this very properly comes under consider-
ation.

The profession of teaching is advancing. The
present standard of acquirement demanded of the
teacher, excludes many who were considered quite
respectable in their vocation, ten years ago. This may
well be so ; for within that time, quite an advance has
been made in the compensation oflfercd to teachers.
It is but reasonable that acquirement should keep pace
with the reward of it. Indeed, the talent and attain-
ment brought into the" field, must always be in advance
of the rate of compensation. The people must be first
convinced that teachers are better than they were years
ago, and then they will be ready to reward them. In
Massachusetts, according to statistics in the possession

OF THE TEACHER. 40

What a teacher ought to know.— Oithographj.

of the Hon. Horace Mann, Secretary of the Board of
Education, the compensation of teachers within ten
years' has advanced thirty-three per cent. ; nor is it
reasonable to suppose that this advance has been madCi
independent of any improvement among the teachers.
Their system of supervision has increased in strictness,
during this time, in an equal ratio ; and many teachers,
who were entirely incompetent for their places, have
thus been driven to other employments. The cause is
still onward ; and the time is not far distant when the
people will demand still more thorough teachers for
the common schools, and they will find it for their
interest to pay for them.

Under these circumstances, it will not be my design
to give the very lowest qualifications for a teacher at
present. I shall aim to describe those which a teacher
cught to possess, in order to command, for some time to
come, the respect of the enlightened part of the com-
munity. I will not say that a man, with less attainment
than I shall describe, may not keep a good school ; I
have no doubt that many do. Yet if our profession is to
be really respectable, and truly deserving of the regard
of an enlightened people, we must have a still higher
standard of qualification than I shall now insist on.
The following is a list of the studies of which every
teacher should have a competent knowledge. I add
also to each, such word of comment as appears to be
necessary.

1. Orthography. This implies something more
than mere spelling. Spelling is certainly indispen*

60 LITERARY QUALIFICATIONS

Onr alpliabet.--£Iementa]y sounds.— Normal chart.

»able. No person should ever think of teaching, who

is not an accurate speller. But the nature and powers

of letters should also be mastered. We have in our
•

language about forty elementary sounds ; yet we have
but twenty-six characters to represent them. Our
alphabet is therefore imperfect. This imperfection is
augmented by the fact that several of the letters are
employed each to represent several dififerent sounds.
In other cases, two letters combined represent the
element. There are also letters, as c, y, and x, which
have no sound that is not fully represented by other
letters. Then a very large number of our letters are
silent in certain positions, while they are fully sounded^
in others. It were much to be desired that we might
have 2L perfect alphabet, that is, as many characters as
we have elementary sounds, and that each letter should
have but one sound. For the present this can not be ;
and the present generation of teachers, at least, will
have to teach our present orthography. Those systems
of orthography are much to be preferred which begin
with the elementary sounds, and then present the letters
as their representatives, together with the prar'* of
analyzing words into their elements, thus showing at
once the silent letters and the equivalents. These
systems may be taught in half the time that the old
systems can be ; and when acquired, they are of much
greater practical utility to the learner. As my views
have been more fully presented in the " Normal Chart
OF Elementary Sounds,'' prepared for the use of
acbools, I will only refer the reader to that work

OF THE TBACH8R. 61

Few good readers.— Mr. Mann's Btatement.

2, Reading. Every teacher should be a good
reader. Not more than one in every hundred among
teachers can now be called a good reader. To be able
to read well, implies a quick perception of the meaning
as well as a proper enunciation of the words. It is a
branch but poorly taught in most of our schools.
Many of the older pupils get above reading before
they have learned to read well; and, unfortunately,
many of our teachers cannot awaken an interest in the
subject, because very likely they cannot read any better
than their scholars.

It would be interesting to ascertain how large a
proportion of our youth leave the schools without
acquiring the power readily to take the sense of any
common paragraph which they may attempt to read.
I am inclined to think the number is not small.* In

* Since wiiting the above* my eye has fallen upon the following, from
the second Annual Report of the Secretary of the Mass. Board of Educa-
tion. " I have devoted," says Mr. Mann, " especial pains to leani, with
some degree of numerical accuracy, how far tlie reading in our schools is
an exercise of the mind in thinking and feeling, and how far it is a barren
action uf the organs of speech upon the atmosphere. My information is
derived principally from the written statements of the school committees
of the different towns,— gentiemen, who are certainly exempt from all
temptation to disparage the schools^ they superintend. The result is that
more than eleven twelfths of all the children in the reading classes in our
schools, do not understand the meaning of the wnds they read; that
they do not master the sense of their reading lessons ; and that the ideas
and feelings intended by the author to be conveyed to and excited in tlie
reader's mind, still rest in the anther's intention, never having vet reached
the place of their destination. It would hardly seem that the combined
efforts of all i/ersons engaged, could have accomplished more, in defeating
the true objects of reading. How the cause of this dHticiency is to be
apportioned among the .egal supervisors of the sehoolsb pam^ts teachen

6s

LITERARY QUALIFICATIONS

Hard labor.— Analysis of words.— Writing.

this way I account for the fact that so many cease to
read as soon as they leave school. It costs them so
much efort to decipher the meaning of a book, that it
counteracts the desire for the gratification and improve-
ment it might otherwise afford. It should not be so
The teacher should be a model of good reading ; he
should be enthusiastic in this branch, and never rest
till he has excited the proper interest in it among the
pupils, from the oldest to the youngest, in the school.

It would be well if our teachers could be somewhat
acquainted with the Latin and Greek languages, as this
would afford them great facilities in comprehending
and defining many of our own words. As this cannot
bo expected for the present, a substitute may be sought
in some analysis of our derivative words. Several
works have somewhat recently been prepared, to sup
ply, as far as piay be, the wants of those who have not
studied the classics. I should advise every teacher, for
his own benefit, to master some one of these.

3. Writing. It is not respectable for the teacher
of the young to be a bad writer; nor can it ever
become so, even should the majority of bad writers
continue to increase. The teacher should take great
pains to write a plain, legible hand. This is an
essential qualification.

4. Geography. A knowledge of the principles of
Geography is essential. This implies an acquaintance

and autlioiB of text-booki, it is impossible to say ; but surely it is an evil
gratuitous, widely-prevalent, and threatening the most alamiing <Siuise
"ueQces."

OF THE TBACHER. 5S

- - - '

Geography.— History .—Mental Arithmetic- A oecdoteB.

with the use of globes, and the art of map-drawing.
The teacher should be so well versed in geography,
that, with an outline map of any country before him,
he could give an intelligent account of its surface,
people, resources, history, &c. ; and if the outline map
were not at hand, he ought to be able to draw one
from memory, — at least, of each of the grand divisions
of the earth, and of the United States.

5. History. The teacher should be acquainted
with history, — at least, the history of the United States.
He can hardly teach geography successfully without
a competent knowledge of both ancient and modern
history. It should, in the main, be taught in our
common schools in connection with geography.

6. Mental ARrrHMExic. Let every teacher be thor-
oughly versed in some good work on this subject.*
Colburn's was the first, and it is probably the best that
has been prepared. That little book has done more than
any other for the improvement of teaching in this coun-
try. It is not enough that the teacher is able in some
way to obtain the answers to the questions proposed.
He should be able to give, in a clear and concise man-
ner, the reason for every step in the process he takes
to obtain them. It is this which constitutes the value
of this branch as a discipline for the mind.

I may never forget my first introduction to this work.
On entering an academy as a student, in 1827, after I
had "ciphered through" some four or five arithmetics

on the old plan, my teacher asked me if I had ever .

»— — > J „ .

* ProfL Dayies* Inteilectaal Arithmetic was not pablished at this time. — Pub.

64 LITERARY QUALIFICATIONS

Desirable result.— Principles above rules.

Studied Mental Arithmetic, extending to me the little
book ?ibove named. ** No, sir." " Perhaps you would
like to do so." I opened to the first page, and saw
this question : " How many thumbs have you on your
right hand ?" This was enough ; the color came into
my face and I pettishly replied, " I think I can find
out the number of my thumbs without studying a book
for it." " But," said the teacher, " many of our young
men have studied it and they think they have been
profited. If you will take it, and turn over till you
find a little exercise for your mind, I think you will
like it." His manner was open and sincere, and I
took the little book. In three weeks I had mastered
it ; and I had gained, in that time, more knowledge of
the principles of arithmetic than I had ever acquired
in all my life before. I no longer "saw through a
glass xiarkly."

7. Written Arithmetic. This everybody de-
mands of the teacher; and he is scarcely in danger
of being without fair pretensions in this branch. He
should, however, know it by its principles, rather than
by its rules and facts. He should so understand it,
that if every arithmetic in the world should be burned,
he could still make another, constructing its rules and
explaining their principles. He should understand
arithmetic so well, that he could teach it thoroughly
though all text-books should be excluded from his
Bchool-room. This is not demanding too much. Arith-
metic is a certain science, and used every day of one's
life» — the teacher should be an entire master of it.

OF •a*HE tbacher.. 65

Bigotry in grammar.—Caiise of it— One book.

8. English Grammar. It is rare that a teacher it
found without some pretensions to English Grammar ;
yet it is deplorable to observe how very few have any
Uberal or philosophical acquaintance with it. In many
cases it is little else than a system of barren technical-
ities. The teacher studies one book, and too often
takes that as his creed. In no science is it more
necessary to he acquainted with several authors. The
person who has studied but one text-book on grammar,
even if that be the best one extant, . is but poorly
qualified to teach this branch. There is a philosophy
of language which the teacher should carefully study ,
and if within his power, he should have some ac-
quaintance with the peculiar structure of other lan-
guages besides his own. It can hardly be expected
that the common teacher should acquire an accurate
knowledge of other languages by actually studying
them. As a substitute for this, I would recommend
that the teacher should very carefully read the little
work of De Sacy on General Grammar, also the
article " Grammar" in the Edinburgh and other ency-
clopaedias. In this science the mind naturally runs to
bigotry ; and there is no science where the learner it
apt to be so conceited upon small acquirements as in
grammar. Let the teacher spare no pains to master
this subject.

9. Algebra. This branch is not yet required to be
taught in all our schools ; yet the teacher should have a
thorough acquaintance with it. Even if he is never
called upon to teach it, (and it never should be intro-

56 LITEBARY QUALIFICATIONS

A Igebra.--(Jeometry.— Surveying.— Natural Philosophy.

duced into our common schools till very thorough
attainments are more common in the other branches,)
still it so much improves the mind of the teacher, that
he should not be without a knowledge of it. He
will teach simple arithmetic much better for knowing
algebra. I consider an acquaintance with it indispen-
sable to the thorough teacheir, even of the common
school.

10. Geometry. The same may be said of this
branch that has been said of algebra. Probably
nothing disciplines the mind more effectually than the
study of geometry. The teacher should pursue it for
this reason. He will teach other things the belter for
having had this discipline, to say nothing of the ad-
vantage which a knowledge of the principles of geom-
etry will give him, in understanding and explaining the
branches of mathematics.

11. Plane Trigonometry and Surveying. In
many of our schools these branches are required to be
taught. They are important branches in themselves,
and they also afford good exercise for the mind in
their acquisition. The young teacher, especially the
male teacher, should make the acquirement.

12. Natural Philosophy. This branch is not
taught in most of our district schools. The teacher,
howeve%, should understand it better than it is presented
in many of the simple text-books on this subject. He
should have studied the philosophy of its principles,
and be fully acquainted with their demonstration. If
possible, he should have had an opportunity also of

OF THE TEACHER. 57

Chemistry. — Physiology.—ItB importance.

seeing the principles illustrated by experiment This
is a great field ; let not the teacher be satisfied with
cropping a little of the herbage about its borders.

13. Chemistry. As a matter of intelligencei the-
teacher should have acquaintance with this branch. It
is comparatively a new science, but it is almost a
science of miracles. It is beginning to be taugh
in our common schools; and that department of it
which relates to agriculture, is destined to be of vast
importance to the agricultural interests of our country.
'* Instead of conjecture, and hazard, and doubt, and
experiment, as heretofore, a knowledge of the com-
position of soils, the food of plants, and the processes
of nature in the culture and growth of crops, would
elevate agriculture to a conspicuous rank among the
exact sciences."* The teacher should not be behind
the age in this department.

14. Human Physiology. The teacher should well
understand this subject. There is an unpardonable
ignorance in the community as to the structure of ihe
human body, and the laws of health, the observance
of which is, in general, a condition of longevity, not tc
say of exemption from disease. By reference to sta-
tistics, it has been ascertained that almost a fourth part
of all the children that are born, die before they are
one year old. Moie than one third die before they are
five years of age ; and before the age of eight, more
than one half of all that are born return again to the

* CoL Yoimg.

68 , LITERARY QUALIFICATIONS

Dr. Woodward's opinion.— <iuackery.

earth ! Of those who survive, how many suffer the
miseries of lingering disease, almost sighing for death
to deliver them from the pangs of* life! There is
something deplorably wrong in our philosophy of living,
else the condition of man would not so commonly ap-
pear an exception to the truth that God does all things
well.* Dr. Woodward, late of the Massachusetts
State Lunatic Hospital, says : " From the cradle to the
grave, we suffer punishment for the violation of the
laws of health and life. I have no doubt that Jialf the
evils of life, and half the deaths that occur among
mankind, arise from ignorance of these natural laws ;
and that a thorough knowledge of them would diminish
the sufferings incident to our present state of being in
very nearly the same proportion." I know not how an
acquaintance with these laws can be in any way so
readily extended as through the agency of our teachers
of the young. At any rate, the teacher himself should
understand them, both for his own profit and the
means thus afforded him of being directly useful in
the discharge of his duties to others. I have already

* ** It is tiie vast field of ignorance pertaining to these snt^ects, in which
quackery thriyes and fattens. No one who knows any thing of the organs
and functions of tlie human system, and of the properties of those ol^ects
in nature to which that system is related, can hear a quack descant upon
the miracaloos virtues of his nostrums, or can read his advertisements
in the newspapers,— wherein, fraudulently towards man and impiously
towards God, he promises to sell an ' Elixir of Life,' or * The Balm of
Inunortallty,' or * Resurrection Pills,'— without contempt for his ignorance
or detestation of his guilt. Could the quack administer his nostrums to the
great enemy, Death, then indeed W€ might expect to live forever I"—
UoRACE Mann.

or THE TEACHER. 69

Intelleetiial and Moral Philosophy .—Rhetoric and Logic

shown that he is responsible to a great extent for the
bodily health of his pupils. A thorough knowledge of
physiology will enable him to meet this responsibility

15. Intellectual Philosophy. This is necessary
for the teacher. His business is with the mind. He,
of all men, should know something of its laws and its
nature. He can know something, indeed, by obser-
vation and introspection ; but he should also learn by
careful study. His own improvement demands it, and
his usefulness depends upon it.

16. Moral Philosophy. A knowledge of this may
be insisted on for the same reasons which apply to
intellectual philosophy. It is so important that the
moral nature of the child be rightly dealt with, that he
is a presumptuous man who attempts the work without
the most careful attention to this subject.

17. Rhetoric and Logic These are of great
service to the teacher personally, as means of mental
discipline and the cultivation of his own taste. Even
if he is never to teach them, they will afford him much
assistance in other departments of instruction. He
certainly should have the advantage of them.

18. Book-keeping. Every teacher should know
something of book-keeping, at least by single entry ;
and also be conversant with the ordinary forms of
business. The profound ignorance on this subject
among teachers is truly astonishing.* Book-keeping

* A teacher, who had kept a private Bchool, was met in a country store
oue day by one of his patrons, who paid him for the tuition of his child,
addng at the same time for a receipt The teacher stared vacantly at hii

60 LITERARY QUALIFICATIONS

Book-keeping.— Anecdote.— ^ienoe of Government.

^.^1^— — ^1— ■,,--■— I ■ ■ ■ ■ ■■-■■■■ ■,■■. — — -.■■ ■Ill ^1^1

should be a common-school study. In looking over
the able Report of the Superintendent oft Common
Schools in New-York, I notice in fifty-three counties,
during the winter of 1845-6, that among 225,540
pupils in the common schools only 922 studied book
keeping ! That is, a study, which in practx;al life
comes home to the interest not only of every mer
chant, but of every farmer, every mechanic, in short,
every business . man, is almost entirely neglected in
the schools, — while it is yet true that our courts of
justice display evidences of the most deplorable igno-
rance in this important art. Some still keep their
accounts on bits of paper; others use books, but
without any system, order, or intelligibility ; and others
still mark their scores in chalk, or charcoal, upon the
panel of the cellar-door !

The teacher should quahfy himself not only tc
understand this subject, but to teach it in such a way
that it can be easily comprehended by the classes in
our common schools.

19. Science OF Government. The teacher should,
at least, be well acquainted with the history and genius
of our own government, the constitution of the United
States, and of his own state. In a republican govern-
ment, it is of great importance that the young, who are

patron. '* Just give me a bit of paper," said the patron, " to show ]rcn 're
fot ttie money.'* ** Oh, yes, sir," said tlie teacher ; and taking a pen and
paper, wrote the following :

" S^ I have got the money.

J D ^.•»

OF THE TSACHBR. 61

Aii6odote.--Dnwmg.— Vocal Muac

to take an active part in public measures as soon as
they arrive at the age of twenty-one, should before that
time be made acquainted with some of their duties and
relations as citizens. This subject has been introduced
successfully into many of our common schools ; but
whether it is to be ^natter of formal teaching or not,
it is a disgrace* to a teacher and to his profession,
to be ignorant of the provisions of the constitution for
the mode of choosing our rulers.

20. Draw;ino. The good teacher should understand
the principles of drawing. He should also be able to
practise this art. It is of great consequence to him.
Without neglect of other things, children can be very
profitably taught this art in the common schools. In
the absence of apparatus, it is the teacher's only way
of addressing the eye of his pupils, in illustrating
his teaching. Every teacher should take pains, not
only to draw, but to draw well.

21. Vocal Music. It is not absolutely essential,
though very desirable, to the good teacher, that he
should understand music, theoretically and practically.
Music is becoming an exercise in our best schools;
and wherever introduced and judiciously conducted, H
has been attended with pleasing results. It promotes

* Not long since a teacher of a public school afforded lasting amusement
for the hangers-on at a coantry grocery. He was jeered for belonging to
the whig party by which Mr. Tyler was I rought into power. " No, no,"
said he, '* I voted for Gen. Harrison, but I never voted Jor John Tyler. '*
" How did you do thatr* inquired a by-rtander. " Why Icui Tyler's
name off" of the ticket, to be sure !"

J

o2 LITERARY QUALIFICATIONS

Safety valve.— Martin Luther.— RemarkB.

good reading and speaking, by disciplining the ear to
distinguish sounds : and it also facilitates the cultiva-
tion ot the finer feelings of .Qiir nature. It aids very
much in the government of the schooi, as its exercise
gives vent to that restlessness which otherwise would
find an escapement in boisterous nAse and whispering,
— and thus it often proves a safety valve, through
which a love of vocifefation and activity may pass off
in a more harmless and a more pleasing way. " The
schoolmaster that cannot sing,*' says Martin Luther, ** I
would not look upon.'* Perhaps this language is too
strong ; but it is usually more pleasant to look upon a
school where the schoolmaster can sing.

I have thus gone through with a list of studies which,
it seems to me, every one who means to be a good
teacher, even of a common school, should make himself
acquainted with. I would not condemn a teacher who,
having other good qualities, and a thorough scholarship
as far as he has gone, might lack several of the
branches above named. There have been many good
teachers without all this attainment; but how much
better they might have been with it !

I. have made this course of study as limited as 1
possibly could, taking into view the present condition
and wants of our schools. No doubt even more will
be demanded in a lew years. I would have the present
race of teachers so good, that they shall be looked

OF THE TEACHER. 68

Geueral knowledge dcairablf .~A miggrgtioo.

upon by those who succeed them as their ** worthy and
efficient predecessors.^*

I ought in this place to add that the teacher increases
his influence, and consequently his usefulness, in pro
portion as he makes himself conversant with general
knowledge. This is too much neglected. The teacher,
by the fatigue of his employment and the circumstances
of his life, is strongly tempted to content himself with
what he already knows, or at best to confine himself to
the study of those branches which he is called upon to
teach. He should stoutly resist this temptation. He
should always have some course of study marked out,
which he will systematically pursue. He should, as
soon as possible, make himself acquainted generally
with the subject of astronomy, the principles of
geology, in short, the various branches of natural
history. He will find one field after another open
before him, and if he will but have the perseverance
to press forward, even in the laborious occupation of
teaching, he may make himself a well-informed man.
I will venture one other suggestion. I have found
a most profitable thing in the promotion of my own
improvement, to take up annually, or oftener, some
particular subject to be pursued with reference to
writing an extended lecture upon it. This gives point
to the course of reading, and keeps the interest fixed.
When the thorough investigation has been made, let
the lecture be written from memory, embodying all the
prominent points, and presenting them in the most
striking and systematic manner. It should be done,

64 LITERARY QUALIFICATIONS, ETC.

A point gained.

too, wilh reference to accuracy and even elegance of
style, so that the composition may be yearly improved.
In this way certain subjects are forever ^ed in the
mind. One who carefully reads for a definite object,
and afterwards writes the results from memory, nevei
loses his hold upon the facts thus appropriated

RIGHT VIEWS OF SOUCATION. 65

The true ideal.— niivCntioii.

CHAPTER V.

RIGHT VIEWS OF EDUCATION.

Evert teacher, before he begins the work of in*

struction, should have some definite idea of what

constitutes an education ; otherwise he may work to

very little purpose. The painter, who would execute

a beautiful picture, must have beforehand a true and

clear conception of beauty in his own mind. The

same may be said of the sculptor. That rude block of

marble, unsightly to the eyes of other men, contains the

godHke form, the symmetrical proportion, the life-like

attitude of the finished and polished statue ; and the

whole is as clear to his mental eye before the chisel is

applied as it is to his bodily vision when the work is

completed. With this perfect ideal in the mind at the

outset, every stroke of the chisel has its object. Not

a blow is struck, but it is guided by consummate skill ;

not a chip is removed, but to develop the ideal of the

artist. And when the late unsightly marble, as if by

miraculous power, stands out before the astonished

spectator in all the perfection of beauty, — ^when it

almost breathes and speaks, — it is to the artist but the

realization of his own conception.

Now let the same astonished and delighted spectator,

5

66 RIGHT VIEWS OP EDUCATION.

A spectator's efforts.— The difference.

with the same instruments, attempt to produce another
statue from a similar block. On this side he scores
too deep ; on the other he leaves a protuberance ; here
by carelessness he encroaches upon the rounded hmb;
there by accident he hews a chip from off the nose ;
by want of skill one eye ill-mates the other ; one hand
is distorted as if racked by pangs of the gout; the other
is paralyzed and deathlike. Such would be his signal
failure. Thus he might fail a thousand times. Indeed
t would be matter of strange surprise if in a thousand
sfforts he should once succeed.

Now the difference between the artist and the spec-
tator lies chiefly in this, — ^ihe one knows beforehand
what he means to do; the other works without any
plan. The one has studied beauty till he can see it
in the rugged block; the other only knows it when
it is presented to him.' The former, having an ideal,
produces it with unerring skill ; the latter, having no
conception to guide him, brings out deformity.

" What sculpture is to the block of marble,*' says
Addison, " education is to the human soul ;" and may
I not add, that the sculptor is a type of the true educa-
tor, — while the spectator, of whom I have been speak-
ing, may aptly represent too many false teachers who
without study or forethought enter upon the delicate
business of fashioning the human soul, blindly experi-
menting amidst the wreck of their heaven-descended
material, maiming and marring, with scarcely the pos-
sibility of final success, — almost with the certainty of a
melancholy failure !

RIGHT VIEWS OF EDUCATION.' W

BUndnen of employers.— Illustrated.

In other things besides education men are wiser.
They follow more the teachings of nature and of com-
mon sense. But in education, where a child has but
one opportunity for mental training, as he can be a
child but once, — where success, unerring success, is
every thing to him for time and eternity, and where
a mistake may be most ruinous to him, — in education,
men often forget their ordinary wisdom and providence,
and commit the most important concerns to the most
incompetent hands. ** The prevailing opinions," says
Geo. B. Emerson, ^* in regard to this art are such as
the common sense of mankind and the experience of
centuries have shown to be absurd as to every other
art and pursuit of civilized life. To be quaUfied to
discourse upon our moral and religious duties, a man
must be educated by years of study; to be able to
administer to the body in disease, he must be educated
by a careful examination of the body in health and in
disease, and of the effects produced on it by extenial
agents ; to be able to make out a conveyance of prop-
erty, or to draw a writ, he must be educated ; to
navigate a ship, he must be educated by years of
service before the mast or on the quarter-deck ; to
transfer the products of the earth or of art from the
producer to the consumer, he must be educated ; to
make a hat or a coat, he must be educated by years
of apprenticeship ; to make a plow, he must be edu-
cated ; to make a nail, or a shoe for a horse or an ox,
he must be educated ; — but to prepare a man to do all
these things; — to train the body in its most tendei

68 RIGHT VIEWS OP EDUCATION.

— ' — ' — — -^
Many poor teachers.— Defects iii teachiug.

^m^—im^-^^-^t 111 I I

years, according to the laws of health so that it should
be strong to resist disease ; to fill the nnind with useful
knowledge, to educate it to comprehend all the relations
of society, to bring out all its powers into full and
harmonious action ; to educate the moral nature, in
which the very sentiment of duty resides, that it may
be fitted for an honorable and worthy fulfilment of the
public and private offices of life ; to do all this is
supposed to require no study, no apprenticeship, no
preparation !"

Many teachers, therefore, encouraged by this unac
countable indifference in the community, have entered
the teachers' profession without any idea of the respon-
sibilities assumed or of the end to be secured by their
labors, aside from receiving, at the close of their term,
the compensation for their service in dollars and cents.
And even many who have entered this profession with
good intentions, have made the most deplorable mistakes
from a want of an adequate idea of what constitutes an
education. Too often has educating a child been con-
sidered simply the act of imparting to it a certain
amount of knowledge, or of " carrying it through " a
ceitain number of studies, more or less. Education
has too frequently been held to be a cultivation of the
intellectual to the neglect of the moral powers ; and
the poor body, too, except among savages, has had but
little share in its privileges or benefits. In a very large
number of our schools, the physical and the moral have
both been sacrificed to the intellectual. Even some of
our public speakers iiave dwelt upon the necessity of

mOHT VIEWS OF EDUCATION. 69

Knowledge may be unsafe.^A great question.

intelligence to the perpetuity of our free institutions,
scarcely seeming to be aware that intelligence, without
moral principle to direct and regulate it, might become
the very engine through which evil men might effect
our overthrow. Who has not seen that an educated
man without virtue is but the more capable of doing
evil ? Who does not know that knowledge misdirected,
becomes, instead of a boon to be desired, a bane to be
deprecated ?

From what has been said, I place it among thi>
highest qualifications of the teacher that he should have
just views of education, I consider it all-important that
he should have a well-defined object at which to aim,
whenever he meets a young mind in the transition state.
He should have an ideal of a well-educated human
soul, tenanting a healthy, well-developed human body;
an ideal which he at once and syslematically labors
to reach, as does the sculptor when he commences
his work upon the quarried marble. ** What is it to
educate a human being aright ?" should be one of the
first questions the candidate for the teacher's office
should ask himself with the deepest seriousness. I
say the candidate ; for this question should be settled
if possible before he begins his work. It is a great
question, and he may not be able to answer it in a day.
Let him consult the dictates of his own mind, — let him
consult the teachings of experience and of wisdom, as
they are to be found in the writings of Milton, Locke,
Wyse, Cousin, Brougham, and others of the eastern
continent, and of Wayland, Potter, Mann, G. B. £mer

70 RIGHT TIEWS OF EDUCAilON. .

Results of inquiry.— Knowledge not undervalued.

son, Dwight, and naany others of our own countrymen.
Let him, enlightened by all this, carefully observe human
nature around him ; consider its tendencies, its wants,
and its capabilities ; and after a patient survey of all
the truth he can discover upon the subject, let him
come to an honest conclusion as to what is a correct
answer to the query with which he started — " What is
it to educate a human being aright ?"

The conclusions of the honest and intelligent inquirer
after the truth in this matter, will be something hke the
following : — That education (from e and duco^ to lead
forth) is development ; that it is not instruction merely —
knowledge, facts, rules — communicated by the teacher ,
but it is discipline, it is a waking up of the mind, a
growth of the mind, — growth by a healthy assimilation
of wholesome aliment. It is an inspiring of the mind
with a thirst for knowledge, growth, enlargement, — and
then a disciplining of its powers so far that it can go on
to educate itself. It is the arousing of the child's mind
to think, without thinking for it ; it is the awakening of
its powers to observe, to remember, to reflect, to com-
bine. It is not a cultivation of the memory to the neg-
lect of every thing else ; but it is a calling forth of all
the faculties into harmonious action. If to possess
facts simply is education, then an encyclopaedia is better
educated than a man.

It should be remarked that though knowledge is not
education, yet there will be no education without know-
ledge. Knowledge is ever an incident of true education
No man can be properly educated without the ai>

RIOHT TISWS or BDUCATIOM. 71

The body— the intellect— the heart,— Mr. Foi.

quisition of knowledge ; the mistake is in considering
knowledge the end when it is either the incident or the
means of education. The discipline of the mind, then,
is the great thing in intellectual training; and the
question is not, how much baye I acquired? — but,
how have my powers been strengthened in the act
of acquisition \

Nor should the intellectual be earlier cultivated than
the moral powers of the mind. The love of moral
truth should be as early addressed as the love of
knowledge. The conscience should be early exer-
cised in judging of the character of the pupil's own
acts, and every opportunity afforded to strengthen it by
legitimate use. Nor should the powers of the mind be
earlier cultivated than those of the body. It is the
theory of some, indeed, that the body should engross
most of the attention for several of the first years of
childhood. This I think is not nature's plan. She
cultivates all the powers at once, — the body, mind, and
heart. So should the teacher do. *' Education," in tlie
pertinent language of Mr. Fox,* *' has reference to the
whole man^ the body, the mind, and the heart; its
object, and, when rightly conducted, its effect is, to
make him a complete creature after his kind. To i^is
frame it would give vigor, activity, and beauty; to
his senses, correctness and acuteness ; to his intellect,
power and truthfulness; to his heart, virtue. The
educated man is not the gladiator, nor the scholar, nor

* Lecture before the Am. Imtitute, 1835.

V2 RIGHT VIEWS OP EDUCATION.

Egregious mistakes.—** Good scholars.**—** Poor scholan.*'

the upright man, alone ; but a just and well-balanced
combination of all three. Just as the educated tree is
neither the large root, nor the giant branches, nor the
rich foliage, but all of them together. If you would
mark the perfect man, you must not look for him in the
circus, the university, or the church, exclusively ; but
you must look for one who has * mens sana in corpore
sand' — a healthful mind in a healthful body. The being
in whom you find this union, is the only one worthy to
be called educated. To make all men such, is the
object of education."

I have dwelt thus fully on this subject, because it is
BO obvious that egregious mistakes are made in edu-
cation. How many there are who are called " good
scholars" in our schools, of whom we hear nothing after
they go forth into the world. Their good scholarship
consists in that which gives them no impulse to go on
to greater attainments by themselves. Their learning
is either that of reception — as the sponge takes in watei
— or that of mere memory. Their education is not
discipline ; it kindles none of those desires which
nothing but further progress can satisfy ; it imparts
none of that self-reliance which nothing but impossibil-
ities can ever subdue. While these are pointed out by
their teachers as the ornaments of their schools, there
are others, known as the heavy, dull, ** poor scholars,"
in no way distinguished but by their stupidity, — of
whom no hopes are entertained because of them nothing
is expected, — who in after-life fairly outstrip their fel-
lows and strangely astonish their teachers. * Almost

RIGHT YIBW8 OF BDUCATIOK. 78

MiqiiidgiDeut of character.— Nature at fault !

every teacher of fifteen years' experience has noticed
this. Now why is it so ? There must have been some-
how in such cases a gross misjudgment of character.
Either those pupils who promised so much by their
quickness, were educated wrong, and perhaps educated
too much, while their teachers unwittingly and unin-
tentionally educated their less distinguished companions
far more judiciously ; or else nature in such cases must
be said to have been playing such odd pranks that
legitimate causes could not produce their legitimate
effects. We must charge nature as being extremely
capricious, or we must allege that the teachers entirely
misunderstood their work, failing where they expected
most, and succeeding, as if by chance — almost against
their will, where they, expected least I incline to the
latter alternative ; and hence I infer that there is such
a thing as teaching a mind naturally active too much
— exciting it too much, — so that it will prematurely
exhaust its energies and gladly settle back into almost
imbecility; and that there is such a thing as leaving
the mind so much to its own resources, that without
dazzling the beholder like the flash of the meteor when
it glares upon the startled vision, it may be silently
gathering materials to support the more enduring light
of the morning-star which anon will arise in majesty
and glory.

It will be well for our youth when our teachers shall

so understand human nature, and so comprehend the
science and the art of education, that these mistakes
shall seldonri occur ; and when he who tills the nobler

74 RIGHT VIEWS OF BDUCATIOIT.

Certain lesultB.

soil of the mind, shall, with as much faith and as much
certainty as he who tills the literal field, rely upon the
fulfilment of heaven's unchangeable law: '' Whatso*
ever a man soweth that shall he also reap/'

EIGHT M0DB8 OF TKA^HIKO. 76

ApliMM to teach.— Not an inaUuct— It can be acquired.

CHAPTER VI.

RIGHT MODES OF TBACHIirO.

From what has been said of Education, it is yeiy
obvious that it is no small thing to be a successful
teacher. It is admitted by all that the teacher should
be APT TO TEACH. He cannot be useful without this.
He may have an unimpeachable character; he may
have the most liberal and thorough literary acquire-
ments ; he may deeply feel his responsibiUty, and yet
after all he may fail to teach successfully.

Aptness to teach has been said to be a native endow-
ment, a sort of instinct, and therefore incapable of be-
ing improved by experience or instruction, — an instinct
such as that which guides the robin, though hatched in
an oven, to build a perfect nest like that of its parent,
without ever having seen one. I am of opinion that
such instincts in men are rare ; but that aptness to
teach, like aptness to do any thing else, is usually an
acquired power, based upon a correct knowledge of
what is to be done, and some accurate estimate of the
fitness of the means used for the end. If there are
exceptions to this, they are very uncommon ; and the
safer way, therefore, for the majority of teachers, is, to
•tudy carefully the rationale of their processes, and to

76 RIGHT MODES OF TEACHING.

A mistake—The way literary nunelings are made.

rely.rather upon sound and philosophical principles in
their teaching, than upon a very doubtful intuition.

One of the most common errors into i^hich young
teachers fall, (and some old ones too,) is that of mis-
iudging of the degree of assistance which the young
scholar needs in the pursuit Qf learning. There are a
few who forget the difficulties which impeded their own
perception of new truths when learners, and therefore
have no sympathy with the perplexities which surround
the children under their charge when they encounter
like difficulties. They refuse to lend a helping hand,
even where it is needed, and by making light of the
child's doubts, perhaps sneering at his unsuccessful
struggles, they dishearten him so far that imaginary
obstacles become insurmountable, and he gives up in
despair. But a far more numerous class tend toward
the other extreme. From a mistaken kindness, or a
mistaken estimate of the child's ability, or both, they are
disposed to do quite too much for him, and thus they
diminish his power to help himself. The child that is
constantly dandled upon the lap of its nurse, and borne
in her arms to whatever point it may desire to go, does
not soon learn to walk ; and when it at length makes
the attempt, it moves not with the firm tread of him
who was early taught to use his own limbs. There is
a great deal of literary dandling practised in our schools ;
and as a consequence, a great many of our children are
mere sickly nurselings, relying upon leading-strings
while in the school, and falling, for very weakness, just
as soon as the supporting hand is withdrawn. This

RIGHT MODES OF TEACHING. 77

Anecdote of folly.— Poi]riiig-iii.>-The " ond hobby."

evil is SO common, and in some instances so mon-
strous,* that I shall be pardoned if I dwell upon it
a little more fully.

In illustrating this subject, I must mention two
processes of teaching, not indeed exactly opposite to
each other, though widely different, — ^into one or both of
which many of our teachers are very liable to fall. I
shall, for the sake of a name, designate the former as
the

SECTION I.-POURING-IN PROCESS.

This consists in lecturing to a class of children
upon every subject which occurs to the teacher, it
being his chief aim to bring before them as many facts
in a limited time as possible. It is as if he should
provide himself with a basket of sweetmeats, and
every time he should come within reach of a child,
should seize him, and compel him to swallow — regard-
less of the condition of his stomach — whatever trash
he should happen first to force into his mouth. Chil-
dren are indeed fond of sweetmeats, but they do not
like to have them administered, — and every physiol-
ogist knows there is such a thing as eating enough

* Not .ong since I visited a school, where the teacher with much self-
complacency requested me to examine the writing of the children. It
was indeed very fair. But when I drew from him the fact that he Aist
wrote each page himself with a lead pencil, and only required his scholars
to Hack his marks over with ink , and that with unremitting labor he did
this week after week for all the writers in his school, I knew not which
most to wonder at, the docility of the children or the weakness of the
teacher Tho writing ceased to be wonderful.

78 RIGHT M0D£8 OF TBACHINOi

Yictims of kindnesB.— Passive recipient.— A jag.

even of an agreeable thing to make one sick, and thus
produce loathing forever after. Now many teachers
are just such misguided caterers for the mind. They
are ready to seize upon the victims of their kindness,
force open their mental gullets, and pour in, without
mercy and without discretion, whatever sweet thing
they may have at hand, even though they surfeit and
nauseate the poor sufferer. The mind, by this process,
becomes a mere passive recipient^ taking in without
much resistance whatever is presented till it is full.

" A passive recipient !" said one to his friend, " what
is a passive recipient V^ "A passive recipient," re-
plied his friend, " is a two-gallon jug. It holds just
two gallons, and as it is made of potters' ware, it can
never hold but just two gallons." This is not an unfit
illustration of what I mean by making the mind a
passive recipient. Whenever the teacher does not
first excite inquiry, first prepare the mind by waking
it up to a desire to know, and if possible to find out
by itself, but proceeds to think for tlie child, and to
give him the results, before they are desired, or before
they have been sought for,-^he makes the mind of the
child a two-gallon jug^ into which he may pour just
^t^;o gallons, but no more. And if day after day he
should continue to pour in, day after day he may
expect that what he pours in will all run over. The
mind, so far as retention is concerned, will act like the
jug ; that is, a part of what is poured in to-day, will
be diluted by a part of that which is forced in to-
morrowy and that again will be partially displaced and

RIGHT MODES OF TEACHING. 79

Mind weftkened.— Drawing-out.— Leading quefltiom.

partially mingled with the next day's pouring, till at
length there will be nothing characteristic left. But
aside from retention, there is a great difference be-
tween the jug and the mind. The former is inert
material, and may be as good a jug after such use as
before. But the mind suffers by every unsuccessful
effort to retain.

This process of lecturing children into imbecility is
altogether too frequently practised ; and it is to be
hoped, that intelligent, teachers will pause and inquiie
before they pursue it further.

The other process to which I wish to call attention,
is that which, for the sake of distinguishing it from the
first, I shall denominate the

SECTION II. -DRAWING-OUT PROCESS.

This consists in asking what the lawyers call lead'
ing qnestions It is practised, usually, whenever the
teacher desires to help along the pupil. " John," sajs
the teacher when conducting a recitation in Long
Division, ''John, what is the number to be divided
called ?' John hesitates. " Is it the dividend ?" says
the teacher. "Yes, sir — the dividend." " Well, John,
what is that which is left after dividing called ? — ^the
remainder — is it ?" " Yes, sir." A visitor now enters
the room, and the teacher desires to show off John's
talents. ''Well, John, of what denomination is the
remainder ?"

80 RIGHi SfODES OF TEACfilNO.

An example.— A spectator aatoiM8he<l.~Teachm g History !

John looks upon the floor.

" Is n't it always the same as the dividend, John ?**

" Yes, sir."

" Very well, John," says the teacher, soothingly,
** what denomination is this dividend ?" pointing to
the work upon the board. " Dollars, is it not ?"

" Yes, sir ;*dollars."

" Very well ; now what is this remainder ?**

John hesitates.

" Why dollars too, isn't it ?" says the teacher.

" Oh yes, sir, dollars r says John, energetically,
while the teacher complacently looks at the visitor to
see if he has noticed how correctly John has an-
swered !

A class is called to be examined in History. They
have committed the text-book to memory, that is, they
have learned the words. They go on finely for a time.
At length one hesitates. The teacher adroitly asks a
question in the language of the text. Thus : '* Early
in the morning, on the llth of September , what did
the whole British army do ?" The pupil, thus timely
reassured, proceeds : " Early in the mornings on the
llth of September, the whole British army, drawn up
»n two divisions, commenced the expected assault."
Here again she pauses. The teacher proceeds to
inquire : " V7ell, — * Agreeably to the plan of Howe,
the right wing' did what ?"

Pupil. " Agreeably to the plan of Howe, the right
wing" —

Teacher " The right wing, commanded by whom'*'

RIGHT MODES OF TEACHING. 81

A fmlher example.— Yei, air.

Pupil. "Oh ! ^Agreeably to the plan of Howe^ the
right wingy commanded by Knyphausen, made a feint
of crossing the Brandywine at Chad's Ford,' " &c.

This is a very common way of helping a dull pupil
out of a difficulty ; and I have seen it done so adroitly,
that a company of visitors would agree that it was
wonderful to see how thoroughly the children had
been instructed !

I may further illustrate this drawing-out process, by
describing an occurrence, which, in company with a
friend and fellow-laborer, I once witnessed. A teach
er, whose school we visited, called upon the class in
Colburn's First Lessons. They rose, and in single
file marched to the usual place, with their books in
hand, and stood erect. It was a very good-looking
class.

" Where do you begin ?" said the teacher, taking
the book.

Pupils, On the 80th page, 3rd question.

Teacher, Read it, Charles.

Charles. (Reads,) ** A man being asked .how
many sheep he had, said that he had them in two
pastures ; in one pasture he had eight ; that three-
fourths of these were just one-third of what he had in
the other. How many were there in the other ?"

Teacher, WeL, Charles, you must first get one-
fourth of eight, must you not ?

Charles. Yes, sir.

Teacher. Well, one-fourth of eight is two, isn't it?

Charles. Yes, sir ; one-fourth of eight is two.

6

82 RIGHT MODES OF TEACHING.

Hard mental labor.— An interposition.

TeacJier, Well, then, three-fourths will be three
t?nies two, won't it ?

Charles. Yes, sir.

TeacJier. Well, three times two are six, eh ?

Charles. Yes, sir.

Teacher. Very well. (A pause.) Now the book
Bays that this six is just one-third of what he had in the
9ther pasture, don't it ?

Charles. Yes, sir.

Teacher. Then if six is one-third, three-thirds will
be — three times six, won't it ?

Charles. Yes, sir.

Teacher. And three times six are— eighteen, ain't it?

Charles. Yes, sir !

TeacJier. Then he had eighteen sheep in the other
pasture, had he ?

CJiarles. Yes, sir !

TeacJier. Next, take the next one.

At this points I interposed, and asked the teacher if
he would request Charles to go through it alone.
" Oh, yes," said the teacher, " Charles, you may do it
again." Charles again read the question, and — ^looked
up. ** Well," said the teacher, " You must first get
one-fourth of eight, mustn't you ?" "Yes, sir." "And
one-fourth of eight is two, isn't it ?" " Yes, sir."
And so the process went on as before till the final
eighteen sheep were drawn out as before, The
teacher now looked round, with an air which seemed
to say, " Now I suppose you are satisfied."

" ShiB I ad: C3»l68 to do it again ?" said I. The

RIGHT MODES OF TEACHING. 88

Prooea of extraction.— ^tudy discooraged.

teacher assented. Charles again read the question,
and again — ^looked up. I waited, and he waited;—
but the teacher could not wait. " Why, Charles,*'
said he, impatiently; **you want one-fourth of eight,
don't you ?" " Yes, sir," said Charles, promptly ; and
I thought best not to insist further at this time upon a
repetition of " yes, sir,^^ and the class were allowed to
proceed in their own way.

This is, indeed, an extreme case, and yet it is but a
fair sample of that teacher's method of stupefying mind.
This habit of assisting the pupil to some extent, is,
however, a very common one, and as deleterious to
mind as it is common. The teacher should at once
abandon this practice, and require the scholar to do the
talking at recitation. I need hardly suggest that such
a course of extraction at recitation, aside from the
waste of time by both parties, and the waste of
strength by the teacher, has a direct tendency to make
the scholar miserably superficial. For why should he
study, if he knows from constant experience that the
teacher, by a leading question, will relieve him from
all embarrassment ? It has often been remarked, tha
" the teacher makes the school." Perhaps in no way
can he more effectually make an inefficient school,
than by this drawing-out pi'ocess.

I look upon the two processes just described, as
very prominent and prevalent faults in our modem
teaching ; and if by describing them thus fully, I shall
induce any to set a guard upon their practice in this
particular, I shat feel amply rewarded.

' Si RIGHT MODES JF TEACHING.

Helping the pupil. — Dangerous when excessive.

SECTION m.-THE MORE EXCELLENT WAY.

It is always a very difficult question for the teacher
to settle, ^' How far shall I help the pupil, and how far
shall the pupil be required to help himself?" The
teaching of nature would seem to indicate that the
pupil should be taught mainly to depend on his own
resources. This, too, I think is the teaching of
common sense. Whatever is learned should be so
thoroughly learned, that the next and higher step
may be comparatively easy. And the teacher should
always inquire, when he is about to dismiss one sub-
ject, whether the class understand it so well that they
can go on to the next. He may, indeed, sometimes
give a word of suggestion during the preparation of a
lesson, and, by a seasonable hint, save the scholar the
needless loss of much time. But it is a very great evil
if the pupils acquire the habit of running to the teacher
as soon as a slight difficulty presents itself, to request
him to remove it. ^Some teachers, when this happens,
will send the scholar to his seat with a reproof perhaps,
while others, with a mistaken kindness, will answer the
question or solve the problem themselves, as the short
est way to get rid of it. Both these courses are, in
general, wrong. The inquirer should never be frowned
upon ; this may discourage him. He should not be
relieved from labor, as this will diminish his self
reliance without enlightening hin ; for whatever is
done for a scholar without his having studied closely

RIGHT MODES OF TEACHING 85

The trae mediam.— ** Not to-day, air."

upon it himself, makes but a feeble impression upon
him, atid is soon forgotten. The true way is, neither
to discourage inquiry nor answer the question. Con-
verse with the scholar a little as to the principles
inrolved in the question ; refer him to principles
which he has before learned, or has now lost sight
of ; perhaps call his attention to some rule or expla-
nation before given to the class ; go just so far as to
enlighten him a little, and put him on the scenty then
leave him to achieve the victory himself. There is a
great satisfaction in discovering a difficult thing for
one's self, — and the teacher does the scholar a lasting
injury who takes this pleasure from him. The teacher
should be simply suggestive, but should never take the
glory of a victory from the scholar by doing his work
for him, at least, not until he has given it a thorough
trial himself.

The skill of the teacher, then, will be best manifested,
if he can contrive to awaken such a spirit in the pupil,
that he shall be very unwilling to be assisted ; if he can
kindle up such a zeal, that the pupil will prefer to try
again and again before be will consent that the teacher
shall interpose. I shall neter forget a class of boys,
some fourteen or fifteen years of age, who in the study
of algebra had imbibed this spirit. A difficult question
had been before the class a day or two, when I sug-
gested giving them some assistance. " Not to-day^ sir,^^
was the spontaneous exclamation of nearly every one.
Nor shall I forget the expression that beamed from the
countenance of one of them, when, elated with his

86 RIGHT MODES OF TEACHING.

ttjr

I've got it I"-Other than book-studies.

success, he forgot the proprieties of the school and
audibly exclaimed, " Fve got it ! Fve got it /" It was
a great day for him ; he felt, as he never before had
felt, his own might. Nor was it less gratifying to me
to find that his fellows were still unwilling to know his
method of solution. The next day a large number
brought a solution of their own, each showing evidence
of originality. A class that has once attained to a feeling
like this, will go on to educate themselves, when they
shall have left the school and the living teacher.

As to the communication of knowledge, aside from
that immediately connected with school-studies, there
IS a more excellent way than that of pouring it in by
the process already described. It is but just that I
should give a specimen of the method of doing this. I
shall now proceed to do so, under the head of

SECTION IV.-WAKING UP MIND.

The teacher of any experience knows, that if he will
excite a deep and profitable interest in his school, he
must teach many things besides book-studies. In our
common schools, there will always be a company of
small children, who, not yet having learned to read
understandingly, will have no means of interesting
themselves, and must depend mainly upon the teacher
for the interest they take in the school. This to them
is perhaps the most critical period cf their lives. What
ever impression is now made upon them will be endu-
nng. If there they become disgusted with the dullness

RIGHT MODES OP TEiLCHINO. 87

Repulsiveneas. — General ezoFcide. — A apecimen.

and confinement of school, and associate the idea of
pain and repulsiveness with that of learning, who can
describe the injury done to their minds ? If, on the otiier
hand, the teacher is really skillful, and excites in them
a spirit of inquiry, and leads them in suitable ways to
observe, to think, and to feel that the school is a happy
place even for children, it is^ one great point gained.

I may suggest here, then, that it would be well to
vet apart a few minutes once a day for a general exer^
dse in the school, when it should be required of all to
lay by their studies, assume an erect attitude, and give
their undivided attention to whatever the teacher may
bring before them. Such a course would have its
physiological advantages. It would relieve the minds
of all for a few minutes. The erect attitude is a health-
ful one. It would also serve as a short respite from
duty, and thus refresh the older scholars for study. I
may further add, that, for the benefit of these small
children, every general exercise should be conducted
with reference to them, and such topics should be
introduced as they can understand.

It is the purpose of the following remarks to give a
specimen of the manner of conducting such exercises,
for a few days, with reference to waking up mind in the
school and also in the district.

Let us suppose that the teacher has promised that
on the next day, at ten minutes past ten o'clock, he shall
request the whole school to give their attention five
minutes, while he shall bring something there to which
he shall call the attention, especially of the little boys

88 RIGHT BfODEb OK TEACHING.

A faced time.— Preparation.— Ear of com.

and girls under seven years of age. This very an-
nouncement will excite an interest both in school and
at home ;^and when the children come in the morning,
they will be more wakeful than usual till the fixed time
arrives. It is very important that this time should be
fixed, and that the utmost punctuality should be ob-
served, both as to the beginning and ending of the
exercise at the precise time.

The teacher, it should be supposed, has not made
such an announcement without considering what he
can do when the time arrives. He should have a well-
digested plan of operation, and one which he knows
beforehand that he can successfully execute.

Let us suppose that in preparing for this exercise he
looks about him to find some object which he can make
his text ; and that he finds upon his study-table an ear
of com. He thinks carefully what he can do with it,
and then with a smile of satisfaction he puts it in his
pocket for the * general exercise.'

In the morning he goes through the accustomed
duties of the first hour, perhaps more cheerfully than
usual, because he finds there is more of animation and
wakefulness in the school. At the precise time, he
gives the signal agreed upon, and all the pupils drop
their studies and sit erect. When there is perfect
silence and strict attention by all, he takes from his
pocket the ear of corn, and in silence holds it up before
the school. The children smile, for it is a familial
object ; and they probably did not suspect they were
to he fed with corn.

hlOiIT MODES OF TEACHING. 89

Teacher's addreH to the children.— Their oiuwem.

Teacher. '' Now, children," addressing himself to
the youngest, " I am going to ask you only one question
to-day about this ear of com. . If you can answer it 1
shall be very glad ; if the little boys and girls upon the
front seat cannot g've the answer, I will let those in
the next seat try ; and so on till all have tried, unless
our time should expire before the right answer is given.
I shall not be surprised if none of you give the answer
I am thinking of. As soon as I ask the question, those
who are under seven years old, that think they can give
an answer, may raise their hand. What is this ear

OF CORN FOR ?'*

Several of the children raise their hands, and the
teacher points to one after another in order, and they
rise and give their answers.

Mary. It is to feed the geese with.

John. Yes, and the hens too, and the pigs.

Sarah. My father gives com to the cows.

By this time the hands of the youngest scholars are
all down, for having been taken a little by surprise,
tiieir knowledge is exhausted. So the teacher says
that those between seven and ten years of age may
raise their hands. Several instantly appear. The
teacher again indicates, by pointing, those who may
give the answer.

Charles. My father gives com to the horses when
tlie oats .are all gone.

Daniel. We give it to tlie oxen and cows, and we
fat the hogs upon com.

Laura. It is good to eat. They shell it fiom the

90 RIGHT MODES OF TEACHING.

Closing at the time.— Hear no more till to-monow.

cobs and send it to mill, and it is ground into meal.
They make bread of the meal, and we eat it.

This last pupil has looked a little further into domes-
tic economy than those who answered before her. But
by this time, perhaps before, the five minutes have been
nearly expended, and yet several hands are up, and the
faces of several are beaming with eagerness to tell their
thoughts. Let the teacher then say, " We will have no
more answers to-day. You may think of this matter
till to-morrow, and then I will let you try again. I am
sorry to tell you that none of you have mentioned the
use I was thinking of, though I confess I expected
it every minute. I shall not be surprised if no one
of you give this answer to-morrow. I shall now put
the ear of com in my desk, and no one of you must
speak to me about it till to-morrow. You may now
take your studies **

The children now breathe more freely, while the
older ones take their studies, and the next class is
called. In order to success, it is absolutely necessary
that the teacher should positively refuse to hold any
conversation with the children on the subject till the
next time for ^ general exercise.'

During the remainder of the forenoon the teacher
will very likely observe some signs of thoughtfulness
on the part of those little children who have been
habitually dull before. And perhaps some child, eager
to inlpart a new discovery, will seek an opportunity to
make it known during the forenoon. ''Wait till to-
morrow " should be the teachejr's only reply.

RIGHT MODES OF TEACHING. 91

Tlie chUdren go home.— They obBerve.—The y inqnin.

Now let US follow these children as they are dis-
missed while they bend their steps toward home. They
cluster together in groups as they go down the hill,
and they seem to be earnestly engaged in conversation.

'^ I don't believe it has any other use/' says John.

*^ Oh, yes, it has/' says Susan ; ** our teacher would
not say so if it had not. Besides, did you not see what
% knoi^ing look he had, when he drew up his brow and
laid he guessed we couldn't find it out ?"

" Well, I mean to ask my mother," says little Mary ;
'* I guess she can tell."

By-and-by as they pass a field of com, Samuel sees
% squirrel running across the street, with both his cheeks
distended with ^plunder J*

At home, too, the ear of com is made the subject of
conversation. " What is an ear of corn for, mother ?"
Bays little Mary, as soon as they have taken a seat at
the dinner-table.

Mother. An ear of com, child? why, don't you
know ? It is to feed the fowls, and the pigs, and the
cattle ; and we make bread of it too

Mary. Yes, we told all that, but the teacher says
that is not all.

Mother. The teacher ?

Mary. Yes, ma'am, the teacher had an ear of com
at school, and he asked us what it was for ; and after
we had told him every thing we could think of, he said
there was another thing still. Now I want to find out,
Bo that Jean tell him.

The consequence of this would be that the family,

92 RIGHT MODES OF TEACHING.

»■ i— — il— i^»^^»^»^ ■ I I I ■ I ■■■■■■■ ■ ■ I 1— — — ^— ^— ^MP»^M^^i^M^^i»

Tlieir family become interested.— Second day. — Anecdote.

■ ■ ^■^>— »

father, mother, and older brothers and sisters, would
resolve themselves into a committee of the whole on
the ear of corn. The same, or something like this,
would be true in other families in the district; and
by the next morning, several children would have some
thing further to communicate on the subject. The hour
would this day be awaited with great in4,erest, and the
first signal would produce perfect silence.

The teacher now takes the ear of co. n from the desk,
and displays it before the school ; and quite a numbei
of hands are instantly raised as if eager to be the first
to tell what other use they have discovered for it.

The teacher now says pleasantly, " The use I am
thinking of, you have all observed I have no doubt ; it
is a very important use indeed ; but as it is a little out
of the common course, I shall not be surprised if you
cannot give it. However you may try."

* It is good to boil !"* says Uttle Susan, almost spring*
mg from the floor as she speaks.

* The children themselves will be sure to find some new answers to such
questions as the above. In giving in substance this lecture to a gathering
of teachers in the Autumn of 1845, in one of the busy villages of New York,
where also the pupils of oue of the district schools were present by invita-
tion, I had described a process similar to that which has been dwelt upon
above. I had given the supposed answers for the first day, and had described
the children as pressing the question at home. When I had proceeded as
far as to take up the ear of com the second day, and had spoken of the
possibility that the true answer to the question might not be given, I turned
almost instinctively to the class of children at my right, saying, ** Now
what is the ear qf com for P* A little boy some six years of ago, who had
swallowed every word, and whose face glowed as if there was not room
enough for his soul within him, bounded upon his feet, and forgetting the
publicity of the place, and the gravity of the chairman of tlie meetinc

RIGHT MODES OF T£ACHINO 93

Older pupils intereeted.— The secret revealed.

" And it is for squirrels to eat," says little Samuel.
" I saw one cany away a whole mouthful yesterday
from the cornfield."

Others still mention other uses, which they have
observed. They mention other animals which feed
upon it, or other modes of cooking it. The older
pupils begin to be interested, and they add to the list
of uses named. Perhaps, however, none will name
the one the teacher has in his own mind ; he should
cordially welcome the answer if perchance it is given ;
if none should give it, he may do as he thinks best
about giving it himself on this occasion. Perhaps if
there is time he may do so, — after the following manner.

'' I have told you that the answer I was seeking was a
very simple one ; it is something you have all observed,
and you may be a little disappointed when I tell you.
The use I have been thinking of for the ear of corn is
this ;— // is to plant. It is for seedy to propagate that
species of plant called corn." Here the children may
look disappointed, as much as to say, ' we knew that
before.'

The teacher continues : " And this is a very import-
ant use for the corn ; for if for one year none should be
planted, and all the ears that grew the year before
should be consumed, we should have no more com.
This, then, was the great primary design of the corn ;
the other uses you have named were merely secondary.

dapping his hands forcibly together, " It*8 to pop I" ho exclaimed em-
phatically, very much to the amusement of the audience. His mind had
been waked up.

94 RIGHT MODES OF TEACHING.

« » I.I I

A new question.— Another.— Impart instruction.

But I mean to make something more of my ear of
com. My next question is : — Do other plants have

S3EDS ?"•

Here is a new field of inquiry. Many hands are.
instantly raised ; but as the five minutes by this time
have passed, leave them to answer at the next time.

" Have other plants seeds 7" the children begin to
inquire in their own minds, and each begins to think
over a list of such plants as he is familiar with. When
they are dismissed, they look on the way home at the
plants by the roadside, and when they reach home, they
run to the garden. At the table they inquire of their
parents, or their brothers and sisters.

At the next exercise, they will have more than they
can tell in five minutes as the results of their own
observation and research. When enough has been
said by the children as to the plants which have seeds,
the next question may be: Do all plants have
SEEDS ? This question will lead to much inquiry at
home wherever botany is not well understood. There
are many who are n5t aware that all plants have seeds.
Very likely the ferns (common brakes) will be noticed
by the children themselves. They may also name
several other plants which do not exhibit their apparatus
for seed-bearing very conspicuously. This will prepare
the way for the teacher to impart a little information.
Nor is there any harm in his doing so, whenever he is
satisfied that the mind has been suitably exercised.

* Plant is here used in tie popular sense

RIGHT MODES OF TEACBINQ. 95

The recipient haa gained capacity.— The ehn.— A promiae.

The mind is no longer a '* passive recipient ;" and he
may be sure that by inquiry it has increased its capacity
to contain^ and any fact which now answers inquiry,
will be most carefully stored up.

The next question may be : — Do trees have seeds?
As the children next go out, their eyes are directed to
the trees above them. The fruit-trees, the walnut, the
oak, and perhaps the pipe will be selected as those
which have seeds. They will, however, mention quite
a number which do not, or which, they think, do not
have seeds. Among these may be the elm, the birch,
and the Lombardy poplar. After hearing their opin-
ions, and the results of their observations, take one of
their exceptions, as' the subject of the next question ;
Does the Elm have seeds?* This will narrow tlieir
inquiries down to a specific case, and every elm in the
district will be inquired of as to its testimony on this
point.

If the children can any of them collect and s^ive the
truth in the matter, so much the better; but .f they,
after inquiring of their parents and their grandparents,
as I have known a whole school to do, come back
insisting that the elm has no seeds ; after hearing their
reasons for their belief, and perhaps the opinions of
their parents, you may promise to tell them something
about it at the next exercise. This will again awaken
expectation, not only among the children but among the

* It IB a very common opinion in the country that the elm has no seeds
I once knew a man who grew gray under the sliade of a large elm, and
who innated that it never tx>re any seeds.

96 RIGHT MODES OF TEACHING.

A caution.— Example of teaching.

parents. Ail will wish to know what you have to
bring out.

Great care should be taken not to throw any dispar-
agement upon the opinions of parents. Perhaps after
giving the signal for attention, you may proceed as
follows : —

"Has the elm-tree any seeds? Perhaps, children,
you may recollect after the cold winter has passed
away, that, along in the latter part of March or the first
of April, we sometimes have a warm, sunny day. The
birds perhaps appear and begin to sing a little, and as
you look up to the elm, you notice that its buds seem
to swell, and you think it is going to put out its leaves.
Everybody says we are going to have an early spring.
But after this the cold frosty nights and windy days
come on again, and then you think the leaves cannot
come out so early. Now, if you observe carefully, the
leaves do not come out till about the 20th of May or
perhaps the first of June. Did you ever see any thing
like what I have described ?"

" Yes, sir, we remember that."

" Well, the next time you see the buds begin to open,
just break off a twig of a good large tree, and you will
find they are not the leaf-buds. But if you will watch
them carefully for two or three weeks, you will find
that each bud will put out some beautiful little flowers,
brightly colored, and slightly fragrant. If you will still
continue to watch them, you will find as the flowers
fall off, that seed-vessels are formed, shaped very much
like the parsnip seed. These will grow larger and

RIGHT MODES OF TEACHING. 07

Elm-iluflt.— A new queition. -Kemtlta.

larger every day, and by-and-by th6y will turn brown,
and look as if they were ripe. Just about tliis time
the leaves will come out ; and soon after, these seeds,
daring some windy day or night, will all fall off. The
ground will be covered with thousands of them. Per
haps you have seen this."

" Yes, six," says John, "Grandpa calls that elm-dusty

" Perhaps next year you can watch this, and ask
your parents to examine it with you. But the five min-
utes are ended."

Now information thus communicated will never be
forgotten. The mind, having been put upon the stretch,
is no longer a passive recipient.

The next question : — How are seeds bissemi-
NATED ? — (of course explaining the term — " dissemi^
natedy)

This will bring in a fund of information from the

pupils. They will mention that the thistle seed flies^

and so does the seed of the milkweed ; that the burs

of the burdock, and some other seeds are provided with

hooks by which they attach themselves to the hair of

animals or the clothing of men, and ride away to their

resting-place, which may be a hundred miles off. Some

fall into the water and sail away to another shore.

Some, like the seed of the Touch-me-not, are thrown

at a distance by the bursting of the elastic pericaqp ;

others, as nuts and acorns, are carried by squirrels,

and buried beneath the leaves. These facts would

mostly be noticed by children, when once put upon

observation.

7

418 RIGHT MOD£S OF TSACHINQ.

Another.— ResuIt8.~Stin another.— Remarks.

Next question, — Are plants propagated in any other
way than by seeds ?

This question would call their attention to the varioug
means of natural and artificial propagation, by layers,
by offsets, by suckers, by grafting, by inoculation or
budding, &c. &c.

Again, — Have any plants more ways than one of natu-
ral propagation 1 Some have one way only, by seeds,
as the annual plants ; some have two, — ^by seeds, and
by roots, as the potato ; some have three, — as the tiger
lily, by side-bulbs from the roots, by stalk-bulbsy and
by the seeds. This can be extended indefinitely.

SECTION V.-REMARKa

Let it be remembered that the above has been given
simply as a specimen of what could easily be done by
an ingenious teacher, with as common a thing as an ear
of corn for the text. Any other thing would answer as
well. A chip, a tooth or a bone of an animal, a piece
of iron, a feather, or any other object, could be made
the text for adroitly bringing in the uses of wood, the
food and habits of animals, the use and comparative
value of metals, the covering of birds, their migration,
the covering of animals, &c. &c. Let the teacher but
think what department he will dwell upon, and then he
can easily select his text ; and if he has any tact, he
.can keep the children constantly upon inquiry and
observation.

The advantage*! of the above course over simpl>

JtlOHT MODBS OF TEACHING. 90

— ^
Effects upon the childien.— Adyantages of obvervatioii.

lecturing to them on certain subjects, that is, over the
pouring-in process^ are many and great. Some of the
most obvious I will briefly state.

1. It immediately puts the minds of the children into
a state of vigorous activity. They feel that they are no
longex passive recipients. They are incited to discover
and ascertain for themselves. They are, therefore,
profitably employed both in and out of school, and as a
consequence are more easily governed. A habit of
observation is cultivated in them ; and what an advan-
tage is this for a child ! It is' almost unnecessary to
remark that many people go through the world with-
out seeing half the objects which are brought within
their reach. It would be the same to them if their
eyes were half the time closed. If they travel through
a country presenting the most beautiful scenery, or the
most interesting geological features, they see nothing
They grow up among all the wonders of God's works
amid all the displays of his wisdom, of his design, to
no purpose. They study none of the plans of nature ;
and by all the millions of arrangements which God has
made, to delight the eye, to gratify the taste, to excite
the emotions of pleasure instead of pain, they are
neither the happier nor the wiser. What a blessing,
then, it is to a child, to put his mind upon inquiry ; to
open his eyes to observe what his Creator intended his
inteUigent creatures should behold, of his goodness, his
wisdom, his power. And how far superior is he who
teaches a child to see for himself, and to think for him-
self to him who sees and thinks /or the child, and thus

100 RIGHT MODES OF TEACHING.

Parents benefited.—Take an interest in the schooK

practically invites the pupil to close his own eyes and
grope in darkness through the instructive journey of
life.

2. It is of great serviee to the parents in the district
to have this waking-up process in operation. Our chil*
dren are sometimes our best teachers. Parents are apt
to grow rusty in their acquirements, and it is no doubt
one of the designs of providence that the inquisitiveness
of childhood should preserve them from sinking into
mental inactivity. Who can hear the inquiries of his
own child after knowledge, without a desire to supply
his wants ? Now it is right for the teacher to use this
instrumentality to wake up mind in his district. Parents,
by the course I have recommended, very soon become
interested in these daily questions of the teacher ; and
they are often as eager to know what is the next ques^
turn as the children are to report it. This course, then,
will supply profitable topics of conversation at the fire-
side, and very likely will encourage also the pursuit of
useful reading. It will moreover soon awaken a deeper
interest in the school on the part of the parents. They
will begin to inquire of one another as to this new
measure ; and when -they find by conference that the
feeling in this matter is becoming general, they will
desire to visit the school to witness this as well as the
other operations of the teacher. This will secure
parental cooperation, and thus in every way the in-
fluence of the school will be heightened. It is no
small thing for a teacher to enlist the interest of his
patrons in the success of his school ; and this is the most

RIGHT MODES OF TEACHINO. 101

Teacher is improyed.— Hia temptations.

happily done, when it is achieved through the medium
of the pupils themselves.

3. It wakes up the teacher's own mind. This is
by no means the least important point to be gained.
The teacher, by the very nature of his employment,
by daily confinement in an unhealthy atmosphere,
by teaching over and over again that vtrith which he
18 quite familiar, by boarding with people who are
inclined to be social, and by the fatigue and languor
with which he finds himself oppressed every night, is
strongly tempted to neglect his own improvement^^
There are but few who rise above this accumulation of
impediments, and go on in spite of them to eminence
in the profession. A large proportion of all who teach,
rely upon the attainments with which they commence j
and in the course of two or three years, finding them-
selves behind the age, they abandon the employments
This is very natural. Any man who treads in a beaten
track, like a horse in a mill, must become weary, how-
ever valuable the product may be which he grinds out.
It is essential that he should keep his own interest
awake by some exercise of his ingenuity, and that he
should compel himself to be industrious by undertaking
that which will absolutely demand study. The above
process will do this ; and while he may have th&
exquisite pleasure of seeing the growth of his pupils'
minds, he may also have the higher satisfaction of
feeling the growtli of his own.

T must here add, that it has not been my intention

102 RIGHT MODES OF 1 BACHING.

Books not to be neglected.— Given only as a specimen.

in what I have said, to inculcate the idea that the study
of books should in the least degree be abated to make
room for this process of waking up mind. The various
branches are to be pursued and as diligently pursued as
ever before. Tlie time to be set apart for this exercise
should "be short, — never probably to exceed five min-
utes. It is to come in when the scholars need rest for
a moment, and when, if not employed about this, they
would probably be doing nothing, or perhaps worse
than nothing. It should be managed with care, and
should never be made a hobby by teachers, as if it were
of more importance than any thing else. One secret
of success in this — as indeed in every thing — is, that it
should not be continued too long at once. The pupils
should be left " longing — not loathing."

Let me again remind the reader that I have given the
above as a specimen. The choice of the ear of com
was merely accidental ; it happened to lie on my table
when I wanted a text. The teacher should look upon
this simply as a specimen, and then choose his own
subjects. The main point aimed at is this : — Never ask
leading questions which your scholars can hardly fail
to answer; and never lecture to your pupils till you have
somehow first kindled in them a living desire to know ;
that is, avoid alike the " drawing-out" and the " pour-
ing-in" process. Rather let it be your object to excite
inquiry by a question they cannot answer without
thought and observation, — and such a question as they
would deem it disgraceful not to be able to answer
This adroitly done is " waking up mind^

CONDUCTING RECITATIONS. 108

AptneBB to teaeh.~Difference in men ; in toachen.

CHAPTER VII.

CONDUCTING RECITATIONS.

In considering a teacher's qualificalions, the power
of exciting an interest in the recitations of his school
may not be overlooked. No man can be successful for
any length of time without this. This comprises what
is usually implied by aptness to teach. All men
have not this faculty by nature in an equal degree.
Some may talk for an hour upon an interesting topic in
the presence of children without commanding their
attention ; while there are others who can take even a
common-place subject and secure for any length of
time an all-absorbing interest in every word. This
diflFerence is seen in every grade of public speakers,
and in all descriptions of writers ; but perhaps more
strikingly than anywhere else it is observable among
teachers. Enter one school, and you may notic^ that
the scholars are dull and listless ; indifference sits un-
disturbed upon their brows ; or perhaps they are driven
by the activity of their own natures to some expedient
to interest themselves, while the teacher is with very
commendable spirit, laboriously — ^perhaps learnedly-
explaining some principle or fact designed for their
edification. The secret is, he has not 3'et learned to

104 CONDUCTING RECITATIONS.

A contrast.— Not alwaya a natural gift.

awaken their attention ; he fails to excite their inter
est.

Pass to another school. A breathless silence per-
vades the room ; the countenances of the children,
upturned towards the teacher, beam with delight. As
he kindles into earnestness and eloquence, they kindle
into responsive enthusiasm. Whenever his eye meets
theirs, he sees — he feels the glow radiated by the fire
be is lighting in their souls, and his own gathers new
warmth and enthusiasm in return. Such a man is apt
to teach ; and you could scarcely break the spell by
which he holds his class, " though you should give
them for playthings, shining fragments broken from ofT
the sun."

He who possesses this gift naturally, has very great
advantage as a teacher to begin with. The ability to
tell well what he knows, is of more consequence to the
teacher, than the greatest attainments without the powei
to communicate them. Combine high attainments with
the ability to tell, and you have the accomplished
teacher.

But this power to communicate is not necessarily a
natural gift ; it comes not always by intuition. It can
be acquired. It is founded in philosophy; and hejvho
can understand any thing of the workings of his own
mind, who can revert to the mental processes he went
through in order to comprehend a principle, who can
go back to that state of mind he was in before he com-
prehended it, and then by one step more can put him-
self in the place of the child he is teaching, realizing

CONDUCTING RECITATIONS. 105

^^I^KK^^^I^a^mt^K^'^^ftmi^^^^^^^a^^^^^^^^^^ Mill ^— n^Bi^^— .^M ■ ■■■■■■ I m^^-^^^^^i^^ i —^^M^^^^^—i ^^^^^w^^^— i^M^

How aoqaired.— Natural order.— Science of teaching.

.exactly his perplexities and feeling his precise wants,
can become the apt teacher. Those who fail in this
are usually those who have forgotten the steps they
took to acquire their own knowledg6, or perhaps who
never noticed what steps they did take.

Td* acquire this rare qualification should be the con-
stant study of the teacher. To this end he should
recall, as far as possible, the operations of his own
mind in childhood. By studying his own mind, he
learns, often most effectually, what he needs to know
of others. Whenever he is preparing to teach any
principle or fact to others, let him ask himself ques-
tions like the following : — What was the dark point in
this, when I studied it ? Where did my mind labor
most? What point did my teacher fail to explain?
Such questions will frequently suggest the very diffi-
culty which perplexes every mind in the same process.
Again, the following inquiries may be very useful : —
In studying this, what was the first point which
appeared clear to me ? After this, what was the
second step, and how did that follow the first ? The
next in order ? And the next ? Was this the natural
order ? If not, what is the natural order ? The right
answer's to these questions will suggest the course to
be pursued in the instruction of a class.

The teacher can scarcely ask a more important
question than this: — What is the natural order of
presenting a given subject 1 The ability to determine
this, is what constitutes in a great degree the science of
teaching. This inquiry should occupy much thought

106 CONDUCTING RECITATIONS.

Thorough knowledge.— Its advantages to the teacher.

because a mistake here is disastrous, and ever will be,
as long as divine wisdom is superior to human. He
who can ascertain the order of nature, will be most
sure of exciting an interest in the subject he is endeav
oring to teach.

Some further suggestions as to conducting school
recitations are contained in the following paragraphs.

1. The teacher should thoroughly understand what
he attempts to teach. It is destructive of all life in the
exercise, if the teacher is constantly chained down to
the text-book. I have no objection, indeed, that he
should take his text-book with him to the class, and
that he should occasionally refer to it to refresh his
own memory, or to settle a doubt. But who does not
know that a teacher who is perfectly familiar with
what is to be taught, has ten times the vivacity of one
who is obliged to follow the very letter of the book?
His own enthusiasm glows in his countenance, sparkles
in his eye, and leaps from his tongue. He watches
the halting of the pupil, perceives his difficulty, devises
his expedient for illustrating the dark point in some
new way, and, at the proper moment, renders just the
amount of assistance which the pupil needs. Not
confined to the text, he has the use of his eyes ; and
when he speaks or explains, he can accompany his
remark with a quickening look of intelligence. In this
way his class is enlivened. They respect him for his
ready attainment, and they are fired with a desire to be
his equal.

How different is it with a teacher who knows nothing

CONDUCTING RECITATIONS. 107

Printed que8tioi]8.--^pecuil prepaFotioQ.

of the subject but what is contained in the text before
him, and who knows that only as he reads it during
the intervals occasioned by the hesitations of the class.
Every question he proposes is printed at the bottom
of the page ; and as soon as he reads the question,
without a glance at the pupil, his eye sets out on a
chase after the answer in the text. If the scholar
has not already been stupified by such teaching, and
happens to give an intelligent answer, yet not in the
precise language of the book, he is set right by the
teacher's reading the very words, — just so much de-
tached from the sentence, as he fancies was intended
to answer that one question ! In this way he dis-
courages thought in his pupils, and sets a bounty
on mechanical study. In this way, too, he congeals
whatever of interest they bring with them to the reci-
tation, and they sink into indifference, — or, following
the instincts of their nature, they seek occupation
in play or mischief, even under the sound of his
voice !

2. The teacher should specially prepare himself for
each lesson he assigns. This is naturally suggested by
what has just been said. The teacher's memory needs
to be refreshed. We all know how diflScult it would
be to recite a lesson, in geometry for instance, weeks
%fter studying it. It is so in other things. Now the
;eacher should be so familiar with the lesson which he
proposes to hear recited, that he could recite it himself
fts perfectly as he would desire his scholars to do it
This is seldom the case. I have heard a teacher, with

108 CONDUCTING RECITATIONS.

The tables turned.— <>ominoii-place book.—Its lue.

the text-book in his hands, complain of the dullness or
inaccuracy of his classes, when, if the tables had been
turned, and the pupils allowed to ask the questions,
the teacher would scarcely have recited as well. And
I may add, this is no very uncommon thing / If any
one is startled at this assertion, let him request a
friend, in whom he can confide, to ask him the ques-
tions of a pMTticular lesson in geography, or history, or
grammar. The teacher should daily study his class
lessons. This will enable him the better to assign his
lessons judiciously. In this daily study, he should
master the text-book upon the subject ; and more than
this, he should consider what collateral matter he can
bring in to illustrate the lesson. He should draw upon
the resources of his own mind, — upon the treasures of
his common-place book* — upon the contents of some

* It is an excellent plan for every teacher to keep a common-place book
of considerable size, different portions of it being set apart for the differ-
ent sul^jects upon which he* is to giye instruction. On the first twenty
pages, ** Geography*' may be the head t-— the next twenty pages may be
■et apart for " History,'*— twenty more may be assigned to " Reading,'*—
and a like number to "ArithmeUc," "Grammar," "Spelling," "Wri-
ting," &€., reserving quite a space for " Miscellaneous Matter." This
would make a large book, but when it is remembered that it is to be used
for several years, it is well to have it large enough to contain a large
•mount of matter. Now, whenever the teacher hears a lecture on a peciH
liar method of teaching either of these branches, let him note the promi-
nent parts of it under the proper head, and especially the Uluatraiions,
Wlientie reads or heara an anecdote Illustrating Geography, History, oi
Grammar, let it be copied under the proper head. If it illustrates Geogra-
phy, let the name qf the place stand at its head. When he visits a school,
and listens to a new explanation or a new process, let him note it under
Ut head. In this wray he may collect a thousand valuable things to \m
with judgment in his school.

CONDUCTING KSCITATI0N8. 109

Use of the eye.— Correct language.

encyclopaedia, — upon any source, from whence he can
obtain a supply of knowledge for his purpose. This
will improve his own mind, and he will be encouraged,
as from time to time he teaches the same branch, to
find that he is able to do better than ever before, and
that, instead of becoming weary with repetition, he is
more and more enthusiastic in the subject.

Going thus to his class — so full of the subject, that
were the text-book annihilated, he could make another
and better one — he will have no difficulty to secure
attention. As he speaks, his eye accompanies his
word, and as his pupils answer, he sees the expression
of their countenances ; and what a world of meaning
there is in this expression ! It betrays, better than
words can do, the clearnesis or obscurity of the mind's
perception, when a truth is presented. How different
the beaming of the eye when the soul apprehends^
from that almost idiotic stare at vacuity when words
are used without import. And how necessary it is
that the teacher should be free to observe the inward
workings of the soul as indicated upon the counte
nance. •

3. The teacher should be able to use our language
fluently and correctly. In this many are deficient.
They hesitate and stammer, and after all, express their
ideas in vague terms, and perhaps by the use of in
accurate or inelegant language. A teacher in no way
gives so effectual instruction in grammar as by his own
use of our language ; and there can be no sight more
mortifying than that of a teacher labonng to fix in the

110 CONDUCTING RECITATIONS.

4(

Sums."— " Question.*'— Anecdote.— Animation.

minds of his class some rule of syntax, when his own
language at the very moment shows an entire disregard
of the rule. It is very common to hear teachers talk
of " sums" to their classes in arithmetic, and even t<»
ask them to do " sums" in subtraction or division .
The term "question** is often as improperly applied,
when no question is asked. The teacher should be
accurate in the use of terms. " Question" is some-
times the proper word ; sometimes " problem," and
sometimes ** exercise," or " example," may with more
propriety be used ; but " sum** means the amount of
several numbers when added, and it should not be
applied as the name of an exercise. Some teachers
use the terms ratio and proportion* interchangeably,
as if they were synonyms. Such inaccuracies in the
teacher will be sure to be reproduced in the school,
and it is a great evil for the scholar to acquire a
careless habit in the use of terms.

4. He should have proper animation himself. Hor-
ace Mann describes some of the Scotch teachers as
working themselves up into a feverish excitement in
the presence of their classes, and the classes in turn
as literally bounding from the floor when they answer
their hasty questions. Now, while I think these Scotch

* We are reminded by this of the college student who was examined
rather closely by his tutor. " What is ratio V* inquired the tutor. ** Ratio V*
■aid the young man, " ratio is proportion." " Well, what is proportion!"
''Proportion? proportion is ratio." "Well, then," said the tutor, looking
perplexed, ** what are both together ?" " Elxcuse me," said the pupil, '* /
can d^ne but one at a time /"

CONDUCTING RECITATIONS. Ill

Children imitatiTe.— Attitude.— The attention of the class.

teachers go quite too far, I do think that many of our
own teachers come short of a proper standard of ani-
mation. A teacher should be ready, without being
rapid ; animated, without being boisterous. Children
are imitative beings ; and it is astonishing to observe
how very soon they catch the manners of the teacher.
If he is heavy and plodding in his movements, they
will very soon be dull and drowsy in thdrs ; then, if
he speaks in a sprightly tone, and moves about with
an elastic step, they almost realize a resurrection from
the dead. If he appears absent-minded, taking but
little interest in the lesson which is recited, they will
be as inattentive, at least, as he ; while, if all his
looks and actions indicate that the subject is of some
importance, he will gain their attention. Nor can I
refrain in this place from suggesting to the teacher
the importance of regarding his manners, while en-
gaged in conducting a recitation. His attitude should
not be one of indolence or coarseness, — and when he
moves from his seat, and appears at the blackboard to
illustrate any point, it should be done gracefully, and
with a constant regard to the fact, that every look and
every motion teaches.

6. He should never proceed without the attention of
the class. A loss of interest is sure to follow a want
of attention. Besides, a habit of inattention, while it
is very common, is also a great calamity to the person
who falls into it during life. Many a sermon is lost
upon a portion of the audience in our churches every
Sabbath from this cause. When the attention is

112 CONDUCTING RECITATIONS.

A routine.—" Books but helps."— Utility.

aroused, the impression made is enduring; and one
idea then communicated is worth a hundred at any
other time.

6. Avoid a formal routine in teaching. Children
are very apt to imbibe the notion that they study in
order to recite. They have but little idea of any pur-
pose of acquirement beyond recitation; hence they
study their text book as mere words. The teacher
should, as soon as possible, lead them to study the sub-
ject, using the book simply as an instrument. '* Books
are but helps" — should become their motto. In order
to bring this about, the instructor would do well occa
sionally to leave entirely the order of the book, and
question them on the topic they have studied. If they
are pursuing arithmetic, for instance, and they have
carefully prepared a definite number of problems, it
might be well to test their ability by giving them at the
recitation others of the teachers' own preparing, in-
volving an application of what they have learned to the
business of life. This will lead them to study intelli-
gently. Besides, as soon as they begin to see how their
knowledge is to be useful to them, they have a new
motive to exertion. They should be so taught as to
discover that grammar will improve their understanding
and use of language ; that writing will prepare them
for business, and by enabling them to communicate
with their friends, will add to their enjoyment ; and so
of reading and the other branches.

7. Be careful to use language which is intelligible
tp children, whenever an explanation is given. The

CONBVCTINO RECITATIONS. 118

Intelligible language.— An example quoted.

object of an explanation is to elucidate, to make clearer.
How is this object accomplished when the explanation
is less intelligible than the thing explained 7 Suppose
a child should ask her teacher to explain the cause of
cold in winter and heat in summer ; in other words, the
cause of the change of seasons. '' Oh, yes," says he,
pleasantly. '' The annual revolution of the earth round
the sun in connection with the obliquity of the ecliptic^
occasions the succession of the four seas6ns."* The
child listens to these ** words of learned length," and is
astonished at the learning of her teacher, but she has
no clearer idea than before of the point she inquired
about.

Mr. S. R. Hall in his lectures gives the following
forcible illustration of the same point. "Will you
please to tell me why I carry one for every ten ?" said
little Laura to her instructor. " Yes, my dear," said
he, kindly. " It is because numbers increase from right
to left in a decimal ratio." Laura sat and repeated it
to herself two or three times, and then looked very sad.
The master, as soon as he had answered, pursued his
other business and did not notice her. But she was
disappointed. She understood him no better than if he
had used words of another language. " Decimal" and
" ratio" were words that might have fallen on her ear
before, but if so, she understood them none the bettei
for it. She looked in the dictionary and was disap-
pointed again, and after some time, put away her

* Woieester's Geography.

8

114 CONDUCTING RECITATIONS.

Honest confoasion,-— not mystification.— Example.

arithmetic. When asked by her teacher why she did
80, she replied, * I don't like to study it ; I can*t
understand it ' "

" Now the injury to little Laura was very great. She
had commenced the study with interest ; she had learned
to answer a great many questions in arithmetic and had
been pleased. *She was now using a slate and writing
her figures on it, and had found the direction to carry
one for every ten. This she might have been made to
understand. The master loved his scholars and wished
to benefit them, h\ii forgot that terms perfectly plain to
him would be unintelligible to the child. From that
moment Laura disliked arithmetic, and every effort
that could be used with her could not efface the im
pression that it was a hard study, and she could not
understand it."

While upon this subject, I might urge that teachers
should not resort to evasion when they are not able to
explain. It is a much more honorable, and far more
satisfactory course, for the teacher frankly to confess his
inability to explain, than to indulge in some ridiculous
mysticism to keep up the show of knowledge. I may
never forget the passage I first made through the Rule
of Three, and the manner in which my manifold per-
plexities respecting "direct and inverse" proportion
were solved. " Sir," said I, after puzzling a long time
over * more requiring more and less requiring less' —
" will you tell me why I sometimes multiply the second
and third terms together and divide by the first — and at
other times multiply the frst and second and divide by

CONDUCTING RECITATIONS. 115

More requires more !— Accurate and prompt recitation.

the third ?'* " Why, because more requires more some-
times, and sometimes it requires less — ^to be sure.
Haven't you read the rule, my boy T " Yes, sir, I can
repeat the rule, but I don't understand it." " Why it
is because * more requires more and less requires less !' '*
" But why, sir, do I multiply as the rule says ?" "Why,
because * more requires more and less requires less' —
see, the rule says so J* " I know the rule says so, but
I wished to understand why.^ — " Why ? why V* look-
ing at me as if idiocy itself trembled before him —
"why? — why because the ruZc 5ay5 50 ; dorit you see
it ? — JIj^More requires more and less requires less /"
— and in the midst of this inexplicable combination of
more and less, I shrunk away to my seat blindly to
follow the rule because it said so. Such teaching as
this is enough to stultify the most inquiring mind ; and
it is to secure the blessing of relief from such influence
to the children of any particular district, that we come
to consider an occasional change of teachers a mitigated
evil.

8. Require prompt and accurate recitation. I know
of nothing that will abate the interest of a class sooner
than dull and dragging recitations. The temptation in
such cases is very strong for the teacher to help the
class by the " drawing-out process" before described.
This, however, only makes the matter worse. The
dull recitation calls for the teacher's aid ; and his aid
reproduces the dull recitation. The only way is to stop
at once, and refuse to proceed till the recitation can go
aUm& It is just as easy to have good lessons as poor ;

116 CONDUCTING RECITATIONS.

It saves time.— Simultaneous recitation.— Its evib. "^

and the teacher should have the energy to iifsist upon
them. Mark the countenances of a cla&s as they go to
their seats after a good recitation. They feel that they
have done something, and they look as if they valued
the teacher's approbation and their own so highly, that
they will learn the next lesson still better.

It is moreover a great saving of time, to have the
lessons promptly recited. This saving will afford the
opportunity to introduce those additional illustrations I
have before suggested, in order to excite a still deeper
interest. It may sometimes, though not always, be well
to make a prompt and perfect recitation the condition
of introducing the additional matter.

9. Rely not too much upon simultaneous recitation.
This has become quite too fashionable of late. It had
its origin in the large schools established some years
since, known as Lancasterian schools, and perhaps was
well enough adapted to schools kept upon that plan in
large cities. But when this mode of reciting is adopted
in our district and country schools, where the circum-
stances of large numbers' and extreme backwardness
are wanting, it is entirely uncalled for, and like other
city fashions transferred to the country, is really out
of place.

Seriously, I look upon this as one of the prominent
fauhs in many of our schools. It destroys all indepen-
dence in the pupil by taking away his individuality.
He moves with the phalanx. Learning to rely on others,
be becomes superficial in his lessons. He is tempted
to indolence by a knowledge that his deficiencies will

CONDUCTING RECITATIONS. lit

Sometimes allowable.~When?

not Stand out by themselves ; and he comforts himself
after a miserable recitation with the consoling reflection
that he has been able to conceal his want of thorough-
ness from his teacher.

It may sometimes be useful. A few questions thus
answered may serve to give animation to a class when
their interest begins to flag ; but that which may serve
as a stimulant must not be relied on for nutrition.
As an example of its usefulness, I have known a
rapid reader tamed into due moderation by being put
in companionship with others of slower speech, just as
we tame a friskful colt by harnessing him into a team
of grave old horses. But aside from some such definite
purpose, I have seen no good come of this innovation.
I am satisfied its prevalence is an evil, and worthy of
the careful consideration of teachers.

By the foregoing means and others which will sug-
gest themselves to the thoughtful teacher's mind, he
can arouse the interest of his classes so that study will
be »nore attractive than play. For this object every
teacher should labor. It is of course impossible to give
specific rules to meet every case ; it is not desirable to
do it. The teacher, put upon the track, will easily
devise his own expedients ; and his own, be it remem-
bered, will usually be found the best for him.

As a motive for every teacher to study carefully the
art of teaching well at the recitation, it should be borne
in mind that then and there he comes before his pupils
in a peculiar and prominent manner ; it is there his mind

118 CONDUCTING RECITATIONS.

llie teacher tnakea his mark at recitation.

comes specially in contact with theirs, and there that he
lays in them, for good or for evil, the foundations of
their mental habits. It is at the recitation in a peculiar
manner, that he makes his mark upon their minds ; and
as the seal upon the wax, so his mental character uDoa
theirs leaves its impress behind '

SZCITINO INTSRBST IN STUDY. 119

A great qnefltioD.— The interest in study an abiding one.

CHAPTER VIII.

BZCITINO INTEREST IN STUDY.

It is ever an interesting question to the teacher, and
one which he should consider with great care — " How
can I excite an interest among my pupils in their
studies ?" The intelligent teacher feels that this is the
great question ; for he foresees that, if he fails here, his
difficulty in governing his school will be very much
increased. He therefore turns his attention with deep
solicitude to the motives he may present, and the
methods he may employ to awaken and keep alive th«
interest of the school.

If he has reflected at all upon the subject, he has
already arrived at the conviction, that it is necessary for
the good of all concerned that the interest awakened
should be an abiding one; that it should not only
not abate during the term of. school, but continue
*— nay, grow stronger and stronger — even after school-
days have passed away. There is probably no greater
mistake in education, than that of raising in school an
artificial excitement, which may aid perhaps in securing
better recitations, but which will do nothing toward
putting the .mind into such a state, that it will press on

120 EXCITING INTEREST IN STUDY

A common mistake.— Emulation.— Perplexity.

in the pursuit of knowledge ever after the living teacher
has closed his labors.

The higher principles of our nature being aroused
with difficulty, are too apt to be neglected by the
teacher^ and thus they remain in their original feeble-
ness ; while he contents himself with appealing to our
lower characteristics, — thus doing a lasting injury by
unduly cultivating and strengthening them, at the
same time that he awakens after all but a temporary
interest.

In view of the importance of the subject, and the
difficulty of judging aright upon it, I shall make no
apology for devoting a few pages to the consideration of

SECrilON L -INCENTIVES TO STUDY-EMULATION.

The teacher will find in a greater or less degree, in
the mind of every child, the principle of Emulation.
It is a question very much debated of late, Wliat shall
he do with it ? Much has been said and written on this
question, and the ablest minds, both of past ages and
the present, have given us their conclusions respecting
it ; and it often increases the perplexity of the young
teacher to find the widest difference of opinion on
this subject among men upon whom in other things he
would confidingly rely for guidance. Why, asks he,
why is this ? Is there no such thing as truth in this
matter ? or have these men misunderstood each other ^
When they have written with so much ability and
10 much earnestness, — some zealously reconunending

EXCITING NTEREST IN STUDY. 121

Experimeotiog.— Its evil conaeqoences.

emulation as a safe and desirable principle to bq
encouraged in the young, and others as warmly de-
nouncing it as altogether unworthy and improper,*—
have they been thinking of the same thing? Thus
perplexed lyith conflicting opinions, he is thrown back
upon his own reflection for a decision ; or what is more
common, he endeavors to find the truth by experimenting
upon his pupils. He tries one course for one term, and
a diflerent one the next ; repeats both during the third,
and still finds himself unsettled as he commences the
fourth. Meantime some of his experiments have wrought
out a lasting injury upon the minds of his pupils ; for,
if every teacher must settle every doubt by new experi-
ments upon his classes, the progress that is made in
the science and art of teaching must be at the untold
expense of each new set of children ; — just as if the
young doctor could take nothing as settled by the ex-
perience of his predecessors, but must try over again
for himself the efiect of all the various medical agents,
in order to decide whether arsenic does corrode the
stomach and produce death, — whether cantharides can
be best applied inwardly or outwardly, — whether mer-
cury IS most salutary when administered in ounces or
grains, or whether repletion or abstinence is preferable
in a fever ! When such is the course of a young prao-
titioner in a community, who does not confidently ex-
pect the churchyard soon to become the most populous
district, and the sexton to be the most thrifty personage
in the village, unless indeed he too should become the
frubject of experiment ?

122 EXCITING /NTERE8T IN STUDT

Two senses.— Define the terms.— The good senM.

But is there not a good sense and a bad sense,
associated with the term Emulation ; —and have not
these eager disputants fallen into the same error, in
this matter, that the two knights committed, when they
immolated each other in a contest about the question
whether a shield was gold or silver, when each had
seen but one side of it ? I incline to the opinion that
this is the case, — ^and that those who wax so warm in
this contest, would do well to give us at the outset a
careful definition of the term Emulation, as they
intend to use it. This would perhaps save themselves
a great deal of toil, and their readers a great deal of
perplexity.

Now it seems to me the truth on this question Ues
within a nutshell. 1. If emulation means a desire for
improvement^ progress^ growth^ — ^an ardent wish to
rise above one's present condition or attainments, —
or even an aspiration to attain to eminence in the
school or in the world, it is a laudable motive. This
is self^emulation. It presses the individual on to
surpass himself. It compares his present condition
with what he would be — with what he ought to be ;
and " forgetting those things which are behind, and
reaching forth unto those which are before, he presses
towards the mark for the prize." '* An ardor kindled
by the praiseworthy examples of others, inciting to
imitate them, or to equal, or even excel them, without
the desire of depressing them,"* is the sense in which

• Dr. Webster.

EXCITING INTEREST IH JTUDY. 123

The bad sense.— Characteriatics 4.mbition.

the apostle uses the term [Romans zi. 14] when he
says : " If by any means I may provoke to emulation
them which are my flesh, and might save some of
them." If this be the meaning of emulation, it is every
way a worthy principle to be appealed to in school.
This principle exists to a greater or less extent in the
mind of every child, and may very safely be strength-
ened by being called by the teacher into lively exercise ;
provided always, that the eminence is sought from a
desire to be useful, and not from a desire of self-
glorification.

2. But if emulation, on the other hand, means a desire
of surpassing others^ for the sake of surpassing them ;
if it be a disposition that will cause an individual to be
as well satisfied with the highest place, whether he has
risen above his fellows by his intrinsic well-doing, or
they have fallen below him by their neglect ; if it puts
him in such a relation to others that their failures will
be as gratifying to him as his own success ; if it be a
principle that prompts the secret wish in the child that
others may miss their lessons, in order to give him an
opportunity to gain applause by a contrast with their
abasement, — then, without doubt it is an unworthy and
unholy principle, and should never be encouraged or
appealed to by the teacher. It has no similitude to
that spirit which prompts a man to " love his neighbor
as himself." It has none of that generosity which
rejoices in the success of others. Carried out in
after-life, it becomes ambition^ such as fired the
breast of a Napoleon^ who sought a throne for him«

124 EXCITING INTEREST IN STUDY.

The two viewB of emulation comparod.

self, though he waded through the blood of millions to
obtain it.

It is to this principle thdt the apostle, before quoted,
alludes, when he classes emulation with the *' works
of the flesh," which are these : " adultery, fornication,
uncleanness, lasciviousness, idolatry, witchcraft, hatred,
variance. Emulation, wrath, strife, seditions, &c., — -of
the which things, I tell you before, as I have told you
in times past, that they which do such things shall not
inherit the kingdom of God." It is of this principle
that the commentator, Scott, remarks : — ** This thirst
for human applause has caused more horrible violations
of the law of love, and done more to desolate the earth,
than even the grossest sensuality ever did."

Thus Emulation is a term which indicates a very
good or a very bad thing, according to the definition
we give it. In one view of it, the warmest aspirings
to rise are consistent with a generous wish that others
may rise also. It is even compatible with a heartfelt
satisfaction in its possessor, at the progress of others,
though they should outstrip him in his upward course.
It is the spirit which actuates all true Christians, as
they wend their way heavenward, rejoicing the more
as they find the way is thronged with those who hope
to gain an immortal crown.

In the other view of it, we see men actuated by
selfishness mingled with pride, inquiring, in the spirit of
those mentioned in scripture, ** Wh<l> among us shall be
the greatest ?" We everywhere see men violating these
iacred injunctions of divine wisdom* ''Let no man

EXCITING INTEREST IN STUDY. 125

The teaclier's duty.— Otijectioiis.— Answen.

seek his own, but every man another's wealth/' " Let
nothing be done through strife or vain-glory ; but in
lowliness of mind, let each esteem other better tlian
hemselves." — " In honor preferring one another."

If such be the true pictures of emulation, in botli
the good and the bad sense, certainly teachers can-
not hesitate a moment as to their duty. They may
appeal to the principle first described, — cultivate and
strengthen it ; and in so doing, they may be sure they
are doing a good work. But unless they intend to
violate the teachings of common sense, and the higher
teachings of Christianity, / know not how they can
appeal to the principle of emulation as defined in the
second case.

But it may be urged that the teacher will find
emulation, even in this latter sense, existing in human
nature ; that he cannot get rid of it if he will ; that
it will be one of the most active .principles to which
he can resort in arousing the mind to exertion ; and,
furthermore, that it has been appealed to by many of
the most eminent teachers time out of mind.

To this it is replied, that it is not disputed that chil-
dren are selfish ; and that this selfishness may indeed
be made a powerful instrumentality in urging them
fon^ard to the attainment of a temporary end. But
does the existence of selfishness prove that it needs
cultivation in the human character? And will the end,
when attained, justify the means ? Is the end, whatever
it may be, if attained at such a cost, a blessing to be

126 ;bxcitino interest in study.

Farther ob(iecUoxis.~£inulation not essential to success.

desired ? Will not the heart suffer more than the head
will gain ?

It may be further-urged, that the child will find the
world full of this principle when he leaves the school ;
and why, it is asked, should he at school be thrown into
an unnatural position ? I answer that evil is not to be
overcome by making evil more prevalent, — and though
there may be too much of self-seeking in the world,
that is the very reason why the teacher should not
encourage its growth. The more true Christianity
prevails in the world, the less there will be of that
spirit which rejoices at another's halting ; hence I am
convinced the teacher should do nothing to make that
spirit more prevalent.

Nor is it essential to the progress of the pupil even
temporarily, since there are other and worthier princi-
ples which can be as successfully called into action.
If we look carefully at the eoopediency of thus stimu-
lating the mind, we find that after the first trial of
strength, many become disheartened and fall behind in
despair. It will soon be obvious, in a class of twenty,
who are the few that will be likely to surpass all others;
and therefore all the others, as a matter of course, fall
back into envy, perhaps into hopeless indifference.
Who has not seen this in a class in spelling, for instance,
where the strife was for the "Aeacf of the class, but
where all but two or three were quite as well satisfied
with being at the ^^foot ?" It does not then accomplish
the purpose for which it is employed ; and since those
who are aroused by it, are even more injured than

EXCITING INTEREST IN 8irj)Y. 127

The concla8ioii.-~Prizefl.— Honest investigation.

those who are indifferent, their undesirable qualities
J)eing thus strengthened, the opinion is entertained
that those teachers are the most wise, who bend their
ingenuity to find some other means to awaken the
minds of the children under their charge.

From what has been said, then. Emulation is to be
recognised or repudiated among the incentives of the
schoolroom, according to the signification we assign
to the term.

SECTION IL-PRIZES.

It has for a long time been the custom of teachers to
offer some prize as an incentive to exertion in school ;
a prize of some pecuniary value, a book, or a medal.
In some places beneficent individuals have bestowed
by legacy the means to purchase annually the prizes
thus to be used. Every young teacher is called upon,
therefore, to inquire whether such an incentive is a
proper one to be employed in the schoolroom. If
there is any good to be expected from such an incen-
tive, will it counterbalance the evils that spring from
the practice ? Will the good of the whole school be
promoted by such a measure, — and will this be a per-
manent or a temporary good? These are questions
which press for an honest answer; and the faithful
teacher should not shrink from a careful investigation
of the whole matter ; and if he finds good reason to
differ from time-honored authority, he should abide by
the truth rather than by prescriptive usage.

In my own case, I may be allowed to say, ray romd

1 28 EXCITING INTEREST IN STUDY.

Experience.— Its result. — Reasons assigned.

was early turned to this point ; though, I confess, with
a strong bias in favor of the use of prizes. Pretty
thoroughly for a series of years did I test their efficacy,
but with a growing conviction, that the prize was not
the proper instrumentality to create a healthy interest
in the school. This conviction acquired additional
strength by three or four years' trial of other incentives ;
and it was' fully confirmed afterwards by a trial made
for the purpose of testing again the efficacy of a prize,
at an age when I could more carefully watch the
workings of the human mind, and better appreciate the
benefits or evils resulting from such a measure. I am
DOW free to say that I am satisfied that jpn'ze^ offered to

. a school in such a way that all may compete for them^
and only two or three obtain them, wUl always he pro*
ductive of evil consequences, far overbalancing any
temporary or partial good that may arise from them^
and therefore they ought, not to be used as incitements

Vtn our schools*

Having expressed an opinion so decidedly upon a
measure which claims among its friends and advocates
some of the best minds in the country, I shall be
expected to assign some reasons for the faith I enter-
tain. From this I shall not shrink. I proceed there-
fore to express such objections to the use of prizes, as

* It may be well to remind the reader that I have used tlie term Prize*
here in contradistinction from a system of Rewards^ by which the teacher
jHOposes to give some token of his regard to every one who does well,— and
the more brilliant success of a few does not necessarily preclude others from
participating in the favor according to their merit. Of such a B3'8tem ol
ftewaids I shall have something to say presently.

EXCITING INTEREST IS STUDY. 129

Prize becomes tlie leading motiTe.— Eugendeis rivalry.

have been suggested to my mind by my own experi-
ence, and confirmed by the experience and observation
of others in whom I have great confidence.

I. The offer of a prize gives undue prominence
to a comparatively unworthy object. It practically
teaches the child to undervalue the higher reward of a
good conscience, and a love of learning for its own
sake. The dazzling medal is placed in the foreground
of his field of vision ; and it is very likely to eclipse
those less showy but more abiding rewards found in a
sense of duty and a desire to be qualified for usefulness.
In studying his lesson he thinks of the prize. He
studies that he may merely i^ecite well ; for it is a
good recitation that wins the prize. He thinks not of
duty, or of future usefulness ; the prize outshines all
other objects.

II. The pursuit of a prize engenders a spirit of
rivalry among the pupils. Rivalry in pursuit of an
object which only one can attain, and which all others
must lose, must end in exultation on the part of the
winner, and disappointment and envy on the part of the
losers. It may be said, this ought not to be so ; but
seldom can it be said, that it is not so. Such is human
nature, and such it ever will be. Unpleasant feelings —
sometimes concealed, to be sure- — but generally ex-
pressed in unequivocal terms — ^grow out of the award
of almost every school prize, and sometimes continue
to exert their baleful influence through life. Now as
long as human nature brings forth unlovely traits almost

Bpontaneously, such direct efforts to cultivate them

9

130 excitihg interest in study.

The fern onl y are ■timnlated.—EiceiAioiM,— In ■pite of the gyBtem.

surely are not called for. It is the part of wisdom,
then, to omit such culture and avoid such results, espe-
cially when safer means are so accessible.

III. The hype of gaining the prize stimulates only
the few, while the many become indifferent. This is
admitted to be true even by the advocates of the prize
system. Let a prize be offered in any class as a reward
for the best scholarship, and in a very few days it be-
comes perfectly obvious to all who the two or three
are that will be likely to outstrip all the others. These
two or three will be stimulated to exertion ; but the
strife is left entirely to them. All others, despairing of
success, resolve at once to '' let their moderation be
known to all men ;" and since the prize has been made
so prominent an object, they cannot be expected now to
look at any thing above and beyond it. Feeling that
they are not likely to participate in the honors of the
class, they have but little disposition to share in its
toils.

This to be sure is not always so. There are
some, who, ceasing to strive for the prize, toil for the
more substantial blessing — a good education, — and in
the end come out the best scholars. This is the way
indeed most of our strong men are made ; for it has
long been remarked that the prize scholars in our
schools, and even in our colleges, do not usually be-
come the most distinguished men. On the other hand,
many of them are never heard of after receiving their
honors. But, though some of the slower scholars do
thus hit upon the true path to eminence, it is not to be

EXCITING INTEREST IN STUDY. 181

Why prize scholara finally fail.-~The teacher should reach all.

set to the credit of the system ;* they rise in spite of
the system rather than by virtue of it ; while the ulti
mate failure of the prize scholars is usually directly
attributable to the defect of the system ; for having
been unduly stimulated to study solely with reference
to recitation, and not with regard to future usefulness,
their memories have been developed out of all propor-
tion to the other faculties of their minds ; and, though
they may have been veiy good reciters, they have no
power to become independent thinkers. Under differ-
ent training they might have become strong men.

But to look'no further than the school, the remark
holds true in general, that prizes stimulate the few, and
the many become indifferent not only to prizes, but to
other and better motives. That system of incentives
only can be approved, which reaches and influences
successfully all the mind subjected to its operation.

Nor is this an unimportant consideration. It is not
sufficient praise for a teacher that he has a few good
scholars in his school. Almost any teacher can call
out the talent of the active scholars and make them
brilliant reciters. The highest merit, however, lies
in reaching all the pupils, the dull as well as the
active, and in making the most of them, or rather in
leading them to make the most of themselves. It
should be remembered of ^ery child, that the present
is his only opportunity of being a child, and of receiv-
ing the training appropriate to childhood ; and that
teacher who rests satisfied with a system that does not
reach the many, while he amuses himself and his visit-

ISS EXCITING INTEREST IN STUDY

DifiicttUy in awarding the prize.— Judges disagree.— A fact.

^^^ . I I '^T^M^

ors with the precocity of a few of his most active
scholars, is recreant to his responsible trust.

IV. There is much difficulty in awarding the prize
so as to do strict justice to all. So many things are to
be taken into the account in order to determine the
excellence of a performance compared with otheis, thai
some particulars are very likely to be overlooked.
Those who are called to judge of the results often dis-
agree among themselves. The following anecdote will
illustrate this. Three literary gentlemen were appoint-
ed to select the best from several compositions, pre-
sented by a class, who had written them in competition
for a gold medal. Each of the gentlemen carefully
read the whole number in private, and conscientiously
selected the best according to his judgment. When
tliey came together to compare results, it was found
that each man had selected the best^ but that no two
had selected the same ! They carefully read and com-
pared the three, and still each insisted that his original
choice was the best. After much debate and consid-
erable delay, one of the parties being obliged to go to
his business, relieved himself from a painful detention,
and his friends from a perplexing doubt, by saying he
believed the composition he had selected was the best
but, as he could not stop to claim its rights, he wouk
yield them in favor of the second best in the hands of
one of his associates. This ended the dispute, and
the action in favor of the successful one, was declared
to be unanimous !

This only proves how difficult it is to decide ; and

EXCITINO INTEREST IN 8TUDT. 183

The parties dinatiafied.— Various external aids : ezempliAed.

in the case just cited, it might well be asked, why
should one of these competitors be held up to the mul-
titude to be applauded and admired, and the others sent
back to their classes covered with the shame of a failure?
What principle of ^*U5f ice sanctioned this decision?

Nor is this a solitary instance. It rarely happens
that the case is perfectly clear. There is usually
much perplexity about it ; and hence one reason
why the decision seldom satisfies the friends of the
parties either in the school or at home. But other
considerations besides the intrinsic merits of the per
formance are to be taken into account in awarding a
prize ; as,

1 . A difference in the external facilities which the
competitors enjoy for getting the lessons. One pupil
may be the son of poverty, and be compelled to labor
during all the hours out of school ; another may be in
easy circumstances, and have nothing to prevent giving
undivided attention to study during the whole day.
One may be the child of parents who have no power to
render assistance by way of explaining a difficult point ;
while the other may have all his doubts removed at
once by parental aid. One may never even be encour*
aged by a kind word at home ; another is constantly
urged to effort, and perhaps not allowed to be idle
One may have access to no books but his school
manuals ; the other may have at his command a large
library. This difference in circumstances should be
taken into the account ; but it never can be ful y un
derstood bj those who are called to decide. _

184 EXCITING INTEREST IN STUDY.

Improper means med.-- An ** aathoreaB I"

2. The improper means which may have been em
ployed to secure the prize. Ambition when aroused is
not always scrupulous of its means. One competitor
may be highminded ; may enter the arena determined
to succeed by an honorable strife ; may resolve to
succeed by his own exertions, or to fail rather than
bring in any thing which is not the fruit of his own
study. Another, regardless of honor or principle, re-
solves only to succeed^ whatever it may cost ; hesitates
not to copy from others if possible, or to apply to a
brother in college or some friend in the High School to
furnish the difficult solution, prepared to order. One
young lady spends days and nights in arranging the
glowing thoughts for her composition, determined if
industry, study, good taste, and a careful application
of the rules of rhetoric can effect any thing, that her
production shall be worthy of a prize. Another, in
no way distinguished for scholarship, industry, or honor,
writes a careless letter to a married sister in a distant
city, invoking her aid. In due time the mail brings an
elegant essay. It is copied with sufficient accuracy to
be read, and at the examination takes the prize ! The
fair * authoress^ stands forth and is flattered before the
multitude, — is perhaps made to believe that she is
worthy of praise ;* she grasps the golden bauble, and,
covered with the blushes of modesty, receives the con-
gratulations and caresses of friends, and is afterwards
reputed a good scholar. Her competitors meantime
become convinced that effort cannot rival genius ; they
are mortified to think they have presumed to enter the

EXCITING INTEREST IN STUDY. 135

Abuses. — SyRtem unsafe.— SuccesB overrated.

arena with native talent, and become disheartened as to
any future attempt.

Now where is the justice in all this proceeding?
Yet this is not fiction ; it is history ! If such abuses-
abuses that might well make an angel weep, revealing,
us they do, that ;ivoman's heart can be thus sold to
deception — are the accompaniments of a prize system,
may we not well doubt the utility of that system ?

Yet who can know either the different facilities
enjoyed by the competitors, or the want of principle in
some of them ? Who can enter the secret chambers
of the mind or the heart, and estimate with any accu-
racy the just amount of merit in any action ? This is
God's prerogative ; while ^' man looketh only on the
outward appearance." My inference then is : A sys-
tem can hardly be^ safe which is so uncertain.

V. The prize rewards success, not effort ; tal-
ent, not worth. Every one knows that in estimating
the value and virtue of an action, the motive which
prompted it, and the effort it necessarily cost, should
be taken into the account. Every one knows, too, tliat
success in study is by no means a criterion by which to
judge of the ments of the scholar. Some learn their
lessons with great facility and with but little effort;
others study long and patiently without any brilliant
results. One competitor for a prize may bring results
which have cost him midnight toil and the most unre-
mining perseverance ; another with brighter parts, and
with but little labor, is able to surpass him, and takes
the medal. Now the former deserves in a far higher

186 EXCITING INTEREST IN 8TUDT.

But God rewards.— How l-^udying for a prize only.

degree the encouragement of the reward ; yet it is given
to him who has the talent but who lacks the industry.
The rule of Scripture which announces that " to whom
much is given, of him shall much be requiredi^ is
violated, and he is rewarded for producing but little
more than the one to whom little is given.

It is often urged by those who advocate a system ot
prizes and rewards, that God rewards ; and therefore
it is at least justifiable that we should imitate his ex-
ample. I admit that God, in his government, does
reward ; but he rewards effort rather than success ; he
** looketh upon the heart'' as man cannot do, and re-
wards worthy not talent. We might, indeed, imitate
his example, if we had less frailty, and were not so
liable to be imposed upon by the outward appearance.
God indeed rewards men ; but he estimates the secret
intention, seeing the inward springs of thought before
they find expression in words or actions. He regards
the motive, and holds out for the encouragement of the
humblest child of earth, who does the best he can, as
rich a crown of glory, as he does for those whose out-
ward circumstances, in the eyes of mortals, are moie
auspicious. When man can as wisely and as righte-
ously bestow his prizes and rewards, there will be
far less objection to their use.

VI. The pupil who studies for a prize as his chief
motive, will seldom continue to study when the prize is
withdrawn. This is so obvious as scarcely to need
illustration. If it be necessary to add any thing to the
mere statement of the fact, an appeal to almost univer

BXCITINO INTEREST IN STUDY. 187

Argument pervertod. — " He ia studying for the priae."

sal experience would confirm it. A teacher who has
depended upon prizes in a school, finds it very difficu^
to awaken an interest there when he withdraws the
prize. Hence many have, on trying the experiment of
abandoning the prize system, become discouraged, and
have returned again to the use of prizes, believing them
essential to their success. Thus the very argument
which shows most clearly their pernicious tendency, is
made a reason for continuing tbem. As before hinted,
the prize scholars in our academies, and even our col
leges, are seldom distinguished men in after-life, — a fact
that speaks conclusively on this point. But it can
scarcely be necessary to spend words to prove a truth
almost self-evident.

VII. By the prize system^ the injluence of the good
example of some of the best pupils^ is lost upon the
school. All who have taught, know how important
this influence is to the success of the school. It
tells with resistless power upon the other scholars,
wherever it exists, unless some unworthy motive can
be assigned for it. But under the prize system, let
a teacher appeal to the example of his best scholars,
and the reply is, " Oh, yes, he behaves well, or he
studies diligently, but he is trying to get the prizeP
With this understanding, his example becomes pow-
erless, unlees, indeed, there may be a disposition to
be unlike him in every thing. It is believed this is
a consideration of considerable importance.

I have thus assigned, at some length, the reasons
jrhy I should discountenance, among the incentives

138 EXCITING INTEREST IN STUDY.

$y8teni of rewards.— Not neccaBary.— Why not?

of the school, the use of Prizes. As to the use of
" Rewards,^* when they are made so numerous that
every one who is really deserving may receive one, —
and when the basis of their distribution is not talent,
not success merely, but good intention and praise-
virorthy effort, — I have much less to say. As expres-
sions of the teacher's interest in the children, and
of his approval of their well-doing, they may serve a
good end. Perhaps there is no very strong objection
to them in principle; though if the teacher subjects
himself to the necessary outlay in the purchase of
them, it may become burdensome to him. I may
add, however, that I do not think rewards are ne
cessary to the teacher^s success, I should prefer to
do without them. It is possible to produce such
a feeling iif the schoolroom, that the approving con-
science of the child, and the commendatory smile of
the teacher, shall be the richest of all rewards.
These come without money and without price, and
may always be freely and safely bestowed, wherever
there is a good intention exhibited by the child. That
is the most healthy state of things where these are
most prized. As children whose parents begin early
to hire them to do their duty, are seldom ready after-
wards to render their cheerful service as an act of
filial obligation, whenever the pay is withheld, — sc
children at school, who have been accustomed to
expect a reward, seldom pursue their studies as
cheerfully when that expectation is cut off.

EXCITING INTEREST IN 8TT7DT. 189

Safe incentivei.— Approbation of ftiends.

SECTION ni.- PROPER INCENTIVES.

In what has already been said, it has been more
than hinted that there are higher attributes than emu*
lation, which the teacher should address, and which,
if he is successful in calling them into exercise, will
be quite sufGcient to ensure the proper application of
his pupils to their studies. They have the merit,
moreover, of being safe. They do not unduly stim-
ulate the intellectual, at the expense of the moral
faculties. Their very exercise constitutes a healthy
growth of the moral nature. Some of these I may
briefly allude to.

I. A DESIRE TO GAIN THE APPROBATION OF THEIR

PARENTS AND TEACHER. The lovc of approbation is
as universal in the human mind as emulation. Not
one in a thousand can be found who does not possess it.
Within proper limits, it is a desirable trait in human
character. It is, to be sure, one of the selfish propen-
sities ; but among them all, it is the most innocent.
Carried to an extreme, it would lead its possessor to
crave -the good opinion of the bad as well as of the
good, and to become an obsequious seeker after
popularity. This, of course, is to be deprecated.
But there can be no danger of this extreme, as long
as the approbation of parents and teachers is the
object aimed at. It implies in the child a respect for
the opinions, and a confidence in the justice of his
parents and teachers ; and hence it implies in him a

140 EXCITING INTEREST IN 8TUDT.

'* Twice Uest.*'— Desire to advanoe,— to be useful.

generous desire to please, as a condition of being
commended by them.

In this sense, the love of approbation may be
appealed to by the teacher. He perhaps need not
frequently use the language of praise. It will gen-
erally be sufficient, if the smile of approval beams
forth in his countenance. If he is judicious as well
as just, this boon soon becomes a precious one to
the child. It is a reward, moreover, which

"is twice blest;
It blesseth him who gives and him who takes."

IL A DESIRE OF ADVANCEMENT. This is cmula
tion in its good sense. It leads the child, as before
remarked, to compare his present standing and attain-
ments with what they should be, and to desire to
surpass himself. This is ever commendable. Man
was made for progress ; and it is no unworthy aspi-
ration, when this desire fires the youthful breast.
The teacher, then, may appeal to this desire, may
kindle it into a flame even, with safety, — because it
is a flame that warms without consuming that on which
it feeds.

III. A DESIRE TO BE USEFUL. The good tcachei
should never fail to impress upon the child that the
object of his being placed on earth, was that he might
be of some use to the world by which he is surrounded.
" No man liveth i: himself, and no man dieth to him-
self." He can be thus useful by storing the mind with
knowledge and the heart with right affections. He

EXCITINO INTERE8 IN STUDY. 141

Fature application of knowledge.— Deore to do right

may be reminded of the connection between his present
studies, and the pursuits of life to which they may be
applied. Some judicious hint at the future application
of any branch is always a good preparation of the mind
to pursue it If there is a definite object in view, there
will always be more alacrity in the labor of study ; and
this may be made to influence the young pupil as well
as the more advanced. It is no small thing for the
child if he can be early made to feel that he is living to
some purpose.

lY. A DESIRE TO DO RIGHT. This, in other words,
IS a disposition to obey conscience by conforming to
the will of God. This indeed is the highest and holi-
est of all the motives to human action. In its fullest
sense it constitutes the fundamental principle of a reli-
gious character. The teacher should most assiduously
cultivate in the child a regard for this principle. God
has implanted the conscience in every child of earth,
that it should early be made use of to regulate the con-
duct. That teacher is either grossly ignorant or madly
perverse, who disregards the conscience, while he ap-
peals alone to the selfishness of the young, and thus
practically teaches that moral obligation is a nullity ;
that the law of God — so beautifully expounded by the
Saviour — " Thou shalt love the Lord thy God with all
thy heart, and with all thy soul, and with all thy mind,"
and "Thou shalt love thy neighbor as thyself" — ^is
of little consequence ; and that the injunction of the
apostle — " Whether ye eat or drink, or whatsoever ye
do, do all to the glory of God,** is as good as obsolete.

142 EXCITING INTEREST IN STUDY.

^W^i^iM^^^^M^M^—— ^»<— ^i^— — ■ ■ — ■■■■■——-■ I ■ ■■■—■■■■■■■■■■ ■ I ■ - I I 1 1 ■ ■ ■■ ^^^^mm^mfmmmimmm^mm

Conscience active in chi]dhood.--^nfle of obligation.

In early childhood the conscience is most active. It
needs, to be sure, at that period to be enlightened ; but
if the teachings of Revelation are made plain to the
child, he seldom disregards them. The teacher has at
this period very much to do, as I have before said in
the chapter on Responsibility of Teachers; and he
cannot neglect his duty without the most aggravated
culpability. The point I urge here, is, that Be should
use these motives as incentives to study. The child
can be made to feel that he owes the most diligent
efforts for improvement to his teacher, who daily labors
for his improvement ; to his parents, who have kindly
supplied his wants, and have provided the means for his
cultivation ; to society, whose privileges he may enjoy,
and to which he is bound to make a return by becom-
ing an intelligent and useful member of it ; to himself,
as a rational and immortal being, capable of unbounded
enjoyment or untold misery, just in proportion as he pre-
pares himself for either ; and above all to his Creator,
by whose bounty he Hves, surrounded with friends and
blessed with opportunities, which are denied to millions
of his fellow-beings, — ^by whose gracious providence he
has been endowed with faculties and capabilities making
him but little lower than the angels, and which he is
bound to cultivate for usefulness and for heaven, — by
whose mercy he has been supplied, as millions have not,
with the word of God, to guide his mind to things above,
and with the influences of Christian society, to cheer
him in his path to heaven ; — above all, I repeat, should
the child be taught to feel that he owes to God bis best

EXCITING INTEREST IN 9TLOY. 143

Tho pleasure of aoquiaition.— Acquiiemento of three yeam.

efforts^ to make the most of all his powers for time and
eternity. If this can be done, (and I believe to a great
extent it can be done,) there will be no need of a resort
to those questionable incentives found in exciting chil-
dren to outstrip their fellows by prizes and rewards ;
while in this very process the foundation of a good
moral training will be laid, without which the perfect
structure of a noble character can never be reared in
later life.

To the motives already alluded to, if it be necessary
to add another, I would urge,

V. The pleasure of acquisition. This is often
underrated by teachers. Our Creator has not more
universally bestowed a natural appetite for the food
which is necessary for the growth of the body, than he
has a mental longing for the food of the mind ; and as
he has superadded a sensation of pleasure to the neces-
sary act of eating, so he has made it a law of the mind
to experience its highest delight while in the act of re-
ceiving the mental aliment. Whoever has observed
childhood with an attentive eye, must have been im-
pressed with the wisdom of God in this arrangement.
How much the child acquires within the first three
years after its birth ! He learns a difficult language
with more precision than a well-educated adult for-
eigner could learn it in the same time ; yet language is
not his only or his chief study. During these same
three years, he makes surprising advances in general
knowledge. He seeks an intimate acquaintance witli
all the physical objects by which he is surrounded.

144 EXCITING INTEREST IN STDDT.

Mr. Mann qooted.— The blind and Uie dumb.

The size, fonn, color, -weight, temperature, and use of
each are investigated by the test of his own senses, or
ascertained by innumerable inquiries. His ideas of
height and distance, of light and heat, of motion and
velocity, of cause and effect, are all well defined. He
has made no mean attainments in morals. He com-
prehends the law of right and wrong so that his deci-
sions may well put to the blush his superiors in age ;
and unless grossly neglected, he has learned the duty
of obedience to parents and reverence towards God.
Now all this amazing progress has been made, because
of the irrepressible curiosity with which God has en-
dowed him, and the unspeakable delight he experiences
in acquiring the knowledge which gratifies it.

All must have noticed the delight with which the
child grasps a new idea ; but few have been able so
eloquently to describe it, as it is done by Mr. Mann.
" Mark a child," says he, " when a clear, well-defined,
vivid conception seizes it. The whole nervous tissue
vibrates. Every muscle leaps. Every joint plays.
The face becomes auroral. The spirit flashes through
the body like lightning through a cloud."

<< Observe, too, the blind, the deaf, and the dumb.
So strong is their inborn desire for knowledge, — such
are the amazing attractive forces of their minds for it,
that although the natural inlets, the eye and the ear, are
closed, yet they will draw it inward, through the soli(^
walls and encasements of the body. If the eye be cur-,
tained with darkness, it will enter through the ear. If
the ear be closed in silence, it will ascend along the

SXCITll^ INTSRB8T IN STUDY. 145

ThH pleasure abates in after life.— Mind may be aarfeited.

nerves of touch. Every new idea that enters into the
presence of the sovereign mind, carries offerings of
deUght with it, to make its coming welcome. Indeed,
our Maker created us in blank ignorance, for the very
purpose of giving us the boundless, endless pleasure
of learning new things."

It is, of course, not to be expected that the same
degree of pleasure will attend the learner in every
acquisition as the novelty diminishes, and as he ad-
vances in age. The bodily appetite is less keen in
after life than in childhood, so that the adult may never
realize again to the full extent the delicious flavors
which regaled him in his earliest years. Still there
will ever be a delight in acquisition ; and to carry our
illustration a little further, — as the child is soonest
cloyed whose stomach is surfeited with dainties, and
stimulated with condiments, and pampered with sweet-
meats, till his taste has lost its acumen and digestion
becomes a burden ; so the mental appetite is soonest
destroyed, when, under the unskillful teacher, it is
overloaded with what it can neither digest nor dis-
gorge. The mind may be surfeited; and then no
wonder if it loaths even the wholesome aliment. Arti-
ficial stimulants, in the shape of prizes, and honors,
and flattery, and fear, and shame, may have impaired
its functions, so that it ceases to act except under* their
excitement. But all must see that these are unnatural
conditions, superinduced by erroneous treatment. TTiere
ts still a delight in acquisition^ just as soon as the

&culties are aroused to the effort; and the skiUfttl

10

146 EXCITING INTEREST IN STUDY.

A desire to know.— Instance of God's wisdom and goodness.

teacher will strive to wake up the mind to find this
delight, — and if he understands his work, he will
scarcely need a stronger incentive. If he understands
the secret of giving just so much instruction as to
excite the learner's curiosity, and then to leave him
to discover and acquire for himself, he will have no
necessity to use any other means as stimulants td
exertion.

To this might be added that irrepressible curiosity^
that all-pervading desire to know, which is found in
the mind of every child. The mind, as if conscious
of its high destiny, instinctively spreads its unfledged
wings in pursuit of knowledge. This, with some chil-
dren, is an all-sufficient stimulant to the most vigorous
exertion. To this the teacher may safely appeal. In-
deed, it is a convincing proof of the wisdom as well as
the goodness of God, that this desire to know, as well
as the delight of acquisition, are the most active at
that early period of childhood, when a just apprecia-
tion of the utility of knowledge, and the higher motives
already detailed, could scarcely find a lodgement in the
tender mind. It seems to be, therefore, an indisputable
dictate of our very nature, that both these principles
should be early employed as incentives.

If, then, the desire of the approval of parents and
teacfl&rsj — the desire of advancement^ — the desire to be
useful, — and the desire to do right, can be superadded
to the natural love in the child for acquisition, and a
natural desire to know, there will, as I believe, be but
little occasion to look further for incentives to exertion

EXCITING INTEREST IN STUDY. 147

A ficholiiim.

in the pupil ; and I may venture to add, as a scholium
to what has already been said, that the teacher who
has not yet learned to call into exercise these higher
motives, and to rely for success mainly upon them,
and who dares not abandon the system of exciting
stimulants for fear of a failure, has yet much to learn
as a true educator of the young.

148 SCHOOL GOVERNMENT.

Older necesBary in 8chool.-~Self>goveniment in the teacher.

CHAPTER IX.

SCHOOL GOVERNMENT.

It is not necessary that any space in this work
should be occupied in speaking of the importance of
order in our schools. Everybody who has written or
spoken on this subject, has conceded the necessity
of obedience on the part of the pupil. " Order is
heaven's first law ;" and it is scarcely more essen-
tial to the harmony of heaven, than it is to the happi-
ness and success of the school.

If such be the necessity of order in the school, then
the ability to secure and maintain it is no mean part
of the qualification of the good teacher. It is lament-
able that so many fail in this particular ; and yet this
frequent failure can in most cases be traced to some
defect in the constitutional temperament, or some de-
ficiency in the mental or moral culture of the teacher
himself. It shall be my first object, then, to point out
some of the

section i. -requisites in the teacher for good

government.

I. Self-government. It has frequently been said
that no man can govern others till he has learned to

SCHOOL GOVERNMENT. 149

Angry paasioiis.— Manner.— Levity and moroseneaB.

govern himself. I have no doubt of the truth o^ this.
If an individual is not perfectly self-possessed, his
decisions must fail to command respect. The self-
government of the teacher should be complete, in the
following particulars :

1. As to the passion of anger. The exhibition of
anger always detracts from the weight of authority.
A man under its influence is not capable of doing strict
justice to his pupils. Before entering upon teaching,
therefore, a man should somehow obtain the mastery
over his temper, so that under any provocation he car
control it. He should consider that in school his pa
tience will often be severely tried. He should not
expect, indeed, that the current of affairs in school
will for a single day run perfectly smooth. He should,
therefore, prepare for the worst, and firmly resolve
that, whatever unpleasant thing shall occur, it shall
not take him entirely by surprise. Such forethought
will give him self-command. If, however, from his
past experience, and from the nature of his tempera-
ment, he is satisfied he cannot exercise this self-control,
he may be assured he is the wrong man to engage in
teaching. A man who has not acquired thorough
ascendancy over his own passions, is an unsafe man to
be intrusted with the government of children.

2. As to levity and moroseness of manner. Either
extreme is to be avoided. There are some teachers
who exhibit such a frivolity in all their intercourse
with their pupils, that they can never command them
with authority, or gain their cordial respect. This is a

150 SCHOOL GOVERNMENT.

Ridiculous assumption of smaituees.— Mr. Abbot's case.

grievous fault ; and the teacher should at once find an
antidote for it, by serious reflection upon the responsi-
bility of his position. If this will not cure it, nothing
else can.

There are others who are characterized by a pe?
petual peevishness, so that a pleasant word from them
is indeed a strange thing. They can never expect to
gain the afiections of their pupils ; and without secu-
ring the love of children, the government of them will
never be of the right kind. This habit of snappishness
should be broken up at once.

There are some very young teachers, who some-
times assume one or the other of these peculiar modes
of address, or perhaps both, to be used alternately, —
fancying that they will gain popularity by the one, or
give themselves greater authority by the other. This
is a very mistaken notion; for children have more
discernment than most men give them credit for, and
they usually see directly through such a flimsy dis
guise, — and the teacher becomes ridiculous rather than
great in their estimation, whenever he takes any such
false position.

Mr. Abbot, in his "Teacher," states a fact which
well illustrates this point. " Many years ago," says
he, "when I was a child, the teacher of the school
where my early studies were performed, closed his
connection 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 spr^culations were started as

SCHOOL GOVERNMENT. 151

'* Take off your hats."— Treatment of peculiar papib.

to the character of the new instructor. We were
standing near a table with our hats on, — and our posi-
tion, and the exact appearance of the group is indeUbly
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 stei^ner 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 the 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."

The true rule is to act the part which is agreeable to
nature. The teacher having gained the self-command
just insisted upon, and having in him the spirit of
kindness and a desire to be useful, should assume
nothing unnatural for effect. His manner should be
truly dignified, but courteous.

3. As to his treatment of those pupils that are marked
by some peculiarity. There will usually be some pu
pils who are very backward, and perhaps very dull, —
or who may have some physical defect, or some mental
eccentricity. The teacher should be able to govern
himself in all his remarks concerning such pupils. He

«

should avoid all allusion to such singularities before
the school; and it is the height of injustice — I was

152 SCHOOL GOVERNMENT.

^^^^' W III ■■■— ^— — »^^^^— ^

Ii^UBtice.— Self-retiaDoe,— not btind praBumptkm.

about to say, of malevolence — for him ever to use
those low and degrading epithets so often found upon
tlie teacher's tongue, — such as dunce, thickskuU, and
the like. Is it not misfortune enough for a child to'
be backward or dull, without having the pain and
mortification increased by the cruelty of an unfeeling
teacher ? The teacher should take a special interest
in such children ; he should endeavor to enter into the
feelings of their parents, and to treat them in such a
way as to encourage rather than crush them.

II. A CONFIDENCE IN HIS ABILITY TO GOVERN. We

can generally do what we firmly believe we can do.
At any rate, a man is more likely to succeed in any
enterprise, when he has the feeling of self-reliance.
The teacher, by reflection upon the importance of good
government to his success, and by a careful study of
the means to be employed and the motives to be pre-
sented, should be able to bring himself to the determi-
nation to have good order in his school, and so fully to
believe he can have it, that his pupils shall detect no
misgivings ia him on this point. Whenever ihey dis-
cover that he has doubts of his success in governing,
they will be far more ready to put his skill to the test.
It would be better that a young teacher should decline
to take a difficult school, rather than enter it without
the full belief of his ability to succeed. I would not
wish to be understood by these remarks to be encour-
aging an unreasonable and blind presumption, A con-
fidence in x)ne's ability should be founded upon a
reasonable estimate of his powers, compared with the

SCHOOL OOTSRNJIIENT. 153

Views of goveromeDt.— Not tyraiiDy.-— Uniform.

difficulties to be overcome. What I recommend is,
that the teacher should carefully weigh the difficulties,
and candidly judge of his own resources, and then
undertake nothing which he thinks is beyond his ability.
If, after this, he believes he can succeed, other things
being equal, success is almost certain.

III. Just views op Government. 1. It is not
tyranny^ exercised to please the one who governs, or
to promote his own convenience. The despot com*
mands for the sake of being obeyed. But government
in its proper sense, is an arrangement for the general
good, — for the benefit of the governed as well as of
tlie ruler. That is not good government which seeks
any other object. The teacher should so view the
matter ; and in et^tablishing any regulations in school)
he should always inquire whether they are suggested
by a selfish regard to his own ease, or whether they
spring from a sincere and disinterested wish to promote
the improvement of the school.

2. He should see the necessity of making the
government uniform ; that is, the same from day to
day. If he punishes to-day what he tolerates to-
morrow, he cannot expect the cordial respect of his
pupils. Some teachers, not having learned the art
of self-government, take counsel too much of their
own feelings. To-day they are in good health and
spirits, and their faces are clothed in sunshine ; they
can smile at any thing. To-morrow, suffering under
bad digestion, or the want of exercise, or the want
of sleep, the thunder-storm hovers about their brovv^

154 SCHOOL GOVERNMENT.

Equality.— No arirtocracy in achool.— No partiality. ^

ready to burst upon the first offender. Wo to the
luckless wight who does not seasonably discover this
change in the condition of the weather. A teacher
cannot long respect himself who is thus capricious ;
he may be sure his school will not long respect
him.

* 3. He should so view government as to make it
equal; that is, equal in its application to the whole
school, — the large as well as small scholars, the
males as well as females. This is often a great
fault with teachers. They raise up a sort of aristo-
cracy in their schools, a privileged class, a miniature
nobility. They will insist that the little boys and girls
shall abstain from certain practices, — ^whispering, for
instance, — and most promptly punish the offenders,
while they tolerate the same thing among the larger
pupils. This is cowardly in itself, and as impolitic
as it is cowardly. The teacher makes a great mistake
who begins his government with the small children,
in the hope of frightening the larger ones into obe-
dience. He should have the manliness and the justice
to begin with the larger pupils ; the smaller ones never
resist, when authority is established with those above
them. Besides this, the very class who are thus
indulged, are the very ones who soonest despise, and
justly too, the authority of the teacher.

He should make his government impartial in every
respect. He should have no favorites — ^no preferences^
based upon the outward circumstances of the child, his
family, or his personal attractions and the like. The

SCHOOL GOVERNMENT. 155

-" ■

Views of the governed.— Reason.-- Affection.— ConBcience.

rich and the poor should be alike to the teacher. He
should remember that each child has a soul ; and it is
with the soul, and not with the wealth of this world,
that he has to do. He should remember that a gem,
as bright as a sunbeam, is often concealed under a
rough exterior. It should be his work, nay his delight
— ^to bring out this gem from its hiding-place, and
apply to it the polish of a ** workman that needeth not
to be ashamed."

IV. Just views of the Governed. Notwith
standing the imperfection of human nature, as devel-
oped in the young, they have some redeeming qualities.
They are intelligent and reasonable beings. They
have more or less love of approbation ; they have
affection, and, above all, they have a moral sense. All
these qualities are considerably developed before they
enter the school. The teacher should remember this,
and prepare himself to address, as far as may be,
all these. Love of approbation, as we have before
seen, is not an unworthy motive to be addressed, and
it is well known that many children are very easily
controlled by it. It is not the highest motive, to be
sure, nor is it the lowest. The affection for a teacher,
which many children will exercise, is one of the most
powerful instrumentalities in governing them with
ease. The conscience, early trained, is all-powerful.
I allude to these principles of action once more, in
order to say that the peculiar character of each should
be well studied by the teacher. He should under-
stand the human mind so well as to be able to find

1A6 SCHOOL GoyERNME^^.

Decisioii.— FirmneflB.— The unjust judge.

the avenues to these better parts of the child's nature,
remembering that whenever several ways are presented
of doing the same thing, it is always wise to choose
the best.

V. Decision and Firmness. By decision^ I mean
a readiness to determine and to act in any event just
as duty seems to dictate ; a willingness to take the
responsibility just as soon as the way is plain. By
firmnessy is meant that fixedness of purpose .which
resolutely carries out a righteous decision. Both of
these qualities are essential to good government in
the teacher. Much time is often lost by a teacher's
vacillating when action is more important. Besides,
if the pupils discover that the teacher hesitates, and
dreads to take any responsibility, they very soon lose
their respect for him. I would not urge that a teacher
should act Imstily, He never should decide till he is
confident he decides right ; any delay is better than
hasty error. But his delay, in all matters of govern-
ment, should have reference to a true knowledge of
his duty ; when that is clearly known, he should be
decided.

Many teachers suffer in their government, for want
of firmness. They act upon the principle of personal
convenience, as did the unjust judge mentioned in the
parable. " And he would not for a while ; but after-
wards he said within himself. Though I fear not God
nor regard man ; yet because this widow troubleth
me, I will arise and avenge her, lest by her continual
naming she weary me." How often we hear soma*

SCHOOL aOTERNMENT. Ifi7

^— i^— ■ I I ... — ■ ■ ■..■■■■■ ■■ ■ .— ^—M ^Mi^^— ^

A practical example.— Philaaophizixig.—CQiicli]iion.

diing like this in the schoolroom. '^ May I go and
drink ?" — says James, in a peculiarly imploring tone.
" No," says the teacher, promptly, and eyidently with-
out any reflection as to the decision he has made.
James very composedly sits down, eyeing the counte-*
nance of the teacher expressiyely, as much as to say,
" I'll try you again soon." Before long he observes
the teacher quite busy with a class, and he again pops
the question : ^' May I go and drink ?" Stung at the
moment with impatience at the interruption, the teacher
answers instantly and emphatically, '* No, no, James,
sit down." James still watches his teacher^s expres-
sion,- and cannot discover there any signs of a mind
seeking the path of duty, and he silently thinks to
hiniself, " the third time never fails." So, after a
minute or two, when the teacher is somewhat puzzled
with a knotty question, and is on the point of nibbing
a pen besides, — " May I go and drinky sir ?" again
rings upon the teacher's ear. " Yes, yes, yes ! do
go along ; / suppose youHl keep asking till you
get it:'

Now James goes to drink, and then returns to
philosophize upon this matter, perhaps as follows :
— " I don't believe he stopped to think whether f
needed drink or not ; therefore hereafter I shall never
believe he really means no, when he says it. He
acts without thought. I have also found that if I
will but ask several times, I shall get it. So I shall
know how to proceed next time." — I do not know
that any child would express this thought in so many

158 SCHOOL OOYERNMBNT.

A better way.— Moral and religious ixrinciple.

words ; but the impression upon his mind is none the
less distinct.

Now the teacher should carefully consider the ques
ion addressed to him. How long since this child had
water ? Can it be necessary for him to drink so often ?
Then let the answer be given mildly, but decidedly —
"No, James." The very manner, quite likely, will
settle the question, so that James will not ask again.
The answer once . given should be firmly adhered to.
It would even be better that James should suffer for
the want of water than for the want of confidence in
his teacher's firmness. In this way the teacher would
establish his word with the school in a very few days ;
and his pupils would soon learn that with him "no
means no," and " yes means yes" — a matter of no small
importance to the teacher of a school.

VI. Deep Moral Principle. The teacher should
ever be a conscientious man ; and in nothing is this
more necessary than in the. exercise of good government
In this matter the teacher can never respect himself
when he acts from caprice or selfishness. His inquiry
should be, What is right? What is justice — justice \

to my pupils — to myself? And if he could add to moral |

obligation the high sanctions of religious principle, and
could habitually and sincerely turn his thoughts to his
Maker, with the heartfelt inquiry — What wilt thou
have me to do ? — then he would seldom err in the dis-
charge of this trust. His pupils, seeing that he acted
from fixed and deep principle, would respect his hon
esty, even if he should cross their desires.

SCHOOL GOVERNMENT. 159

Firat impreBBioiu.— Respect precedes attaciiment.

Having now dwelt at some length upon the requisites
in the teacher for good government^ I shall next pro-
ceed to present some of the

SECTION U.— MEANS OF SECURING GOOD ORDER.
1. Be CAREFUL AS TO THE FIRST IMPRESSION TOU

MAKE. It is an old proverb, that '^ what is well be-
gun is half done." This holds true in school-keeping,
and particularly in school-government. The young
study character very speedily and very accurately. Per-
haps no one pupil could express in words an exact
estimate of a teacher's character after a week's ac-
quaintance ; but yet the whole school has received
an impression which is not far from the truth. A
teacher, then, is very unwise who attempts to' assume
to be any thing which he is not. He should ever be
frank ; and in commencing a school he should begin as
he can hold out. Any assumption of an authoritative
tone is especially ill-judged. The pupils at once put
themselves in an attitude of resistance, when this is
perceived by them.

A teacher should ever remember that among children
— ^however it may be among adults — respect always
precedes attachment. If he would gain the love of the
children, he must first be worthy of their respect He
should therefore act deliberately, and always conscien-
tiously He should be firm but never petulant. It is
very important at the outset that he should be truly cour-
teous and affable. It is much wiser to request than to
command^ at least until the request has been disregarded.

160 SCHOOL GOTERNMENF.

The rough and the gentle way.— Avoid the suspicious spirit.

There are usually two ways of doing a thing, — a gentle
and a rough way. '* John, go and shut that door," in
a gruff tone, is one way to have a door closed. John
will undoubtedly go and shut the door — perhaps with
a slam, — but he will not thank the teacher for the rough
tones used in commanding it. Now it costs no more
time or breath to say, " John, I'll thank you if you will
shut that door." Most cheerfully will John comply
with the request, and he is grateful that he has heard
these tones of kindness. If he could but know the
teacher's wishes afterward, he would gladly perform
them unasked. I would by no means recommend the
adoption of the fawning tone of the sycophant, by the
teacher. He should be manly and dignified ; but the
language of that courtesy which springs from real kind-
ness, and which ever becomes the gentleman, is always
the most suitable as well as most expedient for him.

II. Avoid exhibiting or entertaining a suspi-
cious SPIRIT. It is a maxim of law, that one charged
with crime is always to be presumed innocent until
proved guilty. This should be a maxim with the teachei
who would govern well. There is no more direct waj
of making a school vicious, than by showing them that
you suspect they are so. A good reputation is dear to
all ; and even a bad boy will be restrained from wicked
acts as long as he thinks you give him credit for good
intentions. But if he finds that he has lost your good
opinion, he feels that he has nothing further to lose by
being as bad as you suspect him to be. A teacher is
wise, therefore, if he tries to see something good even id

J

SCHOOL GOYERNMBNl. 161

A bad boy eayed.— Token of ooiilideBce.~Eniployment.

a vicious pupil. It may be, as it often has been, the
means of saving such a pupil. I have known a very
depraved boy entirely reformed in school, by bis teach-
er's letting him know that he had noticed some good
traits in his character. He afterwards told his teacher
that '* he had been so often suspected to be a villain,
that he had almost come to the conclusion that he would
be one ; but that, when he found one man who could
do him the justice to give him credit for a few good
feelings — (for he knew he had them) — he at once de-
termined to show that man that his confidence had not
been misplaced; and that he would sooner die than
knowingly offend^the only person who ever had under-
stood him."

It is wise sometimes, not only to withhold the ex-
pression of suspicion, but to give some token of your
confidence to the pupil who is troublesome. Intrust
him with some errand involving reponsibility, or assign
to him some duty by way of assistance to yourself, and
very likely you will gain his good-will ever after. This
is founded upon the well-known principle in human
nature acted upon by Dr. Franklin, who, when he would
gain his enemy, asked him to do him a favor.

III. As SOON AS POSSIBLE GIVE REGULAR AND FULL

EMPLOYMENT. It is an old |.roverb that *^ idleness is
the mother of mischief." The nursery hymn also con-
tains a living truth—

** And Satan finds some mischief still
For idle hands to do."

[t is the law of a child's nature to be active ; and ai

11

162 SCHOOL GOVERNMENT

The teacher may enforce employ ment.— Few rules.

the teacher is placed in the school to give direction to
such minds, he can hardly complain of their going<
upon forbidden objects unless he seasonably provides
something better for them to do.

Very early, then, the teacher should endeavor to
classify his school and furnish constant and full em-
ployment — either of study, recitation, or relaxation —
for every hour in the day. The teacher should have a
plan when he opens the school, and the sooner it is
carried into full operation the better.* Besides, when
a teacher has given employment, he has a right to insist
upon the pupil's being engaged in study. Nobody will
question this right; and it is far more profitable to
require a positive duty than to enjoin a negative, —
such as abstinence from whispering or from mischief
in general.

IV. Make but few rules. It is a very common
thing for teachers to embarrass themselves by a long
code of requirements and prohibitions. Some go so
far as to write out a system of laws, and, annexing to
each the penalty for its infringement, oost them up in a
conspicuous place in the schoolroom. Others content
themselves with a verbal announcement of them, and
rely upon the memories of the pupils to retain the de-
tails of them and to govern themselves accordingly.
This, it seems to me, is a great mistake. The multi
plicity of specific rules for the government of a school,
will naturally lead to a multiplicity of offenses. Chil-

• See Chap, z of this work.

SCHOOL GOVERNMENT. 163

Tlie world has been goyemed too much. — Do right.

dren will be confused by the varying and sometimes
conflicting demands of a formidable code of regulations,
and in endeavoring to avoid Scylla will be likely to fall
into Charybdis. It is believed by some honest states-
men that " the world has been governed too much ;**
and it is often alleged in support of this belief that
successful compliance with the laws requires far more
wisdom than was displayed in making them ; that is,
the science of obedience is far more abstruse than the
science of legislation! Whether this be true in the
civil world or not, I shall not attempt to decide ; I will
only say ^hat such has too often been the fact in the
schoolroom.

It is in my opinion the part of wisdom, and I think
also the teaching of experience, that it is best to make
but few rules. The great rule of duty, quoted once
before, " Do unto others as you would that they should
do to you," comprises quite enough to begin with.
The direction — Do right, is a very comprehensive one.
There is in children an ability to distinguish between
right and wrong, upon which the teacher may ever
rely; and by insisting upon this as the standard, he
daily brings into exercise the conscience of the child,
who is called upon to decide, is this right ? Besides,
if a school is to be governed by a code of laws, the
pupils will act upon the principle that whatever is not
proscribed is admissible. Consequently without in-
quiring whether an act is right, their only inquiry will
be, is it forbidden ? Now no teacher was ever yet so
wise as to make laws for every case ; the consequence

164 SCHOOL GOVERNMENT.

Embarrassment in executing laws.— No dincretion.

is, he is daily perplexed with unforeseen troubles, or
with some ingenious evasions of his inflexible code.
In all this matter the worst feature is the fact, that the
child judges of his acts by the law of the teacher rather
than by the law of his conscience, and is thus in danger
of perverting and blunting the moral sense.

To this it may be added that the teacher will often
find himself very much perplexed in attempting to
judge the acts of his pupils by fixed laws, and in
awarding to all violations of them a prescribed penalty.
Cases will frequently occur in which two scholars will
offend against a given prohibition, with altogether dif-
ferent intentions, — the one having* a good motive and
forgetting the law ; the other with the law in his mind
and having a wicked design to violate it. Now the
written code with its prescribed penalty allows the
(eacher no discreiion. He must maintain his law and
punish both offenders, and thus violate his own sense
of justice ; or he must pass both by, and thus violate
his word. He cannot excuse the one and punish the
other, as justice would evidently demand, without set
ting at naught his own laws.

An example will illustrate this point. A teacher has
made a rule that "any child who whispers without
leave shall be feruledP Now two little boys sit side
by side. William is an amiable, obedient, and ailigent
little boy, who has never violated intentionally any wish
of his teacher; while Charles is a sour-tempered,
vicious, unprincipled fellow, who a dozen times within
a week has sought to make his teacher trouble. Little

SCHOOL GOYERNMBNT. 165

IlIustration.~A dilemma.

John, who sits near to William, drops his pencil, and it
falls under William's desk. John looks for his pencil
on the right and left of his seat, grows anxious and
perplexed. William has noticed him, and he carefully
picks up the pencil, while he perhaps is looking for
it in another direction, — and with the kind intention
of relieving his neighbor's anxiety and restoring his
property, he touches his elbow, and softly whispers,
"Here is your pencil, John," — ^then immediately re-
sumes his own studies, and is probably entirely uncon-
scious that he has violated any law. At the same
instant the artful Charles, half concealing his face with
his hand, with his wary eye turned to the teacher, wil-
fully addresses another pupil on some point in no way
connected with study or duty. The teacher sees both
these cases, and calls the offenders to his desk. The
one trembles, and wonders what he has done amiss,
while the other perhaps prepares himself to deny his
offense, and thus to add falsehood to his other sins.
The rule awards to both the ferule. It is applied to
Charles with energy, and with the conviction that he
deserves it ; but I ask, can a man with any sense of
justice raise his hand to punish William ? If so, I see
not how he can ever again hold converse with his own
conscience. Yet the rule allows him no discretion. He
must violate either the rule or his conscience ; and too
often in such cases he chooses the latter alternative.

Now my advice is, make but few rules, and never
multiply them till circumstances demand it. The rule
of right will usually be sufficient without any special

166 SCHOOL GOVERNMENT.

Hiiit for young teachera.— Threatenin g.— Wake up mind.

legislation ; and it has this advantage, that it leaves the
teacher the largest discretion.

I have been thus full on this point, because so many
fail here, and especially young teachers. It has cost
many a young teacher much bitter experience to mako
this discovery for himself, and I have, desired to save
others who may hereafter engage in teaching, the pain
and perplexity which they may so easily and so safely
avoid.

For similar reasons, I should also urge that the
teacher should avoid the too common practice of ihreaU
ening in his school. Threatening is usually resorted
to as a means of frightening children into their duty, —
and, too often, threats are made without any expectation
of a speedy necessity either to execute or disregard
them. The consequence is, they are usually more ex
travagant than the reality, and the teacher's word soon
passes at a discount; his threats are viewed as very
much like the barking of a dog who has no intention to
bite. As threatening is moreover the language of im-
patience, it almost always leads to a loss of respect.

V. Wake up mind in the school, and in the dis
TRicT. There is usually but very little trouble in
government where the scholars are deeply engaged in
their studies or school exercises, and especially if at
the same time the feelings of the parents are enlisted.
To this end I would reconmiend that early attention
should be given to some efforts to wake up mind, such
as have been described in a former section of this work.
It will be found, when skilfully conducted, one of the

SCHOOL GOVERNMENT. 167

Varieties in school.— Vocal mudc— German proverb.

most successful instrumentalities in aid of good order
and good feeling in the school.

An ingenious teacher, too, may introduce other varie-
ties into the school exercises, and thus sometimes turn
the attention of discontented pupils from some evil
design to give him trouble. So long as the teacher
keeps steadily the main object of his school in view,
namely, progress in the studies, he is excusable if occa-
sionally, to break up monotony and excite a deeper
interest, he introduces a well-considered new plan of
study, or of recitation. Indeed, much of his success
will depend upon his power to do this, and in nothing
will its advantages appear more obviously than in the
government of the school. A great portion of the dis-
order and insubordination in our schools, has its origin
in a want of interest in the school exercises. He is
the successful teacher, and the successful disciplina-
rian who can excite and maintain the necessary interest.

As one of these varieties, I may mention the^ exercise
of vocal music in school. I have already alluded to it
As a nyeans of keeping alive the interest in a school, it
is very important. Music is the language of the heart,
and though capable of being grossly perverted, (and
what gift of God is not?) — its natural tendency is to
elevate the affections, to sooth the passions, and to
refine the taste.

" The Germans have a proverb," says Bishop Potter,
" which has come down from the days of Luther, thai
where music is not, the devil enters. As David took
his harp, when he would cause the evil spirit to depart

168 SCHOOL GOVERNMENT.

Music in heaven.— Easily introduced in schools.— Visit parents.

■ ■

from Saul, so the Germans employ it to expel the
obduracy from the hearts of tKe depraved. In their
schools for the reformation of juvenile offenders, (and
the same remark might be applied to those of our own
country,) music has been found one of the most effect-
ual means of inducing docility among the stubborn and
vicious. It would seem that so long as any remains of
humanity linger in the heart, it retains its susceptibility
to music. And as proof that music is more powerful
for good than for evil, is it not worthy of profound con-
sideration that, in all the intimations which the Bible
gives us of a future world, music is associated only
with the employments and happiness of Heaven ?''

Almost any teacher can introduce music into his
school ; because if he cannot sing, he will always find
that it will only require a little encouragement to induce
the scholars to undertake to conduct it themselves. It
will consume but very little time, and it is always that
time which, if not employed in singing, would otherwise
be unemployed or misemployed. It is the united testi-
mony of all who have judiciously introduced singing
into their schools, that it is among the best instrumen-
talities for the promotion of good feeling and good order.

VI. Visit the parents op your scholars. I shall
more particularly enjoin this, when I speak of the
teacher's relation to his patrons^ [chap. xi. :] but I
cannot forbear in this place to urge it upon the teachei
as one of. the means of securing good order in school.
A great deal of the insubordination in our schools,
arises from some misunderstanding, or some dislike

SCHOOL GOVERNMENT. 169

Reasons why.— Registera of credits.— Wliy credits,

entertained by the parent towards the teacher, ^nd
spoken of in presence of the children. Whatever the
pupils hear at home, they will be likely to exemplify
in school. It should be the teacher's first object to
become acquainted with the parent, and to let him un-
dersti^nd, by a personal interview, all his plans and
aims for the improvement of the school. This can be
done best at the parent's own fireside. It has often
happened, that by a friendly visit of an hour by the
teacher, the parent's heart has been softened, his
prejudices removed, his co-operation gained, and the
cheerful and cordial obedience of his children in school
secured.

These visits should of course be made in the true
spirit of the teacher. They should be made in the
honest desire of his heart to render his labors more
successful. A visit made in such a spirit seldom fails
to make the parents personal friends ever after ; and
of course, in case of a collision afterwards between him
and their children, this is a very important point.

VII. Registers of Credits. Registersi of the
standing of pupils in their schools and their classes, are
very highly recommended by some, whose experience
is entitled to confidence. 1 am inclined to place this
among the means of securing good order. I would
recomiTiend, however, that they should be registers of
credits only. Some recommend the use of ^^ black
marksy*^ that is, the record of prominent faults and per-
haps of puniihrnents. My own experience teaches me
that this is unwise. «The teacher should qot show a

170 SCHOOL GOTERNMENT.

Govenunent not the bodnen of the teacher.— Mr. Howard's remaik.

willingness to record and publish the faults of a pupil.
He should, on the contrary, show a tender regard for
his reputation. Besides, the child is less likely to be
mindful of his duty, when his reputation is already
blackened by his teacher. If Registers are to be kept
at all, they should record the successes and virtues of
the child rather than his failures and faults. And if, at
the end of a week or a month, he is furnished with an
abstract for the inspection of his parents, let it be so
much of good character as he has earned for himself
during the specified time. ^

I confess I am less sanguine than many others as to
the utility of the register, either as an incentive to obe-
dience or diligence ; but if used at all, I think the abo\e
restriction is highly important.

VIII. Avoid governing too much. By this I would
be understood to urge upon the teacher the fact that
his main business in school is instruction and not gov-
emment. Government is a means and not the end of
school-keeping. A very judicious and practical teacher
— Mr. R. S. Howard — has well remarked : " The real
object to be accomplished, the real end to be obtained
in school, is to assist the pupil in acquiring knowledge,
— to educate the mind and heart. To effect this, good
order is very necessary. But when order is made to
take the place of industry, and discipline the place of
instruction, where the time of both teacher and pupils is
mostly spent in watching each other, very little good
will be accomplished."

It is a mistake that many teachers fall into, that they

SCHOOL GOVERNMENT. 171

An official viat.— " Order, there!"— A Bceue.

^^^— ■■'■ " m ■■» ,.— .^^m. I,- ■■ - ■ ■ - — -— ■ I I !■ ■■■! ■ ■■■■■ ■^^^■^■^-^■^^i^—

seem to :*egard government as their chief occupation ;
and, as we should naturally expect in -such cases, it is
often very poorly exercised. .That is not the best gov-
ernment which is maintained as a matter of fox*i2idl
business. The noiseless under-current is far more
efficient. I have always noticed that men govern best
when they do not seem to govern; and those who
make most effort and bustle about it themselves, are
pretty sure to have the most boisterous schools.

I once in company with a friend officially visited a
school where the teacher, a man of strong frame — six
feet high, and with lungs in proporiton^ was laboring
to keep order. Every word he uttered was in a stento-
rian voice which would have been painful to the pupils
in a quiet room ; hence, they took care to keep up a
constant clattering of books, slates, and rulers, mingled
with the constant hum of their own voices, as if for
self-defense. It seemed to be a mighty eflfort of each
party to rise if possible above the noise of the other.
" Silence ! Order ! I say," was constantly ejaculated
in a voice that was almost sufficient, as Shakspeare's
Hamlet would say, to " split the ears of the ground-
lings."

One of the most ludicrous scenes I ever witnessed,
occurred in this school during an exercise in English
grammar. The class occupied the back seats, while
the teacher stood by the desk in front of the school.
The children between the teacher and his class were
variously employed, — some manufacturing paper fly-
boxes, some whittling the benches — (it was in New

172 SCHOOL GOVERNMENT

Paiaiiig !— A dialogue.—" The Rule, sir.

I*

England); some \v ere. trying their skill at a spit-ball
warfare ; others were making voyages of exploration
beneath the seats. The school, consisting of some
seventy pupils, were as busy as the occupants of an
ant-hill. The sentence to be parsed was, ** A good boy
loves study." No written description can present the
scene as it was acted in real life.

It should be borne in mind that every word spoken
by the teacher, whether to the class or to the schoci,
was in a tone of voice which might have been heard at
leust an eighth of a mile, and that every exclamation
was accompanied by several energetic thumps of a
large oaken ' rulS upon the lid of his desk. The Ian
guage of the teacher is in italics. " Mary, parse A."
" A is an indefinite" — " Silence ! Order there /" — " ar-
ticle, and is prefixed to" — ^^JohnT — "No sir, it is
prefixed to" — " Martha, Martha ! sit up^'* — " it is pre-
fixed to— boy."— " Right:'—'' Good, next:'—'' Good
is an adjective," — " Order, Order, Order /" — thump,
thump, thump ! — " Go on, go on, I hear you /" —
thump, thump ! — *' and belongs to" — " Speak louder!
Sit up there ! What are you doing ? And belongs
tor— "hoy :'—" The Rule. Tlie Rule ! I say:'—
Here several children looked earnestly at the pieco
of limber he held in his hand. — " The Rule, sir, the
Rnh " — thump, thump ! — " You've got it in your
hand," vociferated a little harmless-looking fellow on
tb? front seat, while the scholar proceeded to recite the
.rule. — ** Adjectives belong to" — "Lazy, lazy fellow !
sit up there:' — Here the class smiled, and the scholar

SCHOOL GOVERNMENT. 178

A Babel.— Who made it?— Another visit.

completed his rule, asserting however that " adjectives
belong to nouns," and not to " lazy fellowSy^ as the class
seemed to understand the master to teach. Word after
word was parsed in this way, (a way of teaching our
language, which, if we could know it had been prac-
tised at the erection of Babel, would sufficiently account
for that memorable confusion of tongues without the
intervention of a miracle,) till the teacher, nearly ex-
hausted by this strange combination of mental, oral,
and manual labors very much to the relief of all, vocif-
erated " Thafll do r and the scene was changed.

At the close of the afternoon, we were told that " it
was a very hard school, that it was almost impossible
to keep order, and that he should be discouraged were
it not that he saw a manifest improvement within a few
days past !"

Now this teacher made the school virhat it was, by
his own manner. He would have done the same in
any school. He taught in the most effectual way the
science and art of confusion ; and notwithstanding the
hard name he gave his school, he was emphatically the
most disorderly and noisy member of it.

There was a change. On another day, accompanied
by the same friend, we presented ourselves at the door
of this same room for admittance. We heard no sound
as we approached the entrance, and almost began to
suspect we should find there was no school within.
We knocked ;. and presently, without our hearing the
footstep of the person who approached, the door opened,
knd we passed in. The children looked up a moment

174 SCHOOL GOVERNMENT.

A new teacher.— Good order.— The secret.

as we entered, and then bent their eyes upon their
lessons. The teacher softly handed us seats, and then
proceeded with the recitation. His manner was quiet
and deliberate, and the school was orderly ar.d busy.
He had no rule in his hand, no heavy boots on his feet,
(he had exchanged them for slippers on entering the
school,) and no other means of giving emphasis to his
words. He kindly requested, — never commanded, —
and every thing seemed to present the strongest con-
trast with the former scene. The hour of dismission
arrived, and the scholars quietly laid by their books,
and as quietly walked out of the house, and all was
still.

" How have you secured this good order ?" said we
to the teacher. " I really do not know," said he with
a smile, *' I have said nothing about order." " But
have you had no difficulty from noisy scholars ?" " A
little at first ; but in a day or two they seemed to be
come quiet, and we have not been troubled since."

Now the secret was, that this latter teacher had
learned to govern himself. His own manner gave
character to the school. So it will ever be. A man
will govern more by his manner than in any other
way.

There is, too, such a thing as keeping a school too
still by over-government. A man of firm nerve can,
by keeping up a constant constraint both in himself and
pupils, force a deathlike silence upon his school. You
may hear a pin drop at any time, and the figure of
everv child is as if moulded in cast iron. But, be it

SCHOOL GOVERNMENT. 175

Excemive silence.— Recapitulation.— Force sometimes needfuL

remembered, this is the stillness of constraint, not the
stillness of activity. It is an unhealthy state both of
body and mind, and when attained by the most vigilant
care of the teacher, is a condition scarcely to be desired.
There should be silence in school, a serene and sooth
ing quiet; but it should if possible be the quiet of
cheerfulness and agreeable devotion to study, rather
than the " palsy of fear."

Thus far I have confined myself to those qualifica
tions in the teacher, and to those means which, under
ordinary circumstances and in most districts, would in
my opinion secure good order in our schools. With
the qualifications I have described in the mental and
moral condition of the teacher, and the means and sug-
gestions above detailed — combined, I believe a very
large majority of our schools could be most success-
fully governed without any appeal Xofear or force.

But as some schools are yet in a very bad state,
requiring more than ordinary talents and skill to control
them ; and as very many of those who must teach for a
long time to come have not, and cannot be expected to
have all the qualifications described, and much less the
moral power insisted on, it is unreasonable to expect,
taking human nature as it is, and our teachers as they
are, that all can govern their schools without some
appeals to the lower motives of children, and some
resort to coercion as ar. instrumentality. I should

17t> SCHOOL GOVERNMENT.

Punishment defined.— C^omments on definition.

leave this discussion very incomplete, therefore, were
T not to present my views upon the subject of

SECTION III. - PUNISHMENTS.

As a great deal has been written and spoken upon
the subject of school punishments, I deem it important
that the term, as I intend to use it, should be defined at
the outset. I submit the following definition :

Punishment is pain inflicted upon the mind or
body of an individual by the authority to which
he rs subject ,* with a view either to reform him,
or to deter others from the commission of of-
fenses, or both.

It is deemed essential to the idea of punishment that
the inflictor have legitimate authority over the subject
of il, — otherwise the act is an act of usurpation. It is
also essential that the inflictor should have a legitimate
object in view, such as the reformation of the individ-
ual or of the community in which his example has
exerted an influence, — otherwise the act becomes an
abuse of power. Infliction for the purpose of retalia-
tion for an insult or injury, is not punishment ; it is
revenge. Whenever, therefore, a teacher resorts to such
infliction to gratify his temper, or to pay off, as it is
expressed in common language, the bad conduct of a
pupil, without any regard to his reformation or the pre-
vention of similar offenses in the school, the pain he
mflicts is not punishment ; it is cruelty. Very great
mportance is to be attached to the motive in this ma-

SCHOOL GOVBANMENT. 177

Whence authority is derived.— Dr. Webster.— A comoioii error.

ter ; because the same infliction upon the same indi-
victual and for the same offense, may either be just and
proper punishment, or it may be the most unjustifiable
and revengeful abuse, according to the motive of the
inflictor.

The authority to inflict punishment in general, is
either by the constitution of God or of civil society.
'' The punishment of the faults anpl offenses of children
by the parent," says Dr. Webster, " is by virtue of the
right of government with which the parent is invested
by God himself." The right to punish the offenses of
children while at school, is by the common ]aw vested
in the teacher, as the representative of the parent for
the time being. It is the declaration of this law as in-
terpreted from time immemorial, that the teacher is in
loco parentis — ^in place of the parent.

Some have alleged that fear and shame, the two
principles addressed by punishment, are among the
lowest in our nature ; and have hence endeavored to
show that punishment is always inexpedient, if not in-
deed always wrong. To this 1 answer, that both fear
and shame are incorporated in our nature by God him-
self; and hence I infer they are there for a wise pur-
pose. I find, moreover, that God himself, in his word
and in his providence, does appeal to both of these
principles ; and hence I infer that punishment in the
abstract is not wrong, and after the higher motives
have been addressed, not altogether inexpedient.

Living in a community as we do, where the right of

punishment in general, is assumed by our government,

12

178 SCHOOL GOVERNMENT.

The right aMnmed.— Flan of diflcunioii.— Two cIj

and the right of teachers to punish is conceded by our
laws, I do not feel called upon to establish the right by
argument; I shall assume that the teacher has the
right to punish in the sense in which I have defined
punishment, — and shall therefore proceed to consider
the various kinds of punishments used in our schools,
and to distinguish those which are justifiable from those
which are not ; and also to consider some of the con-
ditions and limitations of their use.

In preparing the way to do this, I may remark that
punishments consist of two classes. 1. Those which
address themselves directly to the mind ; as privation
from privileges, loss of liberty, degradation, some act
of humiliation, reproof, and the like. 2. Those which
address the mind through the body ; as the imposition
of a task— labor, for instance, — requiring the pupil to
take some painful attitude, inflicting bodily chastise-
ment, &c.

I have mentioned theaj two classes for the purpose
of calling attention to the fact, that there are those who
approve of the first class, and at the same time denounce
the second, scouting the idea of reaching the mind
through the senses of the body. This seems to me,
however, to indicate a want of attention to the laws of
our being ; for in the economy of nature we are made
at every point sensitive to pain as a means of guarding
against injury. Why has the Creator studded the en-
tire surface of our bodies with the extremities of nerves,
whose function is to carry to the brain with lightning
speed the intelligence of the approach of danger ? And

SrnOOL GOVERNMENT, 170

Mind may be reached throagh the body.— Improper pmushmenti.

why should this intelligence be transmitted, if its object
is not to influence the will, either to withdraw the suf-
fering part from immediate danger, or to avoid those
objects which cause the pain ? The mind, then, by the
economy of nature, or rather by the arrangement of
God, is capable of being influenced through the bodily
sensations ; and those who deny this, either do not ob-
serve attentively, or, observing, do not reason fairly as
to the laws of our being. With these preliminary
observations, I now proceed to consider,

I. Improper Punishments Some punishments are
always wrong, or at least always inexpedient. The
infliction of them either implies a wrong feeling on the
part of the teacher, or it promises no wholesome result
on the part of the pupil. I shall mention in detail,
1. Those that from their nature excite the feeling in
the pupil, that an indignity has been committed against
his person. No man is ready to forgive another for
wringing his nose. There is almost a universal senti-
ment that this organ is specially exempted from such
insult. Nearly the same feeling exists as to pinching
or pulling the ear, or twisting the hair, or snapping
the forehead. Each child feels that these parts of his
person are not to be trifled with, and the feeling is
natural and proper. Now, though it is not common for
leacliers to wring the noses of their pupils, it is very
common for them to do each of the other things enu-
merated. I have often seen such punishments, but 1
think I never saw any good come of them. The pupil
always looked as if the teacher hid done despite towaitl

180 SCHOOL GOVERNMENT,

Head to be exempted from infliction.— Scolding.

his person. Whenever I have seen the teacher twist
the locks of a child's hair about his finger till the tears
would start in the eye, I have supposed the feelings
called forth were any thing but desirable, — ^any thing
but favorable to reformation. A pupil must love his
teacher very strongly, to be able to keep his temper
from rising under such circumstances; and there is
great doubt whether either of these punishments does
any thing to secure cheerful obedience in the child one
time in a hundred ; probably in ninety-nine cases in the
hundred the evil passions are very much strengthened
by them. Besides, these are undignified modes of
punishment. They savor so much of a weak and
childish impatience, that the pupils find it hard to
respect a man, much more to love him, who will stoop
to so small a way of giving vent to his angry feelings.
Snapping the forehead is subject to strong physiological
objections ; and, as a general rule, the head and its ap
purtenances should be exempted from penal violence.

In this place I may very properly allude to another
mode of assailing the ears of children, quite as undig-
nified in itself and quite as unprofitable in its results as
pulHng them, — and until they are hardened to it by
familiarity, probably more painful. I refer, I need not
say, to scolding. This is a punishment altogether
too common. There is a physiological law, that the
exercise of any organ will give it greater strength and
generally greater celerity. From this fact, and the ad-
ditional one, that the more a child is scolded the harder
is heart becomes, so Xhi t here, as in the Rule of ThreOi

SCHOOL GOVERNMENT. 181

Poor investment.— Cockney blackgnanluim.— Examples.

' more requires more," — it follows that those who once
begin to scold, are fortunate if they stop short of high
attainments in the art.

There is no enterprise in which the investment yields
so small a profit as in the business of scolding. It is
really pitiable to witness the teacher given to this prac
tice, making himself and aU around him unhappy,
without the hope of alleviation. The command of the
tongue is a great virtue in a teacher ; and it is to be
feared that very many children still suffer in their moral
feelings* as well as their ears, because so many teachers
do not seasonably learn the right control of the ^* unruly
member."

While upon this subject, I may allude to another
very objectionable mode of address practised by some
teachers toward their schools. I refer to a mixture of
scolding with a species of low wit or cockney black*
guardism, that should ever be banished from the school-
room. Such expressions as, ** Sit down, John, or I'll
shiver your top-timbers,^^ — " Attend to your studies, or
some of you will be a head shorter,*^ — " Keep quiet, or
you'll hear thunder," — ^and the like. To these I might
add those empty and debasing threats which are too
often and too thoughtlessly uttered ; as, " I'll skin you
alive," or " I'll shake you to pieces," or " I'll use you

* A UacksmJth, it is said, who had been accustomed to scold his family,
jnite too freely, was one day attempting to hanlen a piece of steel ; but
failing after two or three attempts, his little son, who had been an observer
of this as well as other operations of his fatlier, is said to have exclaimed,
'* Scold ittfather^ aeold it if that won't harden it, nothing eUi wiUJ*

182 SCHOOL GOVERNMENT.

Beg paidon.~Mi9take aboat it— Goldsmith.

up," — ^with Others of the same character. I perhaps
ought to beg pardon for placing these vulgarisms before
the general reader ; but they are so frequently employed
in our schools, in some of our schools of good repute
too, that I thought it to be my duty to qtcote them, (for
they are all literal quotations,) in order if possible to aid
those who have fallen into such a low habit to see
themselves as others see them.

It is so very easy for a teacher to raise a laugh among
his pupils, that he is in danger of being seduced into
the use of coarse and quaint expressions by the suppo-
sition that they are witty. But the mirth of schoolboys
is not a more reliable criterion of wit in the modem
teacher than it was in the case of the schoolmaster de-
scribed by Goldsmith ; and possibly the exercise of a
little discernment on his p^rt would convince him that
children sometimes laugh, as they did of old, because
they think it prudent to do so.

" A man severe he was and stem to view,
I knew him well, and every truant knew ;
Well had the boding tremblers learned to trace
Tlie day's disasters in his morning face ;
Full well they laughed, with counterfeited giee.
At ail his jokes, for many a joke had he I"

It is unquestionably true that there are schools and
many such, now of high standing, the language of whose
teachers, could it be noted down and printed for the
parents, would perfectly astonish them ; and such is
the force of habit, it would very likely astonish the
teachers the;nselves. Let all who mean to respect
themselves, or who desire to be long respected by

y

SCHOOL GOVERNMENT. 183

Prolonged tortures.— The Bible at aim's length.

Others, most carefully avoid the first approach to the
use of such kind of language. Its influence in school
is " only evil, and that continually.'*

2. Those punishments that from their nature imply
in the inflictor a love of prolonged torture. These are
|uite numerous, and are resorted to often for the purpose
jf avoiding what is usually deemed severer punishment,
^ome of them also have very serious physiological ob-
,*i"tions. As an instance, I may mention the holding of
a weight at arm's length until the muscles of the arm
become painful from over-exertion and fatigue, Some«
times the Bible, being the largest book at hand, is
chosen as ^he weight ; and thus that book, which should
have no associations connected with it in the minds of
the young but those of reverence and love, is made the
. nstrument ef torture — the minister of cruelty !

Imagine that you see — ^what I have seen — an offend-
ing boy called to the teacher's desk, and, after words
of reproach, sentenced to hold the large Bible at arm's
length for a specified time, or until the teacher is will-
ing to release him. At first it is raised with a smile
of triumph, almost a smile of contempt. Soon the
muscles thus exerted at disadvantage begin to be weary
and to relax " Hold it up !" exclaims the vigilant
teacher ; and it is again brought to its position. Sooner
than before the muscles are fatigued, and they almost
refuse to obey the mandate of the will, which itself is
half willing to rebel against authority so unreasonable.
" Up with it !" — again brings it to its place, or perhaps
a stroke of the ratan repeats the command with more

284 SCHOOL GOVERNMENT.

PhyBiological effects.— Moral effects.— Hold a nail !

■ -

urgency. At this moment every nerve sympathizes,
and the muscles are urged on to their greatest effort.
The limb is in agony, — and what agony can surpass
that of an overstrained muscle ? — and the whole system
reels and writhes with suflfering. Now look into that
child's face, and tell me, what is the moral efiect of
this sort of punishment ? Unless he is one of the most
amiable of the sons of Adam, he inwardly curses the
cruelty that he thinks is delighted with pangs like these,
protracted yet intolerable. He almost curses the blessed
book which was given to warm his soul into life and
immortality. He cries with pain, but«ot with penitence.
He may submit, indeed, and he may abstain from sim-
ilar offenses in time to come ; but it is the submission
of self-preservation, and the abstinence of an eye-ser-
vant, — while the stain that has thus been inwrought ii:
his moral sensibilities, may long remain unexpunged.
Such a punishment I unhesitatingly pronounce to be
improper^ whatever may be the circumstances.

Akin to this are those other contrivances to give
prolonged pain, which in different parts of the country
have taken a variety of forms, and as great a variety
of names. One of these has been termed " holding
a nail into the floor,^^ It consists in requiring the
pupil to bend forward, — and, placing the end of a single
finger upon the head of a nail, to remain in that posi-
tion till the whole system is agonized. Another has
by some of its inflictors been termed *' silting on
nothing." The pupil is required to place his back
against a wall of the room, and his feet perhaps a foot

SCHOOL GOVERNMENT. 185

Sitting on nothing.— Ou wor§e than nothing.— Ridicule.

from its base, and then to slide his body down till the
knees are bent at right angles, and his person is in a
sitting posture without a seat ! The muscles, acting
over the knee at the greatest disadvantage, are now
made to support the body in that position during the
pleasure of the teacher. I have seen another mode of
punishment practised, and as I have heard no name
for it, I shall give it the cognomen of "sitting on worse
than nothing.'' The boy in this case was required to
sit upon the floor, and then, placing the feet upon a
bench or chair, to support the body in an erect position
by reversed action of the muscles I

But I gladly turn away from a description of the
punishments I have witnessed in the common schools
of New England within a quarter of a century, ex
hibiting as they do so many characteristics of the
dark ages. Some of these I have witnessed quite
recently ; and to what extent s^ny or all of them are
now in use, I am unable to say. I only desire
to say, that they are all improper,— debasing to the
morals of the pupils, and degrading to the profession
of the teacher ; and the sooner such punishments are
entirely banished from our school-rooms, the sooner
will the profession of the teacher rise to its proper
level.

3. Ridicule. This is a weapon that should not
be wielded as a school-punishment. It often cuts
deeper than he who uses it imagines ; and it usually
gives most pain where it is least merited. Some
physical defect, or some mental incapacity, or eccen-

186 SCHOOL GOVERNMENT. %

Why objectionable.— Loss of love— of confidence

tricity, is most frequently made the subject of it ; and
yet nothing can be more unfeeling or more unjust than
its use in such cases. If the designed failings of the
indolent, or the premeditated mischief of the vicious^
could be subjected to its influence, its use would be
more allowable, — but even then it would be question-
able But the indolent and the vicious are usually
undirected by ridicule. They sin upon calculation,
and not without counting the cost ; and they are
therefore very willing to risk their reputation, where
they have so little to lose. It is the modest, the
conscientious, the well-meaning child, that is most
affected by ridicule ; yet it is such a one that, for
various reasons, is oftenest made the subject of it,
though of all others, his feelings should be most
tenderly spared.

A strong objection to the use of ridicule, is the
feeling which it induces between the teacher and
pupil. The teacher, conscious that he has injured
the feelings of the child, will find it hard to love
him afterwards ; for we seldom love those whom we
have injured. The child, on the other hand, loses
confidence in his teacher; he feels that his sensibilities
have been outraged before his companions, and that
the teacher, who should be his best friend in the
school, has invited the heartless laugh of his fellow-
pupils against him. With a want of love on the one
hand, and of confidence on the other, what further
usefulness can reasonably be expected ?

But the strongest objection of all to the use of

SCHOOL GOVERNMENT. 187

School-mates iiyured.— Hiss.— Little Mary.— A scene.

ridicule, is. the fact that it calls forth the worst of
feelings in the school. Those who participate in the
laugh thus excited, are under the influence of no very
amiable motives. And when this is carried so far as
to invite, by direct words, some expression from the
schoolmates, by pointing the finger of shame, and
perhaps accompanying the act by a hiss of scorn,
the most deplorable spirit of self-righteousness is
cultivated.

Little Mary one day was detected in a wrong
act by her teacher. " Mary, come here," said the
teacher, sternly. Little thinking she had been seen,
she obeyed promptly, and stood by the chair of her
teacher, who, without giving Mary time to reflect,
and thus allow the conscience opportunity to gain
the mastery, immediately asked, ** What naughty
thing did I see you do just now ?" " Nothing,"
said Mary, partly dispSsed to justify herself, and
partly doubting whether indeed the teacher had seen
her du any thing wrong. " Oh, Mary, Mary, who
would think you would tell me a lie ! Did you
ever hear of Ananias and Sapphira ?" Here a lecture
followed on the sin and danger of lying, and particu-
larly the danger of sudden death by llie vengeance
of God. Mary began to tremble, and then to weep,
probably from terror. Now came the second part.
*' I should think you would be ashamed to be known
to lie. All the children now know that you have lied.
I should think they would feel ashamed of such a
naughty Uttle girl in the school. I should not wonder '

188 SCHOOL GOVERNMENT..

Self-righteoufioeas.— Defiance—Freezing the affections.

she continued, '' if all the little girls and boys should
point their fingers at you and hiss^^ In an instant,
all the children who were not too old to be disgusted
with the management and tone of the teacher, pointed
their fingers, and uttered a long succession of hisses,
while their faces beamed with all the complacency
of self-righteousness, triumphing over the fall of a
companion, who perhaps was after all as good, and
as truthful a child as any of them. The poor child
at first turned her back upon them ; but soon, feeling
that her reputation was gone, she turned, as woman
ever will when her self-respect is blighted, with a look
of indifference, almost a look of defiance. Fear was
first swallowed up in shame, and shame gave place
to reckless audacity. The whole scene was rendered
still more ruinous to the child, from the fact that it took
place in the presence of visitors !

When will our teachers learn the human heart
well enough to be able to distinguish between a work
of devastation and of true culture ; between a process
of blighting the sensibilities, searing the conscience,
freezing up the fountains of sympathy, and of mutual
love and confidence, — and a course of training which
warms the conscience into activity, inculcates the
reverence and love of God, instead of a slavish fear
of his power, and instils into the soul a desire to do
right, rather than to do that which will avoid the
reproach of an unfeeling multitude, more wicked than
those they censure ? Goldsmith has shown that wo-
man may ^' stoop to conquer ;" but the above narrative

SCHOOL GOVERNMENT. 189

Let teachers think.— Proper puoishments.— Reproof in private.

shows how she may stoop, not to conquer, but to lay
waste the youthful heart.

These punishments, and such as these, which 1
hare classed under the list of improper punishments,
■hould all be carefully considered by the tether.
They should be considered before he enters his school.
It, would be well always for him to determine before-
hand what punishments he will not use. It may save
him many a serious mistake. I have written what I
have under this head, in order to put teachers upon
thought ; believing that men seldom earnestly and
honestly inquire, without arriving at the truth in the
end.

II. Proper punishments. Every teacher's mind
should, if possible, be settled, as to what punishments
are proper, so that when they are inflicted, it can
be done in good faith, and with an honest conviction
of the performance of duty. Among the proper
punishments, I may mention,

1. Kind Reproof. This will probably be conceded
by all. I say kind reproof, because no other reproof
can be useful. I would distinguish it from reproach.
Reproof, judiciously administered, is one of the most
effectual punishments that can be used. As a general
rule, this is best administered privately. The child's
spirit of obstinacy is very likely to exhibit itself in the
presence of his fellows ; but in private, the conscience
IS free to act, and the child very readily submits. It is
al «vays perfectly safe to reprove privately ; that is, not
in the presence of the school. The child has no

190 SCHOOL GOVERNMENT.

«

Loss of privileges, consequent upon abu8e.--Confineroent.

motive to misrepresent the teacher ; and if the teacher
so far spares the reputation of the pupil, as to take
him by himself, this very circumstance will often give '
the teacher access to his better feelings.

2. Loss of Privileges. By abuse of privileges we
forfeit them. This is a law of Providence. It is un-
questionably proper that this should be a law of our
schools. All those offenses, therefore, against propriety
in the exercise of any privilege, may be attended with
a temporary or permanent deprivation of such privilege.
A pupil who is boisterous at the recess, disturbing the
quiet of the school or impeding the enjoyment of his
playfellows, may be deprived of the recess. A child,
who disfigures his seat with his knife, may be deprived
of his knife ; "and sg for any other similar offense.
Some consider it proper to extend*this puniishment to
other classes of offenses, as, for example, whispering
or idleness. While I would not deny the right or the
propriety of doing so, I should think it more expedient
not thus to extend it. It is well, as far as it can be
done, so to punish the child, that he shall see that his
conduct naturally leads to its punishment as a conse-
quence. And it is moreover very probable that in most
schools there will be demand enough for this punish-
ment, in its natural application, without extending it to
other cases.

3. Restraint, or confinement. When liberty is
abused, a scholar may be put under restraint. When
duty is violated, and the rights of others are wantonly
disregarded, confinement will afford time for reflection,

SCHOOL GOVERNMENT. 1 dl

II *

,Not in a dark room.— Why not 1— Humiliation.— Seldom.

and at the same time relieve others from the annoyance
and detriment of evil example. Such restraint is often
a wkolesome discipline ; and confinement, if it be not too
far protracted, is always safe. It should be remarked,
however, that confinement in a dark apartment should
never be resorted to by any teacher. There are insu-
perable objections to it, growing out of the fears which
many children early entertain of being alone in the dark,
as also the fact that light as well as air is necessary to
the vigorous action of the nervous system during the
waking hours, especially in the daytime. It is well
known that a child shut up in a dark room even in the
warmth of summer, speedily undergoes a depression
of temperature ; and if the confinement is unduly pro-
tracted, cold chills come over the system. For these
reasons, and others, if confinement is ever used as a
punishment, it should be in a room properly lighted and
heated. Our prisoners enjoy, as far as may be, both
of these favors.

4. Humiliation, This should be resorted to with
great caution. When a fault has been openly commit-
ted, and attended with circumstances of peculiar obsti-
nacy, it may sometimes very properly be required of
the offender that he should confess the fault in a man-
ner as public as its commission. This may be due to
the school. Sometimes when an offensive act is very
strongly marked, a confession and a request for the for-
giveness of the teacher or the individual injured may
be made a condition of restoration to favor. This is
usually considered a very proper punishment. I would

192 SCHOOL GOVERNMENT.

A task.— When and how.

however suggest, that it be used with great care, and
never unless the circumstances imperatively demand
it. It may be the means of cultivating the grossest
hypocrisy, or of inducing open rebellion ; and it some-
tirnes gives the other pupils an advantage over the
culprit, which may do him personally much harm.
The teacher should be convinced that this is the best
thing he can do, before he resorts to it.

5. TTie imposition of a task. In every school there
is more or less work to be done ; such as sweeping
the floors, washing the benches, preparing the fuel,
and making the fires. Unless objection should be made
by parents, this is one of the most effectual punish-
ments, especially in cities and large villages, where
work is a burden, and the attractions of play are most
powerful. Some difficult schools have been governed
for months with no other punishment than labor thus
imposed. The plan is, that if two boys neglect their
studies so as to attract the attention of the teacher, they
shall be nominated as members of the committee on
sweeping, — a duty to be performed after school hours.
If one or two more are decidedly disorderly, they shall
be required to make fires, bring up wood, or perhaps
wash a certain portion of the room. This is always
assigned pleasantly by the teacher, with the under
standing, however, that any failure to do the allotted
work thoroughly and faitiifuUy, will be attended with a
reappointment till the object is secured.

K parents should object to this, it is not absolutely
essential to the teacher's success ; but where no objec-

SCHOOL GOVERNMENT. 198

An objection.— Answer.'Not strongly urged.— The rod.

tion is made, if judiciously managed, it may do very
much in many of our schools towards producing that
quiet order, which otherwise it might require more
cogent and less agreeable means to secure.

It has sometimes been urged as an objection to this
iQode of punishment, that it would tend to attach the
dea of disgrace to useful labor. It is conceived that
his is by no means the necessary consequence. On
he other hand, it would serve to teach the difference
Sere always is between a duty imposed and one vol-
*«^ntarily undertaken. The same objection would apply
tr* our prison discipline, where a man by a wilful dis-
regard of law and the rights of others, very justly for-
feits his services for a time to the state.

I would not lay very much stress upon this mode ot
punishment, though I have known it resorted to under
favorable circumstances with very good effect. It would
of ccurs^** be more effectual in a large town or city than
in the country, where boys are in the habit of laboring
at home, ard vould be quite as willing to labor after
regular hours u school.

6. Actual chascr$,*ment with the rod of correction. I
have no hesitation (though others have) in placing this
among thp class of proper punishments. As this in-
volves a great question on the subject of school govern-
ment, and one that is debated with great zeal and
warmth in almost every educational meeting that is
held, I shall feel justified in giving a little more space
o the consideration of it.

194 SCHOOL GOVERNMENT.

Caiporal puniBhment.*-View8 of others.— Nothing to coj¥«al.

SECTION IT -CORPORAL PUNISHMENT.

I am aware that when I enter this field I am tread*
ing on ground every inch of which has been disputed.
I come to the task of writing on this subject, however,
I think, without prejudice or asperity. Having noth-
ing to conceal, I shall express my own views honestly
and frankly, — ^views which I entertain after iiligently
seeking the truth for some twenty years, during which
time I have listened to a great deal of discussion, and have
read carefully and candidly whatever has been written
by others. Nor do I expect to give universal satisfac-
tion. There are strong men, and I believe honest men,
who run to the opposite extremes in their doctrine and
practice, and who defend the one course or the other
as if the existence of the world depended upon the
issue. There are those, who not only claim the right
to chastise, but who insist that whipping should be the
first resort of the teacher in establishing his authority ;
and to show that this is not a dormant article of their
faith, they daily and almost hourly demonstrate their
eiSciency in the use of the rod, so that their pupils
may be living witnesses that they act in accordance
with their creed. Again, there are others who as ear
nestly deny the right of the teacher to resort to the rod
at all, and who urge with all their power the efficacy
of moral suasion to subdue and control the vicious and
the stubborn in our schools ; and who are ready to
assert unequivocally that no man is fit to be employed

SCHOOL GOVERNMENT. 195

Men see differently.— A privilege claimed. — Authority at any rate.

to teach the young, who has not the ability to govern
all the various dispositions he may meet in any school,
without the use of corporal punishment.

I have no disposition to question the ^ sincerity and
honesty of each of these classes, knowing as I do, that
different men see with different eyes, even when the
circumstances are the same ; much more when their
circumstances are widely diverse. I have no bitterness
of language to apply to those who go to the extreme of
severity ; nor any sneer to bestow upon the name of
*' moral-suasionist." But while I accord to other men
the right of expressing their own opinions, I claim the
8am& privilege for myself, — ^yet without wishing to
obtrude my opinions upon other men any further than
they will bear the test of reason and experience.

It is agreed on all hands that the teacher must estab-
lish authority in some way^ before he can pursue sue-
cessfully the objects of his school. I have described
the qualifications which the teacher should possess in
order to govern well, and I have also given some of
the means of securing good order without a resort to
severity. Probably in a large majority of our schools,
the teacher with these qualifications and the employ-
ment of these means, could succeed in establishing
and maintaining good order without any such resort.
This should in my opinion always be done, if possible,
— and no one will rejoice more than myself to see the
day, should that day ever come, when teachers shall
be so much improved as to be able to do this univer-
•aUy* But in writing oa this subject, it is the dictate

\

106 SCHOOL GOVERNMENT.

We mart take the world as it is.— Mr. Mann quoted.

of common sense to take human nature as it is, and
human teachers as they are, and as many of them must
be, for some time to come, — and adapt our directions to
the circumstances. Human nature, as it is exhibited
in our children, is far from being perfect ; and I am
sorry to say that the parents of our children often ex-
hibit it in a still less flattering light. Perhaps no lan-
guage of mine can so well represent the concurrence
of circumstances making corporal punishment neces-
^ sary in our schools as it has been done by the Hon.
Horace Mann in his lecture on " School Punishments.**
" The first point," says he, " which I shall consider, is,
whether corporal punishment is ever necessary in oui
schools. As preliminary to a decision of this question,
let us take a brief survey of facts. We have in this
Commonwealth, [Massachusetts,] above one hundred
and ninety-two thousand children between the ages of
four and sixteen years. All these children are not only
legally entitled to attend our public schools, but it is
our great desire to increase that attendance, and he
who increases it is regarded a reformer. All that
portion of these children who attend school, enter it
from that vast variety of homes which exist in the state.
From different households, where the widest diversity
of parental and domestic influences prevails, the chil-
\ dren enter the schoolroom, where there must be com-

\ parative uniformity. At home some of these children

/ have been indulged in every wish, flattered and smiled
upon for the energies of their low propensities, and
even their freaks and whims enacted into household

SCHOOL GOVERNMENT. 197

Di/ficulties to be met,— in children,— in parents.

laws. Some have been so rigorously debarred from
every innocent amusement and indulgence, that ^ey
have opened for themselves a way to gratification!
through artifice and treachery and falsehood. Others,
from vicious parental example, and the corrupting in-
fluences of vile associates, have been trained to bad
habits and contaminated with vicious principles, ever
since they were born ; — some being taught that honor
consists in whipping a boy larger than themselves ;
others that the chief end of man is to own a box that
cannot be opened, and to get money enough to fill it ;
and others again have been taught, upon their father's
knees, to shape their young lips to the utterance of
oaths and blasphemy. Now all these dispositions,
which ^o not conflict with right more than they do with
each other, as soon as they cross the threshold of the
schoolroom, from the diflerent worlds, as it were, of
homes, must be made to obey the same general regula-
tions, to pursue the same studies, and to aim at the
same results. In addition to these artificial varieties,
there are natural diflerences of temperament and dispo-
sition.

"Again ; there are about three thousand public schools
in the state, in which are employed, in the course of
the year, about five thousand diflerent persons, as
teachers, including both males and females. Except-
ing a very few cases, these five thousand persons have
had no special preparation or training for their employ-
ment, and many of them are young and without expe-
rience. These five thousand teachers, then, so many

198 SCHOOL 60TERNMENT.

A dilemma.— Neither hom to be chosen.

of whom are unprepared, are to be placed in authority '
over the one hundred and ninety-two thousand children,
so many of whom have been perverted. Without
passing through any transition state for improvement,
these parties meet each other in the schoolroom,
where mutiny and msubordinalion and disobedience
lire to be repressed, order maintained, knowledge ac-
quired. He, therefore, who denies the necessity of
resorting to punishment, in our schools, — and to cor-
poral punishment, too, — virtually affirms two things : —
first, that this great number of children, scooped up
from all places, taken at all ages and in all conditions,
ran be deterred from the wrong and attracted to the
tight without punishment; and secondly, he asserts
^hat the five thousand persons whom the towns and
distncts employ to keep their respective schools, are
now, and in the present condition of things, able to
accomplish so glorious a work. Neither of these prop-
ositions am T at present prepared to admit. If there
are extraordinary individuals — and we know there are
such — so singularly gifted with talent and resources,
and with the divine quality of love, that they can win
the affection, and, by controlling the heart, can control
the conduct of children, who, for years, have been
addicted to lie, U> cheat, to swear, to steal, to fight, still
I do not believe there are now five thousand such indi-
viduals in the state, whose heavenly services can be
obtained for this transforming work. And it is useless,
or worse than useless to say, that such or such a thing
can be done, and done immediately, without pointing

SCHOOL GOVERNMENT. 109

A miracle.— Divisions in district.— East end.— West end.

out the agents by whom it can be done. One who
affirms that a thing can be done, without any reference
lo the persons who can do it, must be thinking of
miracles. If the position were, that children may be
so educated from their birth, and teachers may be so
trained for their calling, as to supersede the necessity
of corporal punishment, except in cases decidedly
monstrous, then I should have no doubt of its truth ;
but such a position must have reference to some future
period, which we should strive to hasten, but ought not
to anticipate."

Aside from the causes demanding punishment, so
ably portrayed in the passage just quoted, there is still
another, growing out of divisions and quarrels in the

9

district. It is by no means uncommon, in our districts,
owing to some local matter, or to some disunion in
politics or religion, for the people to be arrayed, the
one part against the other. The inhabitants of the
upper road are jealous of the dwellers on the lower
road ; the hill portion of the district is aggrieved by the
influence of the valley portion ; the ** east end" com-
plains of the selfishness of the " west end," and so of
the north and south. Whenever a school-house is to
be built these different interests are aroused, and a
protracted and baleful quarrel is the result. One party
"carries the day" by the force of numbers, but the
prosperity of the school is impaired for years. At
every district meeting there will be the same strife for
the mastery. If one division gains the power, the other
bends its energies to cripple the school, and to annoy

200 SCHOOL GOVERNMENT.

If

We will see.'*— Diflobedience eiicouraged.~The teacher's coime.

the teacher who may be employed by the dominant
party, however excellent or deserving he may be. " We
will see," say those who find themselves in the minority,
" we will see whether this man can keep our school as
well as it was done last year by <mr master.'' This is
uttered in presence of their children — perhaps their
half-grown sons, who will be very ready to meet theii
new teacher with prejudice and to act out the mis
givings of their parents as to his success. When
the teacher first enters the school, he is met by oppo
sition, even before he has time to make an impression
for good ; opposition, which he can scarcely hope to
surmount as long as it is thus encouraged at home.
Now what shall he do ? Shall he yield the point,
abandon the idea of authority, and endeavor to live
along from day to day, in the hope of a more comforta
ble state of things by-and-by ? He may be sure that
matters will daily grow worse. Shall he give up in
despair, and leave the school to some successor ? This
will only strengthen the opposition and make it more
violent when the successor shall be appointed. It is
but putting the difficulty one step farther off. Besides,
if the teacher does thus give up, and leave the school,
he loses his own reputation as a man of energy, and, in
the eyes of the world, who perhaps may not know — or
care to know — all the circumstances, he is held ever
after as incompetent for the office.

Now it would be very gratifying if the teacher un
der any or all of these difficulties, could possess th^
moral power to quell them all by a look or by the exei

SCHOOL GOVERNMENT. 201

-■ - ■! ■ I ■!!■ <JWL ■ l_IJiXJii-l-ii_— M.W L^

Sliall he yield ? No, no.~EBtabliah anthority.

cise of his ingenuity in interesting his pupils in their
studies. Undoubtedly there are some men who could
do it, and do it most triumphantly, so as to make their
most zealous enemies in a few days their warmest
friends. But there are not many who can work thus
at disadvantage. What then shall be done? Shall
the school be injured by being disbanded, and the
teacher be stigmatized for a failure, when he has been
employed in good faith ? I say no. He has the right
to establish authority by corporal infliction; and thus
to save the schbol and also save himself. And more
than this ; — if there is reasonable ground to believe that
by such infliction he can establish order, and thus make
aimself useful, and save the time and the character of
the school, he not only has the right, but he is bound
by duty to use it The lovers of order in the district
have a right to expect him to use it, unless by express
stipulation beforehand, they have exempted him from it.
I repeat, then, that it is the teacher's duty to establish
authority; "peaceably, indeed, if he may, — forcibly
if he must."

I ought in fairness here to add, as I have before
hinted, that not unfrequenlly the necessity for corporal
infliction exists in the teacher himself. This is often
proved by a transfer of teachers. One man takes a
school, and can only survive his term by the exercise
of whipping. He is followed by another who secures
good order and the love of the school without any resort
to the rod. The first declared that whipping was ne-
cessary in his case to secure good order, and truly ; but ^

202 SCHOOL GOVERNMENT.

DaUy flogging oondemned.-~Say nothing aboat it.

the necessity resided in him and not in the school. So
it often does, — ^and while teachers are zealously defend-
ing the rod, they should also feel the necessity of im-
proving themselves as the most effectual way to obviate
its frequent use.

When authority is once established in a school, it is
comparatively easy to maintain it. There will of course
be less necessity for resortiqg to the rod after the teacher
has obtained the ascendency, unless it be in the event
of taking some new pupil into the school who is dis-
posed to be refractory. I have but little respect for the
teacher who is daily obliged to fortify his authority by
corporal infliction. Something must be fundamentally
wrong in the teacher whose machinery of government,
when once well in motion, needs to be so often forcibly
wound up.

From what has already been said, it will be seen
•hat I do not belong to the number who affirm that the
rod of correction should never be used in schools.
Nor am I prepared to advise any teacher to publish
beforehand that he will not punish with the. rod. It
would always be wiser for the teacher to say nothing
about it. Very little good ever comes of threatening
the use of it. Threatening of any sort avails but little.
A teacher may enter a school with the determination to
govern it if possible without force. Indeed I should
advise one always to make this determination in his
own mind. But whenever such a determination is
published, the probability of success is very much
diminished.

SCHOOL GOVERNMENT. 209

There is an aim of power.— Proposed substitutes.— Solitary confiueraent.

The true way and the safe way, in my opinion, is to
rely mainly on moral means for the government of the
school, — to use the rod without much threatening, if
driven to it hy the force of circumstances, aiid as soon
as authority is established, to allow it again to slumber
with the tacit understanding that it can be again awa-
kened from its repose if found necessary. The knowl
edge in the school that there is an arm of power, may
prevent any necessity of an appeal to it ; and such a
knowledge can do no possible harm in itself. But if
the teacher has once pledged himself to the school that
he will never use the rod, the necessity may soon come
for him to abandon his position or lose his influence
over the pupils.

As much has been said against the use of the rod
in any case in school government, it may be proper to
consider briefly some of the substitutes for it, which
have been suggested by its opposers.

Some have urged solitary confinement. This might
do in some cases. Undoubtedly an opportunity for
reflection is of great use to a vicious boy. But then
how inadequate are the means for this kind of discipline
in our schools. Most of our school-houses have but
one room. In such cases solitary confinement is out
of the question. In other instances there may be (as
there always should be) a room, not constantly devoted
to the purposes of the school. Here a pupil could be
confined; and I have no objection whatever to this
course, provided the room is not a dark one, and its
lemperature can be comfortable. But even witl^

204 SCHOOL GOVERNMENT.

Its futility.— Parental foUy.—Elrpulflioii.

facility, confinement cannot be relied on as the only
punishment, because if offenses should multiply, and
the offenders should all be sent to the same place, then'
confinement would soon cease to be solitary! And
suppose some philanthropist should devise a plan of a
school-house with several cells for the accommodation
of offenders; still this punishment would fail of its
purpose. The teacher has no power to confine a pupil
much beyond the limit of school hours. This the
obstinate child would understand, and he would there-
fore resolve to hold out till he must be dismissed, and
then he would be the triumphant party. He could
boast to his fellows that he had borne the punishment,
and that without submission or promise for the future
he had been excused because his time had expired.

This substitute is often urged by parents, who have
tried it successfully in case of their own children in
their own houses, where it was known that it could
of course be protracted to any necessary length. Be-
sides, if the confinement alone was not sufficient, the
daily allowance of food could be withheld. Under
such circumstances it may be very effectual, as un*
doubtedly it often has been ; but he is a very shallow
parent who, having tried this experiment upon a single
child, with all the facilities of a parent, prescribes it
with the expectation of equal success in the govern*
ment of a large school.

Others fiave urged the expulsion of such scholars as
are disobedient. To this it may be replied that it is
not quite certain, under existing laws, whether the

SCHOOL 60YERNMENT. 90S

Not expedient—Why t— Mr. Mann quoted.

teacher has the right to expel a scholar firom the
common schools ; and some deny even the right of the

^ school officers to do it. Whether the right exists or
not, it is very questionable whether it is ever expedient
to expel a scholar for vicious conduct ; and especially
in cases where there is physical power to control him.
The vicious and ignorant scholar is the very one who
most needs the reforming influence of a good educa-
tion. Sent away from the fountain of knowledge and
virtue at this — the very time of need — ^and what may
we expect for him but utter ruin ? Such a pupil most
of all needs the restraint and the instruction of a
teacher who is capable of exercising the one and
affording the other.

But suppose he is dismissed, is there any reason to
hope that this step will improve the culprit himself, or
better the condition of the school? Will he not go on
to establish himself in vice, unrestrained by any good
influence, and at last become a suitable subject for the
severity of the laws, an inmate of our prisons, and
perhaps a miserable expiator of his own crimes upon
the gallows ? How many youth — and youth worth

' saving, too — have been thus cast out perversely to
procure their own ruin, at tlie very time when they
might have been saved by suflicient energy and benev*
olence, no mortal tongue can tell ! Nor is the school
itself usually benefited by this measure. '* For all
purposes of evil," Mr. Mann justly remarks, " he con-
tinues in the midst of the very children from among
whom he was cast out ; and when he associates with

206 SCHOOL OOVBRNMENT.

" Free trade."'-A creed, and ito baaa.— The Scriptaw.

them out of school, there is no one present to abate
or neutralize his vicious influences. If the expelled
pupil be driven from the district where he belongs into
another, in order to prevent his contamination at home,
what better can be expected of the place to which he
is sent, than a reciprocation of the deed, by thei^
sending one of their outcasts to supply his place ; and
thus opening a commerce of evil upon free-trade prin-
ciples. Nothing is gained while the evil purpose re-
mains in the heart. Reformation is the great desi-
deratum ; and can any lover of his country hesitate
between the alternative of forcible subjugation and
victorious contumacy ?"

From all that has been said, it will be seen that I do
not hesitate to teach that corporal infliction is one of
the justifiable means of establishing authority in the
schoolroom. To this conclusion I have come, after
a careful consideration of the subject, modified by the
varied experience oi nearly twenty years, and by a
somewhat attentive observation of the workings of all
the plans which have been devised to avoid its use or
to supply its place. And although I do not understand
the Scriptures, and particularly the writings of Solo-
mon, to recommend a too frequent and ill-considered
use of it, I do not find any thing in the letter or spirit
of Christianity inconsistent with its proper application.
It is the abase, and not the use of the rod, against which
our better feeling, as well as the spirit of Christianity,
revolts. It is the abuse of the rod« or rather the abuse
of children under the infliction of, the rod, that first

SCHOOL GOVERNMENT. 207

Limitatiops.— The ^t thing.— Never in anger.

called forth the discussion referred to, and av^akened
the general opposition to its use. I am free to admit
there has been an egregious abuse in this matter, and
that to this day it is unabated in many of our schools.
I admit, too, that abuse very naturally accompanies the
use of the rod, and that very great caution is necessary
in those who resort to it, lest they pervert it. I feel
called upon therefore before leaving this subject to
throw out for the consideration of the young Teacher
particularly, a few hints to regulate the infliction of
chastisement, under the head of

SECTION y.-LIMFTATIONS AND SUGGESTIONS

1. The teacher should be thoroughly convinced
that the rod is the best thing for the specific case, be
fore he determines to use it. Nor should he hastily or
capriciously come to this conviction. He should care-
fully and patiently try other means first. He should
study the disposition of the offender and learn the ten-
dencies of his mind ; and only after careful delibera-
tion, should he suffer himself to decide to use this
mode of punishment. In order that the punishment
should be salutary, the scholar should plainly see that
the teacher resorts to it from deep principle, from the
full belief that under all the circumstances it is the best
thing that can be done,

2. The teacher should never be under the excitement
of angry passion when rnflicting the punishment.
This is of the utmost importance. Most of the abuses

208 SCHOOL GOVERNMENT.

The young Shaker.— Public opinion.— In presence of the school.

before spoken of, grow out of a violation of this fun-
damental rule. A teacher should never strike for
punishment till he is perfectly self-possessed, and en-
tirely free from the bitterness which perhaps tinctured
his mind when he discovered the offense. It was a
wise remark of a young Shaker teacher, that " no
teacher should strike a child till he could hold his atTnJ"
So long as the child discovers that the teacher is undei
the influence of passion, and that his lip trembles with
pent-up rage, and his blood flows into his face as if
driven by inward fires of wrath, he looks upon him, not
as his friend seeking his welfare, but as his enemy
indulging in persecution. This will call forth the evil
passions of the child, and while he bears the pain, he
feels no real penitence ; and very likely in the midst
of his suffering he resolves to go and do the same
again, out of mere spite.

It is moreover of great consequence in the infliction
of a punishment, that the teacher should be fully sus-
tained by the pubhc opinion of the school. He can
never expect this when he loses his self-control. If the
pupils see that he is angry, they almost instinctively
sympathize with the weaker party, and they associate
the idea of injustice with the action of the stronger.
A punishment can scarcely be of any good tendency,
inflicted under such circumstances.

3. Corporal punishment, as a general rule, should
be inflicted in presence of the school. I have be-
fore advised that reproof should be given in private,
and assigned reasons for it, which were perhaps

SCHOOL OOYERNMENT. 209

Reaaooa for it— Pimishment delayed.

satisfactory to the reader. But in case of corporal pun
ishment, the offense is of a more public and probably
of a more serious nature. If inflicted in private, it will
still be known to the school, and therefore the reputatioil
of the scholar is not saved. If inflicted in the proper
spirit by the teacher and for proper cause, it always
produces a salutary effect upon the school. But a still
stronger reason for making the infliction public is, that
it puts it beyond the power of the pupil to misrepresent
the teacher^ as he is strongly tempted to do if he is
alone. He may misstate the degree of severity, and
misrepresent the manner of the teacher ; and, without
witnesses, the teacher is at the mercy of his reports.
Sometimes he may ridicule the punishment to his
comrades, and lead them to believe that a private in-
fliction is but a small matter; again, he may exag«
gerate it to his parents, and charge the teacher most
unjustly with unprincipled cruelty. Under these cir*
cumstances, I am of the opinion that the safest and
most effectual way, is to do this work in presence of
the school. An honest teacher needs not fear the light
of day ; and if he has the right spirit, he needs not fear
the effect upon his other pupils. It is only the violent,
angry punishment that needs to be concealed from the
general eye, and that we have condemned as improper
at any rate.

4. Funishment may sometimes be delayed; and al*
ways delayed till all anger lias subsided in the teacher.
It is often best for all concerned to defer an infliction
for a day or more. This gives the teacher an opportu

14

210 SCHOOL GOVERNMENT.

Reason for delay.— Tlie inatrament.— Punishment effectual

nity in his cooler moments to determine more justly the
degree of severity to be used. It will also give the
culprit time to reflect upon the nature of his ofiense
and the degree of punishment he deserves. I may say
that it is generally wise for the teacher after promising
a punishment to take some time to consider what it
shall hsy whether a corporal infliction or some milder
treatment. If after due and careful reflection he comes
conscientiously to the conclusion, that bodily pain is the
best thingy — while he will be better prepared to inflict,
the pupil by similar reflection will be better prepared
to recdve it and profit by it.

5. A proper instrument should be used and a proper
mode of infliction adopted. No heavy and hurtful
weapon should be employed. A light rule for the
hand, or a rod for the back or lower extremities, may
be preferred. Great care should be exercised to avoid
mjuring any of the joints in the infliction ; and on no
account should a blow be given upon the head.

6. If possible^ the punishment should be made effec
tual, A punishment that does not produce thorough
submission and penitence in the subject of it, can hardly
be said to answer its main design. To be sure, in
cases of general insubordination in the school, I have
said that punishment may be applied to one, having in
view the deterring of others from similar offenses. But
such exemplary punishment belongs to extreme cases,
whil« disciplinary punishment, which has mainly for
Us object the reformation of the individual upon whom '
it is inflicted, should be most relied on. Taking either

SCHOOL GOVERNMENT. 211

Deliberation, and thorough work.—** Little whippings."

%

view of the case, it should if possible answer its design,
or it would be better not to attempt it. The teacher's
judgment, therefore, should be very carefully exercised
in the matter, and all hi$ knowledge of human nature
should be called into requisition. If after careful and
conscientious deliberation he comes to the conclusion
that the infliction of pain is the best thing, and to the
belief that he can so inflict it as to show himself to the
school and to the child, in this act as in all others, a
true and kind friend to the child, — then he is justified
in making the attempt ; and having considerately un-
dertaken the case, it should be so thorough as not soon
to need repetition.

I would here take the opportunity to censure the
practice of those teachers who punish every little de-
parture from duty with some trifling appliance of the
rod, which the scholar forgets almost as soon as the
smarting ceases. Some instructors carry about with
them a ratan or stick, in order to have it ready for
appliance as soon as they see any departure from their
commands. The consequence is, they soon come to
a frequent and inconsiderate use of it, and the pupils
by habit become familiar with it,, and of course cease
to respect their teacher or to dread his punishments.
I have seen so much of this, that whenever I see a
teacher thus " armed and equipped,*' I infer at once
that his school is a disorderly one, an inference almost
invariably confirmed by a few minutes' observation.
My earnest advice to all young teaclers would be,

212 SCHOOL GOVERNMENT.

How to diflcusB this sut^^ect— Experience of very young men.

next to the habit of scolding incessantly, 4ivoid the
habit of resorting to the rod on every slight occasion.
When that instrument is not demanded for some special
exigency, some great occasion and some high purpose
allow it to slumber in a private corner of your desk
not again to be called into activity till some moral con
Yulsion shall disturb its quiet repose.

I have a single caution to give in regard to the dis
cussion of this subject, which in all our educational
gatherings occupies so much time and talent. It is
this : — Do not adopt a general principle from too few
inductions. There is an old proverb that declares,
''one swallow does not make a summer." Young
teachers are very prone to rely on the experience of a
single term. If they have kept one term without cor-
poral punishment, they are very likelj^ to instruct theit
seniors with their experience; and if they have happened
to be so situated as to be compelled to save themselves
by the rod, why then too their experience forever settles
the question. It requires the experience of more than
one, or two, or th?'ee schools, to enable a man to speak
dogmatically on this subject ; and I always smile when
I hear men, and sometimes very young men, who have
never kept school in their lives, perhaps, or at most but
a single term, speaking as with the voice of authority
Experience is indeed one of our safest guides in this as
in every other matter ; but they who tell their expe
rience should at least wait till they have tliat which is
worthy to be told.

There is another pointi^ It is quite fashionable at iho

J

SCHOOL GOVERNMENT. 218

Reflolutions -A filae p08ition.->French resolatton.

present day, whenever this subject is to be discussed,
to propose the matter in the form of a resolution ; as,
'* Resolved, that no person is fit to be employed as a
teacher, who cannot govern his scholars by holier means
than bodily chastisement ;" or, '^ Resolved, that no limit
should be set to the teacher's right to use the ' rod of
correction,' and that they who denounce the teachers
for resorting to it are unworthy of our confidence in
matters of education." Now whoever presents the
question in this form, assumes that he has drawn a line
through the very core of the truth ; and he undertakes
to censure all those who are unwilling to- square their
opinions b^ the line thus drawn. In the discussion a
man must take one side or the other of the question as
it is proposed, and consequently he may take a false
position. The better way would be to present the
whole subject as matter of free remark, and thus leave
every one to present his own views honestly as the^
lie in his own mind. In this way no one is pledged to
this or that party, but is left unprejudiced to discover
and embrace the truth wherever it is found.

It should moreover be remembered, that resolving
by the vote of a meeting in order to force public opinion^
can never afiect the truth. A few impious, heaven-
daring men in France, at one of their revels, once
resolved, " there is no God !" — but did this blasphe-
mous breath efface the impress of Deity on all this fair
creation of his power ? And when they rose from their
vile debauch and sought with tottering step to leave the
scene of madness and to court the dim forgetfulness of

214 SCHOOL OOFBRNMENT.

A mare excellent way.— Higher moUyes finrt.

sleep, — ^rolled not the shining orbs in heaven's high arch
above them as much in duty to His virill, as when they
sang together to usher in creation's morning? So it
will ever be. Men may declare, and resolve as they
please ; but truth is eternal and unchangeable ; ai)d
they are the wisest men who modestly seek to find her
as she is, and not as their perverted imaginations would
presume to paint her.

Yet after all, in the government of schools, there is
a more excellent way. There are usually easier avenues
to the heart, than that which is found through the in-
teguments of the body. Happy is that teacher who is
so skillful as to find them ; and gladly would I welcome
the day when the number of such skillful and devoted
teachers should render any further defence of the rod
superfluous. Although I believe that day has not yet
arrived, still, in the mean time, I most earnestly urge
all teachers to strive to reach the higher motives and
the finer feelings of the young, and to rely mainly for
success, not upon appeals to fear and force, but upon
the power of conscience and the law of reciprocal
affection.

As I have placed the higher motives and the more
desirable means first in order in these remarks on
government, so I would always have them first, and
perseveringly employed by the teacher ; and if by ear-
nestness in his work, by unfeigned love for the young,
by diligence in the study of their natures, and the adapt-
ation of means to ends which true benevolence is sure

SCHOOL OOVERNMENT 816

Minixnum the maxiinum 1

to suggest, he can govern successfully without corporal
punishment — as in a large proportion of cases I believe
it can be done — none will rejoice more than I at such a
desirable result; — and I most cordially subscribe to
the principle so happily stated by another, that in the
government of schools, if thorough obedience be but
secured and order maintained, other things being equal,
''the minimum of punishment js the maximum of
excellence "

816 SCHOOL ARRANGEMENTS.

A plan.— Forethought.— An eveatfal moment

CHAPTER X,

SCHOOL ARRANGEMENTS.

Ev^Ei^Y teacher before opening a school should have
some general plan in his mind, of what he intends to
accomplish. In every enterprise there is great advan-
tage to be derived from forethought, — ^and perhaps no-
where is the advantage greater than in the business of
teaching. The day of opening a school is an eventful
day to the young teacher. A thousand things crowd
upon him at the same time, and each demands a prompt
and judicious action on his part. The children to the
number of half a hundred all turn their inquiring eyes
to him for occupation and direction. They have come
full of interest in the prospects of the new school, ready
to engage cheerfully in whatever plans the teacher may
have to propose ; and, I was about to say, just as ready
to arrange and carry into effect their own plans of dis-
order and misrule, if they, unhappily for him and for
themselves, find he has no system to introduce.

What a critical — what an eventful moment is this
first day of the term to all concerned ! The teacher's
success and usefulness, — nay, his reputation as an
efficient instructor, — now " hang upon the decision ot
an hour.'' An hour, too, may almost foretell whether

SCHOOL ARRANGEMENTS. '217

Angelic solicitude. — Low qualifications.

he precious season of childhood and youth now before
these immortals, is to be a season of profit and health-
ful culture under a judicious hand, or a season of
wasted — perhaps worse than wasted- — existenccy under
the imbecility or misguidance of one who " knows not
what he does or what he deals with."

If angels ever visit our earth and hover unseen
around the gatherings of mortals to survey their ac-
tions and contemplate their destiny as affected by
human instrumentality, it seems to me there can be no
spectacle so calculated to awaken their interest and
enkindle their sympathy as when they see the young
gathering together from their scattered homes in som«»
rural district, to receive an impress, for weal or wo,
from the hand of him who has undertaken to guide
them. And, supposing them to have the power to ap-
preciate to the full extent the consequences of human
agency, how must they be touched with emotions of
joy and gratitude, or shudder with those of horror and
dread, as they witness the alternations of wisdom and
folly, seriousness and indifference, sincerity and dupli-
city, purity and defilement, exhibited by him who has
assumed to be at once the director and exemplar in the
formation of human character, at such an important
period. How deplorable is the thought that all the fond
hopes of the parents, all the worthy aspirings of the
children, and all the thrilling interests of higher beings,
are so often to be answered by qualifications so scanty,
and by a spirit so indifferent in the teacher of the young.
How saA the thought that up to this very moment so

218 SCHOOL ARRANGEMENTS.

The fint day.^A anggestion.— Iti adTantages.

pregnant with consequences to all concerned, there has
been too often so little of preparation for the responsi-
bility.

I fain would impress the young teacher with the
importance of having a plan for even the fiurst day of the
school. It will raise him surprisingly in the estimation
of the pupils and also of the parents, if he can make an
expeditious' and efficient beginning of the school. While
the dull teacher is slowly devising the plans he will bm
and by present for the employment and improvement
of his school, the children taking advantage of their own
exemption from labor, very pronTptly introduce their
own plans for amusing themselves or for annoying
him ; — whereas if he could but have his own plans al-
ready made, and could promptly and efficiently carrjf
them into execution, he would forestall their mis*
chievous designs, and make co-operators out of his
upposers.

In order to be sure of a successful commencement^
I would recommend that the teacher should go into the
district a few days before the school is to begin. By
careful inquiry of the trustees or the school committee,
he can ascertain what is the character of the district
and the wants of the school. This will afford him con-
siderable aid. But he should do more than this. He
would do well to call on several of the families of the
district whose children are to become members of his
school. This he can do without any ceremony, simply
saying to them that, as he has been appointed their
teacher, he is desirous as far as he may to ascertain

SCHOOL ARRANGEMENTS. 219

Importimt inquiries.— Caution against meanneai.

«

their wants, in order to be as prompt as possible in the
organization of his school. He will of course see the
children themselves. From them he can learn what
was the organization of the school under his prede*
cessor ; how many studied geography, how many arith-
metic, grammar, &c. ; and he can also learn whether
the former organization was satisfactory to the district
or not. The modes of government, and the methods
of interesting the pupils practised by the former
teacher, would be hkely to be detailed to him; and
from the manner of both parents and children, he could
judge whether similar methods would still be desirable
in the district. By calling on several of the largest
families in this way, he would learn beforehand very
accurately the state of the school and the state of the
district.

I will take this occasion to insist that the teacher,
m these visits, should heartily discourage any for-
wardness, so common among children, to disparage
a former teacher. It should be his sole object to gain
useful information. He should give no signs of pleas-
ure in listening to any unfavorable statements as to his
predecessor ; and I may add that during the progress
of the school, he should ever frown upon any attempt
on the part of. the pupils to make comparisons deroga-
tory to a former teacher. This is a practice altogether
too prevalent in our schools ; and I am sorry to say
there are still too many teachers who are mean enough
to countenance it. Such a course is unfair, because
the absent party may be grossly misrepresented ; it ia

220 SCHOOL ARRANGEMENTS.

Making personal friends.— A common error.— Mr. Abbot

dangerous, because it tends to cultivate a spirit of
detraction in the young ; and it is mean, because the
party is absent and haai no opportunity of defending
himself.

Another important advantage of the visits proposed
would be, that he would make the acquaintance of many
of the children beforehand, and very hkely, too, if he
should go in the right spirit and with agreeable manners,
he would make a favorable impression upon them, and
thus he would have personal friends on his side to
begin with. The parents too would see that he took
an interest in his employment; that he had come
among them in the spirit of his vocation — in the spirit
of earnestness, and they would become interested in
his success, — a point of no small importance.

I might here caution the teacher against a very com-
mon error. He should not confine his visits to the
more wealthy and influential families. The poor and
the humble should receive his attentions as soon as the
rich. From the latter class very likely a large portion
of his school will come ; and it is wrong in principle as
well as policy to neglect those who ^have not been as
successful as others in the one item of accumulating
property.

On the day of opening the school he should be early
at the school-bouse. Mr. Abbot, in his Teacher, has
some valuable suggestions on this point. *^ It is desi-
rable," he says, " that the young teacher should meet
his scholars at first in an unofficial capacity. For this
purpose^ he should repair to the schoolroom, on the first

SCHOOL ARRANGEMENTS. 221

Early at the achool.— Why ?— It should be habitual

V

day, at an early hour, so as to see, and become ac«
quainted with the scholars as they come in, one by one.
He may take an interest with them in all the little ar-
rangements connected with the opening of the schooL
The building of the fire, the paths through the snow, the
arrangement of seats, caUing upon them for information
or aid, asking their names, and, in a word, entering fuUy
and freely into conversation with them, just as a parent,
under similar circumstances, would do with his children.
All the children thus addressed will be pleased with the
gentleness and affability of the teacher. E?en a rough
and ill-natured boy, who has perhaps come to the school
with the express determination of attempting to make
mischief, will be completely disarmed by being asked
pleasantly to help the teacher fix the fire, or alter the
position of a desk. Thus by means of the half hour
during which the scholars are coming together, the
teacher will find, when he calls upon the children to
take their seats, that he has made a large number of
them his personal friends. Many of these will have
communicated their first impressions to others, so that
be will find himself possessed, at the outset, of that
which is of vital ^consequence in opening any adminis*
tration — a strong party in his favor,"

It will be well for the teacher, for several days, both
in the morning and afternoon, to be early at the school-
room. He can thus continue his friendly intercourse
with the pupils, and effectually prevent any concerted
action among them at that hour to embarrass his gov-
ernment. Many a school has been seriously ujuredi if

232 SCHOOL ARRANGEMENTS.

_^_^^_ji_^ J. ■ ■ -I ■ ■ - 1 1 ■ I I - - I ~

Roguery promoted.— A day's work.—** What shall I doT*

not broken up, by the scholars' being allowed to
assemble early at the school with nothing to occupy
them and no one to restrain them. Having so con-
venient an opportunity for mischief, their .youthful
activity will be very likely to find egress in an evil
dixection. Many a tale of roguery could be told
foinded upon the incidents of the schoolroom before
school hours, if those who have good memories would
but reveal their own experience ; — ^roguery that never
would have occurred, had the teacher adopted the
course here suggested.

SECTION I.-PLAN OF THE DAY'S WORK.

It will be remembered by many of the readers of
tliis volume, that' in former times numerous teachers
were accustomed to work without a plan, attempting to
do their work just as it happened to demand attention,
but never taking the precaution to have this demand
under their own control. If one scholar or class was
not ready to recite, another would be called ; and there
being no particular time for the various exercises, the
school would become a scene of mere listlessness ; and
the teacher would hardly know how to find employment
for himself in the school.

I shall make this point clearer by an example.
Having occasion, in an official capacity, to visit a school
which had been kept by a young teacher some two
weeks, she veiy naturally asked — " What shall I da
first, this afternoon ^"

SCHOOL ARRANGEMENTS. 223

" Yes, m*m."--Veto.— A haid time.— A Iiint given.

" Do precisely as you would if I had not come in,"
was the reply.

She looked a little perplexed. At length she
doubtingly tasked, — " Is the geography lesson ready ^

*' Yes, m'm"— " No, m'm"— " Yes, m'm,"— was the
ambiguous reply from the class. There was so much
of veto in the looks of the young geographers, that it
amounted to prohibition.

"Well, are the scholars in Colbum's arithmetic
ready ?"

This was said with more of hope ; but the same
equivocal answer was vociferated from all parts of the
room. The teacher, placing her finger upon her lip,
looked despairingly ; but recollecting one more resort,
she said, — " Is the grammar class ready ?"

Again came the changes on "Yes, m'm," and " No,
m m.

The teacher gave up, and asked what she should do.
She was again told to go on as tisual for that afternoon.
It was a tedious afternoon to her as it was to her
visitor. She at length called one of the classes, unpre-
pared as many of them said they were, and the exercise ,
showed that none but those who said " Yes, m'm", were
mistaken. The whole afternoon seemed to be one> of
pain and mortification to all concerned ; and I fancied
I could almost read in the knitted brow of the teacher
a declaration that that should be her last school.

At the close of the afternoon, a single hint was sug-
gested to her, — viz., that she should make out a list of
her scholars' duties, and the times when they should be

224 SCHOOL ARRANGSMEKT8.

Improvement. — A case sapposed.— ClasBiAcation.

expected to recite their several lessons. She was told
that it would be well to explain this plan of her day's
work to her school in the morning, and then never
again ask wJiether a class was ready. The hint was
taken ; and on subsequent visitations the several
classes were ever ready to respond to the call of theii
instructor.

Now this matter is no unimportant one to the teacher.
Indeed 1 judge of a teacher's ability very much by the
wisdom and tact with which he apportions his time for
his own duties, and divides the time of his scholars
between their studies and recitations.

In order to aid the young teacher in forming a plan
for himself, I subjoin a scheme of a day^s duties^
adapted to a school of the simplest grade. Suppose a
school to consist of thirty scholars, and that the teacher
finds by inquiry and by examination that there may be
four grand divisions ; the first, which he designates [A,]
ma^ unite in pursuing Reading, Grammar, Mental
Arithmetic, Written Arithmetic, and Writing. The
second, [B,] can pursue Reading, Spelling, Writing,
^Geography, Mental and Written Arithmetic. The
third, [C,] attend to Reading, Spelling, Mental Arith-
metic, Writing, and Geography. The fourth, [D,]
consisting of the small pupils, attend to Reading, Spell-
ing, Tables, and sundry slate exercises.

Now it is very desirable that as much time should
be devoted to recitation as can be afforded to each
class. It may be seen at once, that in certain studies, as
geography, mental arithmetic, and spelling — the teacher

SCHOOL ARRANOEMKNTS 226

PieUminary ooodderaUoos.— A seheine.

can as niell attend to fifteen at once as to seven. !»
these studies, unless the disparity in age and attain
ment is very great, two divisions can very properly
be united. All can be taught writing at once, thus
receiving the teacher's undivided attention for the time.
Besides, it is necessary to reserve some little time for
change of exercises, and also for the interruptions
which must necessarily occur. The recesses are to
be provided for, and some time may be needed fur*
investigation of violations of duty, and for the punish-
ment of offenders. All this variety of work will occui
in every school, even the smallest. Now, if the teacher
does not arrange this in accordance with some plan, he
will be very much perplexed, even in a small school ;
and how much more in a large one ! He will do well
very carefully to consider the relative importance of
each exercise to be attended to, and* then to write out
his scheme somewhat after the following model. *It
must not be forgotten that studying is also to be
provided for, and that it is just as important that
the pupils should be regular in this as in recitation.
Indeed, without such regularity he carnot expect ac
ceptable recit^ttions.

' 16

S26

SCHOOL ARBANOEXBNT8.

Program.

For ih« aboT« supposed eireomstances.

TitM.

M.

Reettatioru, 4rc

Studies.

9 to 9.15

15

Reading Scrift., & Prater.

9.15 to 9.40

35

' D. ReadiDg, Spelling, or I
Tables.

A. Readifig; B. Aritli.;
C. Geography.

9.40 to 9.43

3

Rest, Change opCla8be8, &c.

9.43 to 10

18

A. Reading.

S B. Arith. ; C. Geog. ;
j D. Slates.

10 to 10.5

5

Restt, Singing, or An-
swering Questions.

10.5 to 10.35

30

B. Arithmetic.

A. Gram. ; C. Geog. ;
D. Books or Cards.

10.35 to 10.38

3

RE8T,&C.

■

10.38 to 10.48

30

B. <& C. Geography.

A. Gram. ; D. Recess,

10.48 to 11

13

Recess.

U to 11.15
11.15 to 11.35
11.35 to 11.50

15
30
15

10

P. Reading, &e.

A. Grammar.

B. & C. Spelling,

«

S A.Gram.:B.M.Arith.;
{ C. Spelling.
$B. Speding: C. Spell-
I ing; D. Slates.
I A. M. AriUi. ; D. BookB
or Cards.

11.50 to 13

General EIzercibe.

Intermtsaion,

8 to 3.15

8.15 to 3.45
8.45 to 3.10

3.10 to 3.30

15

30
35

30

D. Reading, Spelling, Tables.

A.B.&C. Writing.

A. & B. Mental Arithmetic.

C. Reading.

5 A.Arith.:B.Readiag:
C. Reading.

D. Slates.

CM. Arith. ;D. Recess.

S A. Arith. ; B. Arith. ;
\ D. Boobs, &G.

3.30 to 3.40

10

Rece».

3.40 to 4

30

B. Reading.

J A.Arith.4C.M.Arith.;
( D. Drawing.

4 to 4.5

5

Rest, or Singing.

•

4.5 to 4.35
4.35 to 4.55

30

C. Mental Arithmetic.
A. Arithmetic.

S A. Read. ; B. Arith. or
1 Draw. ; D. Slates.
i B Arith. or Draw. ; C.
I Draw.; D. Dismissed.

4.55 to 5 5

Gen. Ezbe. and DflDnanoN.

SCHOOL ARRANGEMENTS. 2SI7

A dock.—^ody provided for.-*Drawiiic«

Remarks.

In the foregoing Program, the first column shows
the division of time, and the portion allowed to each
exercise. I need not say the teacher should be strictly
punctual. To this end a clock is a very desirable
article in the school. Both teacher and pupils would
be benefited by it. The second column shows the
recitations, admitting perhaps some yariety, especially
in case of the younger children ; while the third shows
the occupation of those classes which are not engaged
in recitation.

It will be seen that the classes are studying those
lessons which they are soon to recite ; and, as in this
case it is supposed that all the lessons will be learned
in school, each one has been provitied for. It would
be well, however, in practice to require one of the
studies to be learned out of school, in which case no
time should be allowed to the study of that branch in
the program.

It will be perceived that drtxwing is placed as the
occupation of the younger classes near the close of
the afternoon.' This is based upon the supposition,
that the teacher during recess has placed an example
on the blackboard, to be c6pied by the children upon
their slates. This is perhaps the most effectual way
to teach drawing to children. Those more advanced,
however, may use paper and pencil, and draw from
an engraved copy, or from a more finished specimen

t2B SCHOOL ARRAN6EMSNT8.

f An asBiBtaiit.— A large school.— Alternation.— Thorough wait«

furnished from the teac!\^r*s portfolio. It is essentia'
that the teacher should, if possible, give some sped
mens of his own in this branch. I have seldon
known a teacher to excite an interest in drawing
who relied altogether upon engravings as models fo^
imitation.

It should be remarked further concerning such 9
program, that in case of an assistant in the school,
two columns under the head of Recitations should be
formed — one for the principal's classes, and one for the
assistant's. If there are a few talented scholars, who
are able to do more than their class, they can be
allowed to join some of the classes out of their divi*
sion, or they may be provided with an extra study,
which will not need daily recitation.

In case the school is much larger than the one sup
posed above, and the classes necessarily so numerous
as to make the time allowed to each study very short,
then the principle of alternation may be introduced ;
that is,* some studies may be recited Mondays, Wednes-
days, and Fridays, — and some other studies, with other
classes, take their places on the alternate days. It is
decidedly better for the teacher to meet a class, in
arithmetic for instance, especially of older pupils, but
twice o: three times a w^ek, having time enough at
each meeting to make thoiough work, than to meet
them daily, but for a time so short as to accomplish
but little. The same remark may be applied to read-
ing, and indeed almost any other branch. The idea is
A mischtevous one, that every class in reading, or in

J

SCHOOL ARRANOEMENT8. ft39

Nibbling.— Difficulty of clausifyiiig.— Way to correct a Bcheme.

any other branch, must be called out four times a day,
or even twice a day, — except in the case of very young
children. It may be compared to nibbling at a cracker
as many times in a day, without once taking a hearty
meal, — a process which would emaciate any child in
the course of three months. These scanty nibblings
at the table of knowledge, so often and so tenaciously
practised, may perhaps account for the mental emacia
tion so often discoverable in many of our schools.

The difficulty of classifying and arranging the ezer
cises of a school, becomes greater as the number of
teachers to be employed increases ; and there is much
greater inconvenience in allowing any pupils to study
out of their own division, when the number of teachers
is more than one or two. Few are aware of the diffi
culty of arranging the exercises of a large school, but
tliose who have experienced it. It can be done, how-
ever ; and it should always be done as soon as possible
after commencing the school.

If at any time the arrangement when made is not
found to be perfect, it is not wise to change it at once.
Let it go on a few days, and watch its defects with
great care ; and in the mean time study, out of school,
to devise a better. When this has been accomplished,
and committed to paper, and perfectly comprehended
by the teacher, it may be posted up in the schoolroom,
and the day announced when it will go into operation.
It will soon be understood by the pupils, and the change
can thus be made without the loss of time.

Time for reviews of the various lessons could be

230 SCHOOL ARRANGEMENTS.

Fiognm of a large school.— Next page.

found by setting aside the regular lessons for some
particular day, once a week, or once in two weeks ;
and for composition, declamation, &c., a half day
should be occasionally or periodically assigned.

In order to give the reader a more complete idea of
arrangement under yaried circumstances, I subjoin the
program of the New York State Normal School, as
copied by the Executive Committee in their Annual
Report, made January, 1846.

It should be borne in mind that this was the pro-
gram for only a part of one term ; and also that in this
Institution, the studying is done out of school hours,
the time of regular session, with very few exceptions,
being entirely devoted to recitations or general instruc-
tioa See next page.

SCHOOL ARRANGEMENTS.

231

Program of New -York State Normal School.

October 20, 1845, and onward.

Time,

Exercises.

Teachers,

0A.M.to9.3C

Chapel Exercises, &c. in Lecture Room.

A. ClaflB. Trigonometry and Surveying ....

B. CJuiflB, Alffebra ..rw....fT......

Prof. PerkinsL
Mr. Clark.

C. Class. Hieher Arithinetic

Mr. Webb.

0.30 to 10.15

D. Class. Algebra

Mr. Eaton.

•

E. Class. Grammar

Mr. Bo wen.

F. Class, GreoKraohy

Miss Hauce.

10.15 to 10.25

Intermission or General Exercise.

A. Class. Alisebra

Prof. Perkins.

10.35 to 11.10

B. Class. Grammar— Tuesday and Friday .

C. Class. Reading— Tuesday and Friday . .

C. Claffl. Grammar-^Monday and Thund.

D. Class. History and reading, alternately .

E. Class. Geosranhy ,

Mr. Bowen.
Principal.
Mr. Bowen.
Miss Hance.
Mr. Webb.

F. Class. OrthoffraDhy

Mr. Eaton.

11.10 to 11.15

Intermission.

A. Class. Science of Grovernment

Mr. Beaton*

•B. Class. Rnadinflf

Miss Hanoe.

11.15 to 13

C. Class. Algebra— Mond-.Tues. & Thuis.

C. Class. Joins D. Class in Lecture, Natu- l

ral Philosophy— Friday. ... $

D. Class. Natural Philosophy— daily

E. Class. Elementary Aritlimetic

Prof. Perkiuik
Mr. Clark.
Mr. Webb.

F. Clw9P. Grammar

Mr. Bowen.

13 to 13.15

Recess.

A. Class. Geometry

Mr. Bowen.

B. Class. Hiffher Arithmetic

Prof. Perkins.

C, C)aiw. Natnml Philognphy ^ ,., t ....... .

Mr. Clark.

13.15 to 1

P. Class. Arithmi^tic

Mr. Webb.

E. Class. Reading and Orthography

F. Class. Reading

Mr. Eaton.
Miss Hance.

1 to 1.5

Intermisbion.

A. Class. Chemistry ...... ...... ..........

Mr. Clark. ^

1.5 to 1.50

B. and C. Classes. Human Physiology ....
T>, ClasB. Grammar

Principal.
Mr. Bowen.

E. Class. Mental Arithmetic

Mifm Hanc6

F. Class. Ellementary Arithmetic

Mr. Webb.

1.50 to 3

Dismission.

Wednesday is devoted to Penmanship, Composition, Declamation, "Sub-
Lectures," Lectures, and General Exerdses

3 p. M. to 4.30

vooAL mmic.

A. Class. Mond.

B. Class. Wed

C. Oass. Friday

ond. )
ed. [
iday. )

Mr. Bsley.

DRAWING.

A. Class. Tiiesd.

B. Class. Thura

C. OasB. Satur.

Mr.
Howuda

282 SCHOOL ARRANOEMBITTS.

Models not to be copied.— Teacher must think.— IntemiptioDi.

If I have devoted considerable space to this subject,
it is because I deem it of very great importance to the
teacKer's success. With one other remark I dismiss
it. These models are not given to be servilely copied.
They are given to illustrate the great principle. The
circumstances of schools will be found to vary so
veidely, that no model, however perfect in itself, would
answer for all. The teacher must exercise his own
ingenuity and judgment to meet his own wants ; and
in general it may be remarked that where a teacher has
not the skill to adapt his own plans to his own circum
stances, he can hardly be expected to succeed in carry
ing out the plans of another.

SECTION II.-INTERRUPTION&

In every school consisting of pupils of different ages
and circumstances, there will be more or less of inter-
ruption to the general order and employment of the
school. Some of the pupils have never been trained
to system at home ; perhaps most of them may have
been positively taught to disregard it at school. At
any rate, " it must needs be,'' in this particular, " that
offenses come." Nor should the teacher lose his pa-
tience though he should be often disturbed by the
thoughtlessness of his pupils. He should expect it as
a matter of course, and exercise his ingenuity as far as
possible to prevent it. It may well be one of his sources
of enjoyment to witness an improvement in the habits
of his pupils in regard to system.

SCHOOL ARRANOBHBNT8. SMS

A aoene from nature.'— BrainesB aocumulates.— A criais.

These interruptions proceed from various causes, —
such as soliciting leave to speak, or to go out ; asking
for some assistance in learning lessons, or for leave to
drink, or to stand by the fire ; requesting the teacher
to mend pens, or to set copies ; disorderly conduct in
pupils, making it necessary, in his judgment, to admin-
ister reproof or punishment in the midst of other duties,
— and sometimes the vociferous and impatient making
of complaints by one scholar against another.

How many times I have seen a teacher involved in
indescribable perplexity, while trying to perform the
duty of instruction, and to '^ get through" in time
While hearing a grammar lesson, a scholar brings
up his atlas to have some place pointed out which
he had upon one trial failed to find. The teacher
turning to look for the place, is addressed with "Please
mend my pen," from another quarter. Having the
knife in hand, as if such things were to be expected,
the obliging teacher takes the pen, and holding it be-
tween his eyes and the atlas, endeavors to shape its nib
and to discover the city at the same glance. *' Jane
keeps a pinching me," — ^vociferates a little girl who is
seated behind the class. " Jane, Jane," says the
teacher, turning away from both the nib and the city,
" Jane, come to me instantly." Jane with the guilty
fingers thrust far into her mouth makes her way side
ling towards the teacher. " May I go out ?" — says
John, who is thinking only of his own convenience.
" No, no" — answers the teacher, a little pettishly, as if
conscious that in a crisis like this, a request simply to

234 SCHOOL ARRANGEMENTS.

A pftil of water.— A juDCture aud a coiuuoction !— A trace.

breathe more freely is scarcely justifiable. '* Please
sir^ let me and Charl^ go out and get a pail of water
This is said by a little shrewd-looking, round-faced
light-haired boy, who has learned how to select his
time, and to place the emphasis upon the ^^ please^ sir."*
The teacher by this time being considerably fretted by
such an accumtilation of business on his hands, very
naturally thinks of the refreshment contained in a pail
of cool water, and very good-naturedly answers the
little urchin in the affirmative, who most likely is by
this time more than half way out of the door, so confi-
dent is he of success. Just at this juncture a consid-
erate-looking miss in the class earnestly appeals to the
teacher, to know if the word next but three to the last,
was not a common nouriy though called a conjunction !
This reminds the teacher that several words have been
parsed without his notiqe, and be asks the class to
'< stop there." Glancing at his watch, he discovers that
he has gone three minutes beyond the time for recess,
and he relieves himself by saying, *^ boys may go out'*
This grants a. truce to all parties. The pen goes back
unmended ; the atlas with its sought city undiscovered ;
Johu ''goes out" now by common law, taking to himself
the credit of this happy release, as he asked only to
remind the master that it was time for recess; Jane
takes both thumb and finger from her precious little
mouth, and smiling seats herself by the side of her late
challenger, who is by this lime more than half repentant
of her own impatience ; the shrewd-looking urchin and
his companion return with the refreshing pail of water.

SCHOOL ARRANGEMENTS. * 285

Sunshine again.— Lancaster's motto.— System.

—the boys and girls gather round to obtain the first
draught, while the little chubby-faced lad comes for
ward, clothed in smiles, with a cup filled with the
cooling liquid on purpose for the master ; the T>oon is
accepted, the perplexed brow becomes placid, and all
is sunshine again. — ^This is not a very extravagant
picture of the interruptions in a district school. Those
who have been brought up in such a school, will
recognise the fdelity of the likeness^ as it has been
drawn from nature.

Now whoever has any knowledge of human nature,
and of school teaching, will at once see that this is all
wrong. It is a law of our being, that we can do well
but one thing at a time. He who attempts more, must
do what he attempts but very imperfectly. There was
a great deal of wisdom embodied in that motto which
used to be placed in the old Lancasterian schools ; " A

TIME FOR EVERY THING, AND EVERY THING IN ITS

TIME." It should be one of the mottoes of every
teacher. In the construction of the plan or program
for the day's duties, great care should be taken to
provide for all these little things. If whispering is
to be allowed at all in school, let it come into one
of the intervals between recitations. If assistance in
getting lessons is to be asked and rendered, let it
be done at a time assigned for the special purpose.
As far as possible, except in extreme cases, let the
discipline be attended to at the time of general ex-
ercise, or some other period assigned to it, so that
there shall not be a ludicrous mixture ot punish-

836 SCHOOL ARJtAMGEllBNTS.

Teaching delightful.— When?— ReTene.—RecesBeB.— How oflenf

ments and instruction during the progress of a class
exercise.

It is pleasant to visit a school, where every thing is
done and well done at its proper time. Teaching
under such circumstances, becomes a delightful em
ployment. But where all is confusion, and the teacher
allows himself by the accumulation of irregularities to
be oppressed and perplexed, it is one of the most
wearing and undesirable vocations on earth. The
teacher goes to his lodgings harassed with care, op-
pressed with a consciousness of the imperfection of
his labors, and exhausted by the unnatural and unwar-
rantable tax imposed upon his mental faculties. He
groans under the burden incident to his calling, and
longs to escape from it, never once dreaming, perhaps,
that he has the power of relieving himself by the intro
duction of system, and thus changing his former babe*
into a scene of quietness and order.

SECTION III.-RECESSES.

In speaking of the arrangements of a school, the sub
ject of recesses demands attention. It is the belief of
many enlightened instructors, that the confinement in
most of our schools is still too protracted, and that
more time devoted to relaxation would be profitable
both to the physical and the mental constitution of our
youth. Some have urged a recess of a few minute^
every hour, in order to afford opportunity for a change
of position and % change of air. This could better be

SCHOOL ARRANGEMENTS. 237

Ono each sMsion. — ^Ten minutes to each 8ex.~Separate playgronnd.

done in schools composed only of one sex, or where
the accommodation of separate yards »nd play-grounds
permits both sexes to take a recess at the same time.
Where these accommodations are wanting, and one
sex must wait while the other is out, the time re
quired for two recesses, in half a day, for the whole
school, could scarcely be afforded. I am of the
opinion, as our schools are at present composed, that
one recess in the half day for each sex is all that can
be allowed. The question then is, how can that one
recess be made most conducive to the purposes for
which it is designed ?

1 . As to its duration. Ten minutes is the least time
that should be thought of, if the children are to be kept
closely confined to study during the remainder of the
three hours' session ; that is, ten minutes for each sex.
It would be a very desirable thing if our school-houses
could be so furnished with separate play-grounds and
separate out-door accommodations, that both sexes
could take recess at the same time. This would save
much time to the district in the course of a term, and it
would also give opportunity for thoroughly ventilating
the room during recess, while it would afford the
teacher opportunity to take the air, and overlook the
sports of the children to some extent, — a matter of no
small importance.

Where these facilities are wanting, and the teacher
must remain within to preside over the one half of the
school while the others are out, he may still give ten
minutes at least to t^i.L sex, contriving to employ

838 SCHOOL ARRANGEMENTS.

Teacher's work at recesB.— Proper hoar.

profitably the time within doors. He may reserve this
time for settling such difficulties as may have arisen in
the school ; he may administer reproofs, inflict his pun-
ishments if any are necessary, or he may spend the
time in giving assistance to the pupils, or in drawing
upon the blackboard for the advantage of the younger
pupils as they come in. In a large school, where a
longer recess is the more necessary on account of the
bad air of the schoolroom, he will find the more duty
to be done at this time ; so that in any event the time
need not be lost, even ii fifteen minutes be allowed to
each sex.

2. As to the proper hour for recess. It was an old
rule to have recess when " school was half done^ In-
deed, this expression was often used as synonymous
with recess in many districts twenty-five years ago. It
is now generally thought better to have the recess occur
later, perhaps when the school session is two thirds
past. It is foufid that children, accustomed to exercise
all the morning, can better bear the confinement of the
first two hours than they can that of the third, even
though the recess immediately precedes the third. In a
school the half-daily sessions of which are three hours,
I should recommend that the recess be introduced so
as to terminate at the close of the second hour. As
far as possible, it would be well to have all the pupils
leave the room at the time recess is given them ; and
as a general thing they should not ask leave to go out
at any other time. A little system in this matter is as
desirable as in any other, and it is quite as feasible. "

SCHOOL ARRAN6EHBNTS. 239

Young children.-- Teachers fail in assigning lessone.— Not too long.— Why

In a school composed partly of very young children,
there is no difficulty in giving such children two re-
cesses each half day. Nor is there any objection to
such a course. It is more irksome to young children
to bear confinement, than to the adult ; especially as
they cannot be expected to be constantly occupied. It
will reheve the teacher very much to have the children
go out of the room as soon as they become fatigued ,
and, as it will promote their own health and happiness
to go, it is very justifiable to grant them the privilege
This may properly and easily be provided for upon the
Program>il ^

SECTION IV.-ASSIGNING LESSONS.

Many teachers fail in this department. Judging of
the difficulty of the lesson by the ease with which they
can acquire it, even in a text-book new to themselves,
they not unfrequenlly assign more than can possibly be
learned by the children. They forget that by long dis-
cipline of mind, and by the aid of much previously ac-
quired knowledge, the lesson becomes comparatively
easy to them ; they forget, too, the toil a similar lesson
cost them when they were children. Now the eifect
of poorly learning a lesson is most ruinous to the mind
of a child. He, by the habit of missing, comes to
think it a small thing to fail at recitation. He loses his
self-respect. He loses all regard for hi^ reputation as
a scholar. It is truly deplorable to see a child fail in a
lesson vrith indifference. Besides, the attempt to ao-

240 SCHOOL ARRANGEMENTS.

Not how much, but how well,— Good habits of study.

quire an unreasonable lesson, induces a superficial
habit of study, — a skimming over the surface of things.
The child studies, that he may live through the recita-
tion ; not that he may learn and remember. He passes
thus through a book, and thinks himself wise while
he is yet a fool, — a mistake that is no less common
than fatal.

The motto of the wise teacher should be, " Not
HOW MUCH, BUT HOW WELL." He should always ask,
is it possible that the child can master tliis lesson, and
probable that he will 1 It is better that a class should
make but very slow progress for several weeks, if they
but acquire the habit of careful study and a pride of
good scholarship — a dread of failure, — than that they
should ramble over a whole field, firing at random,
missing oftener than they hit the mark, and acquiring
a stupid indifference to their reputation as marksmen,
and a prodigal disregard to their waste of ammunition,
and their loss of the game.

In assigning lessons, the importance of good habits
of study should be considered, and the lessons given
accordingly. At the commencement of a term, the les-
sons should always be short,'till the ability of the pupils
is well understood, and their habits as good students
established. As the term progresses, they can be
gradually lengthened as the capacity of the class will
warrant, or their own desire will demand. It is fre-
quently judicious to. consult the class about the length
of the lessons, though to be sure their judgment can
not always be relied on, for they are almost always

SCHOOL ARRANGEMEICTS. 941

A failure is a fault. — Reviews.— Frequent.— Why t

ready to undertake more than they can well perform.
Assigning, however, somewhat less than they propose,
will take from them all excuse for failure. When the
lesson is given, a failure should be looked upon as a
culpable dereliction of duty, as incompatible with a
good conscience as it is with good scholarship. This
high ground cannot be taken, however, unless the
teacher has been very judicious in the assignment of
the lesson

SECTION V.-REVIEWa '

in the prosecution of study by any class of students,
frequent reviews are necessary. This is so, because
the memory is very much aided by repetition and by
association. But further, the understanding is often
very much improved by a review. Many of the sci-
ences cannot be presented in independent parts, nor can
all the terms employed be fully appreciated till these
parts are again viewed as a whole. Many things which
were but dimly seen the first time they were passed
over, become perfectly clear to the mind when viewed
afterwards in connection with what follows them.

In conducting reviews, regard must be had to the
age and character of the pupils, and to the branch pur-
sued. In arithmetic, and indeed in mathematics gen-
erallyj where so much depends upon every link in the
great chain, very frequent reviews are necessary. In-
deed, almost daily it is profitable to call up some prin-
ciple before gone over. In several branches, where the

* 16

I

I

I

I

I

242 SCHOOL ARRANGEHISNTS.

Application of principles to practical life.— A general review.

parts have a less intimate connection, as in geography,
natural philosophy, and some others, the reviews may
be at greater intervals. It would be well, I think, in
every common school, to have a review-day once a
week. This, besides the advantages already indicated
will lead the children to study for something beyond
recitation. Nor is it enough, at the review, that the
questions of the text-book be again proposed to the
children. If this be all, they will only exercise their
memories. As far as possible the subject should be
called up, and the application of principles to practical
life should be dwelt upon. If this course is expected
by the learners, they will think during the week, in
order to anticipate the examination of the teacher ; and
this thinking is more profitable to them than the know-
ledge itself.

It is always well, besides the periodical reviews, to
have a general review at the close of any particular
study. This enables the teacher to detect any false
conceptions which the pupil has entertained during the
first course. He can now present the subject as a
whole, and view one part by the light of another.
In natural philosophy, how much better the law of
reflected motion can be appreciated after the subject
of optics has been studied, in which the doctrine
of reflection in general has been fully discussed and
illustrated. In physiology, what light is thrown upon
the process of growth in the system, by the subse-
quent chapters on absorption and secretion. How
much clearer is the economy of respiration understood

"H

SCHOOL ARRANGEMENTS. 243

An exception.^Examinations not without ol^ections.

-^11^^ ■ ■ I IT !■ I -- I T 1 • M-a 1 * 1 fW

when viewed in connection with the circulation of
the blood. A general review then is an enlightening
process, and it is always profitable, with, perhaps, one
exception. When it is instituted with reference to a
public examination, it is very doubtful whether the
evil is not greater than the good. It then degenerates
into an effort to appear well at a particular time ; it
is again studying in order to recite ; and I look upon
it as no small evil, that the mind should have any
object in view which comes in between it and the
grand desire to knowy — to master the subject for its
own sake, and not simply for the purpose of being
able to talk about it on one great occasion.

SECTION VI. -PUBLIC EXAMINATIONS.

It le now the usage in all our schools to have
public examinations, — generally at the close of a term,
or a portion of a term, — in order to test, in some
measure, the industry and skill of the teacher, and
the proficiency of the pupils. I am hardly prepared
to oppose this usage, because I am inclined to be-*
lieve examinations are of some utility as a means of
awakening an interest in the parents of the children :
perhaps they do something to stimulate school-officers,
and also to excite to greater effort during the term
both the teacher and the pupils. Still, public exam-
inations, as frequently conducted, are not without
serious objections. 1. They certainly cannot be
looked upon as criterions of the faithfulness or success

244 SCHOOL ARRANGEMENTS.

Not to be taken as indices of j^ioficiency.— Encourage deception.

of teachers. A man with tact, and without honesty,
may make his school appear to far greater advantage
than a better man can make a better school appear.
This has often happened. It is not the most faithful
and thorough teaching that makes the show and
attracts the applause at a public exhibition. It is
the superficial, mechanical, memoriter exercise that
is most imposing. Who has not seen a class, that
recited by rote and in concert at a celebration, win
the largest approbation, when many of the individuals
knew not the import of the words they uttered.
Names in geography have been thus " said or sung,"
when the things signified were to the children as
really terrce incognitce as the fairy lands of Sinbad
the Sailor.

2. Nor can such exhibitions be claimed justly to
mdicate the proficiency of the pupils. Every expe-
rienced teacher knows that the best scholars often fail
at a public examination, and the most indolent and
superficial often distinguish themselves. The spec
tators, not unfrequently, in pointing out the talent of
the school, make the teacher smile at their blunders.

3. They present a strong temptation to dishonesty
on the part of the teacher. Since so much stress
is laid upon the examination, and particularly, in some
regions, upon the Celebration^ where several schools
are brought together to make a show for a few hours,
it must be rather an uncommon man who will have
sufficient principle to exhibit his school as it isy and
refuse to make those efforts so very common to have

SCHOOL ARRA.N6EMENTS. 245

Preparation to make a show.— Sometimes useful. — ^When?

it appear what it is not. The wish, expressed or
implied, of the parents, and the ambition of thd
children, all conspire to make the teacher yield to
a usage so common. Consequently, several weeks
will be spent to prepare the children to appear in
public. During this time, they study not for improve
mept, npt for future usefulness, but simply to make
a show at the public celebration. An unworthy and
unwarrantable motive actuates them during all this
process ; and, at last, unless strangely benighted,
they are conscious of holding up a false appearance
to the world. Now, under such circumstances, what-
ever of good is effected, by way of enkindling a zeal
in the parents, is dearly purchased. The sacrifice
of principle in a teacher — much more in the children
— is a large price to pay for the applause of a few
visitors, or even for an increase of interest among
them in the cause of popular education.

Examinations, however, which are less showy, and
which are of such a character as thoroughly to sift
the teachings that have been given, and to thwart
any ingenious efforts specially to prepare for them —
examinations that look back to the general teaching
of the term, or the year, and test the accuracy and
thoroughness of the instructions — are unques'tionably
very desirable and useful. To make them so in
the highest sense, and to exempt them from an evil
tendency upon the minds of the young themselves,
the teacher should be strictly honest. Not a lesson
should be given with sole reference to the exhibitioa

S46 SCHOOL ARRANGEMENTS.

Great motives.— Futtlier caution.~-Teacher should be honest

iEit the close ; not an exercise should be omitted
because the examination approaches. The good
teacher should keep those great motives before the
mind, which look to future usefulness, and to the
discharge of duty. The child should be taught that
he is accountable for what he acquires, and what
he may acquire, and not for what he may appear
to have acquired ; and that this accountability is not
confined to a single day, soon to pass and be forgotten;
but it runs through all time and all eternity.

I know not but the expectation of an examination
may stimulate some to greater exertion, and make
them better scholars. If this be so, it may be well
enough ; and yet I should be slow to present such
a motive to the mind of a child, because a special or
secondary accountability always detracts from the
general and chief.

A strong reason, in addition to those already*assigned,
why special preparation should not be made for the
examination, is, that where such preparation is ex
pected, the pupils becopie careless in their ordinary
exercises.

While, .then, I think too much stress is at present
placed upon showy exhibitions and celebrations, and
that objections and dangers attend examinations ^ as
frequently conducted, I would not recommend alto-
gether their discontinuance. I would rather urge
that the teacher, by his inflexible honesty, should
make them fair representations of the actual condition
of his school, without relying very much upon them

SCHOOL ARRANGEMENTS. 847

Restrictions and limitations.— Profitable examinations.

as a means of stimulating the pupils to exertion ; that
the pupils should be made to feel that the -results
of their exertion through the term, rather than a few
special efforts near its close, would be brought into
review ; that no hypocrisy or management should ever
be tolerated, in order to win the applause of the multi-
tude; that no particular lessons should ever be assigned
for the occasion ; that it should be remembered, that
the moral effect of an occasional failure at examination,
will be more salutary upon the school than unbroken
success ; and that the children are irreparably injured,
when they are made in any way the wiUing instruments
of false pretension.

Under such circumstances, examinations may be
profitable to all concerned. If teacher and pupils have
done well, they have the opportunity of showing it
without violence to their own consciences. The em-
ployers, and patrons too, have some means of forming
'a correct estimate of the value of their school ; and
all parties may be encouraged and stimulated. But
above all things, let the teacher be honest.

248 THE TEACHERS RELATION

Talents in a clergyman.~PiiTate character.

CHAPTER XL

THE teacher's RELATION TO THE PARENTS OF HIS

PUPILS.

In the choice of a clergyman, after estimating his
moral and religious character, and ascertaining the order
of his pulpit talents, a third question remains to be an-
swered, viz : — What are his qualifications as ^pastor?
How is he adapted to fulfil the various relations of pri-
vate friend and counsellor ; and in the family circle, in
his intercourse v^rith the aged and the young, how is he
fitted to

** AUine to brighter woilds and lead the way" t

In that sacred profession every one knows that nearly
as much good is to be done by private intercourse as in
the public ministration. Many a heart can be reached
by a friendly and informal conversation, that would re-
main unmoved by the most powerful eloquence from the
pulpit. Besides, many are prepared to be profited in
the public exercises oy thai intercourse \u private which
has opened their hearts, removed prejudice, and engen-
dered a feeling of friendly interest in the preacher. The
admonitions of the gospel thus have the double power
of being truth, and truth uttered by tlie lips of a valued
friend

TO THE PARENTS OF HIS PUPILS. 249

^i^— ^w— ^^— — ■ ■ ■ 11 ^»^— ■ ■ ■ ■ — ■ I ■■■■ ■ I ■ ■ ■ 1— —i^— — ^^^^^

l^ial qualities in a teacher.^He should call on the parents.

— ~ ■ ■ ■ ■ - —

It is, to some extent, thus with the school teacher.
He may be very learned and very apt to teach, and yet
fail of success in his district. Hence it is highly im->
portant that he should possess and carefully cultivate
those social qualities, which will greatly increase his
usefulness. The teacher should consider it a part of
his duty, whenever he enters a district, to excite a deeper
interest there among the patrons of the school than they
have ever before felt. He should not be satisfied till
he has reached every mind connected with his charge in
such a way, that they will cheerfully co-operate with
him and sustain his judicious efforts for good. Being
imbued with a deep feeling of the importance of his
work, he should let them see that he is alive to the in-
terests of their children. To this end, —

1. He sJwuld seek frequent opportunities of inter
course with tJie parents. Though the advances toward
this point, by the strict rules of etiquette, should be
made by the parents themselves — (as by some it is ac-
tually and seasonably done) — ^yet, as a general thing,
taking the world as we find it, the teacher must lead the
way. He must often introduce himself uninvited to the
people among whom he dwells, calling at their homes
in the spirit of his vocation, and conversing with them
freely about his duty to their children and to themselves.
Every parent of course will feel bound to be courteous
and civil in his own house ; and, by such an interview,
perhaps a difference of opinion, a prejudice, or a sus-
picion may be removed, and the foundation of a mutual
good understanding be laid, which many little troubles

250 rnE teacher's relatiok

I

I

Ottject of hjs calte.— He should explain his pli

can never shake. It may be very useful to have an in*
tenriew with such parents as have been disturbed by
some administration of discipline upon members of their
families. Let me not be understood, however, to recom-
mend that the teacher should ever go to the parent in a
cringing, unmanly spirit. It would probably be far
better that the parties should ever remain entire stran-
gers, than that their meeting should necessarily be an
occasion of humiliating retraction on the part of the
teacher. Neither should the parents ever be allowed
to expect that the teacher always will as a matter of
duty come to their confessional. But it is believed,
if there could be a meeting of the parties as men, as
gentlemen, as Christians, as coadjutors for the child's
welfare, it would always be attended with good results.
2. He should be willing to explain all his plans to
the parents of his pupils. If they had implicit confi-
dence in him, and would readily and fully give him
every facility for carrying forward all his designs with-
out explanation, then, perhaps, this direction might not
be necessary. But as the world is, he cannot expect
spontaneous confidence. They wish to know his de-
signs, and it is best they should be informed of them by
Jiimself. The best way for the teacher to interest them
in the business of education, will be freely to converse
with them concerning the measures he intends to adopt.
If his plans are judicious, he of course can show good
reasons why they should be carried into eflFect ; and
parents are generally willing to listen to reason, espe-
rially when it is directed to the benefit of their own

TO THE PAHENTS OF HIS PUPILS. Xhi

Encourage inquinr.— No mystery.— Encourage parental vlaitation.

children. Many a parent, upon the first announcement
of a measure in school, has stoutly opposed it, who upon
a little explanatory conversation with the teacher, would
entertain a very different opinion, and oyer after would
be most ready to countenance and support it.

It seems to me a teacher may safely encourage in*
futry into all his movements in school. There is an
old sajring — ^in my opinion a mischievous one,— -which
enjoins it as a duty upon all, to '* tell no tales out of
school." I see no objection to the largest liberty in this
matter. Why may not every thing be told, if told cor-
rectly ? Parents frequently entertain a suspicious spirit
as to the movements of the teacher. Would not very
much of this be done away, if it was understood there
was no mystery about the school ? The teacher who
would thus invite inquiry, would be very careful never
to do any thing which he would not be willing to have
related to the parents, or even to be witnessed by them.
I would have no objection, if it were possible, that the
walls of our schoolrooms,, as you look inward, should
be transparent, so that any individual unperceived
might view witli his own eyes the movements within.
The consciousness of such an oversight would work a
healthy influence upon those who have too long de-
lighted in mystery.

3. The teacher should encourage parents frequently
to visit his school. There is almost everywhere too
great backwardness on the part of parents to do thia
duty. The teacher should early invite them to come
in. It is not enough that he do this in general terms.

252 THE teacher's relation

Begin with mothen.— Be honest.— No fake pretencei.

He may fix the time, and arrange the party, so that those
who would assimilate, should be brought together. It
. will frequently be wise to begin with the mothers, where
visitation has been unusual. They will soon bring in
the fathers. As often as they come they will be bene-
fited. When such visits are made, the teacher should
not depart from his usual course of instruction on their
account. Let all the recitations and explanations be
attended to, all praises and reproofs, all rewards and pun-
ishments be as faithfully and punctually dispensed as if
no person were present. In other words, let the teacher
faithfully exhibit the school just as it is, its lights and its
shadows, so that they may see all its workings, and
understand all its trials as well as its encouragements.

Such visitations under such circumstances, it is be-
lieved, would ever be highly beneficial. The teacher's
difficulties and cares would be better understood, and
his efforts to be useful appreciated. The hindrances,
thus seen to impede his progress, would be promptly
removed, and the teacher would receive more cordial
sympathy and support.

But if the teacher makes such visits the occasion for
putting a false appearance upon the school ; if be takes
to himself unusual airs, such as make him ridiculous in
the eyes of his pupils, and even in his own estimation ;
if he attempts to bring before the visitors his best
classes, and to impiess them with his own skill by
showing off his best scholars, they will, sooner or later,
discover his hypocrisy, and very likely despise him for
an attempt to deceive them.

TO THE PARENTS OF HIS PUPILS. 253

Be frank and trae with pareuta.— No evasioii.

4. The teacher should be frank in all his represent
tations to parents concerning their children. This is a
point upon which many teachers most lamentably err.
In this, as in every other case, " honesty is the best
policy." If an instructor informs a parent during the
term that his son is making rapid progress, or as the
phrase is — " doing very well," he excites in him high
expectations ; and if at the end of the term it turns out
otherwise,. the parent with much justice may feel that
he has been injured, and may be expected to load him
with censure instead of praise. Let a particular an-
swer, and a true one^ always be given to the inquiry —
" How does my child get along ?" The parent has a
right to know, and the teacher has no right to conceal
the truth. Sometimes teachers, fearing the loss of a
pupil, have used some indefinite expression, which, how-
ever, the dossing parent is usually ready to interpret to
his child's advantage. But sooner or later the truth will
appear ; and when the teacher is once convicted of any
misrepresentation in this particular, there is rarely any
forgiveness for him. For this reason and for his own
love of truth, for his own reputation and for the child's
welfare, he should keep nothing back. He should tell
the whole story plainly and frankly, — and the parent, if
he is a gentleman, will thank him for his faithfulness to
him ; and if he has any sense of justice, he will be ready
to cooperate with him for his child's improvement. At
any rate such a course will ensure the leward of a good
conscience.

The teacher, as I have before urged, should have

£54 THB teacher's relation.

study the art of convexBation.— Be modeBL~'* Outdoor WQik."

the habits and manners of a gentleman. He should
strive also to acquire the ability to converse in an
easy and agreeable way, so that his society shall
never be irksome. He, in other words, should be
a man who does not require much entertaining
Modesty, withal, is a great virtue in the teacher;
especially in his intercourse with the people of his
district. Teachers, from their almost constant inter-
course with their pupils, are apt to think their own
opinions infallible ; and they sometimes commit the
ridiculous error, of treating others wiser than them*
selves as children in knowledge. This infirmity,
incident to the profession, should be carefully avoided ;
and while the teacher should ever endeavor to make
his conversation instructive, he should assume no
airs of superior learning or infallible authority. He
should remember the truth in human nature, that
men are best pleased to learn without being ren^inded
that they are learners.

I have known some teachers, who have sneered
at what they have termed, the ** out-door work*'
here recommended. They have thrown themselves
upon their dignity, and have declared that when they
had done their duty within the schoolroom, Uiey had
done all that could be expected, and that parents
were bound to co-operate with them, and sustain
them. But, after all, we must take the world as
we find it; and since parents do not always feel
interested as they should, I hold it to be a part of
the teacher's duty to excite their interest, and to win

TO THE PARENTS OF HfS PUPILS. 255

Its result

them to his aid by all the proper means m his power.
In doing this, he will,* in the most effectual way,
secure the progress of his school, and at the same
time advance his own person^ improTement

S56 teacher's care of his health.

Many invalid teachon.— Reasons.

CHAPTER XII.
teacher's care of his health.

No employment is more vrearing to the constitation
than the business of teaching. So many men falter
in this employment from ill health, and so many are
deterred from entering it, because they have witnessed
the early decay and premature old age of those who
have before pursued it ; so many are still engaged in
it who almost literally "drag their slow length along, '
groaning under complicated forms of disease and loss
of spirits, which they know not how to tolerate or
cure, — that it has become a serious inquiry among the
more intelligent of the profession, " Cannot something
be known and practised on this subject, which shall
remove the evils complained of?" Is it absolutely
necessary that teachers shall be dyspeptics and inva-
lids ? Must devotion to a calling so useful, be attended
with a penalty so dreadful ?

A careful survey of the facts, by more than one
philanthropist, has led to the conclusion, that the loss
of health is not a necessary attendant upon the teacher
of the young. It is believed, indeed, that the confine
ment from the air and sunlight, and the engrossing

TEACHSRS CARE OF HIS HEALTH. 257

Laws of health shouhl be Btixdied.— Effect of a change of employment.

nature of his pursuits, have a strong tendency to bring
on an irritability of the nervous system, a depression
of spirits, and a prostration of the digestive functions ;
but it is also believed, that, by following strictly and
systematically the known laws of health, this tendency
may be successfully resisted, and the teacher's life
and usefulness very much prolonged. The importance
of the subject, and a desire to render this volume as
useful as possible, has induced me to ask leave to
transfer to its pages, with slight abbreviation, the very
judicious and carefully written chapter on " Health —
Exercise — Diet,'' contained in the " School and the
Schoolmaster," from the gifted pen of George B.
Emerson, Esq., of Boston,— one of the most enlight-
ened educators of the present age.

HEALTH— EXERCISE— DUTT.

^' The teacher should have perfect health. It may

seem almost superfluous to dwell here upon what is

admitted to be so essential to all persons ; but it

becomes necessary, from the fact that nearly all those

who engage in teaching, leave other and more active

employments to enter upon their new calling. By this

change, and by the substitution of a more sedentary

life within-doors, for a life of activity abroad, the

whole habit of the body is changed, and the health

will inevitably suffer, unless precautions be taken

which have never before been necessary. To all

17

258 tracher's care of his health.

Exercise.— Teacher qiecially needs it.— Walking.— Howl

9uch persons — to all, especially, who are enteriug
upon the work of teaching with a view of making it
their occupation through life, a knowledge of the laws
of health is of the utmost, importance, and to such
this chapter is addressed. I shall speak of these
laws briefly, under the heads of Exercise, Air, Sleep,
Food, and Dress.

'* Exercise. So intimate is the connection between
the various parts of our compound nature, that the
faculties of the mind cannot be naturally, fully, and
effectually exercised, without the health of the body.
And the first law of health is, that which imposes
the necessity of exercise,

" The teacher cannot be well without exercise,
and usually a great deal of it. No other pursuit
requires so much, — ^no other is so exhausting to the
nerves ; and exercise, air, cheerfulness, and sunshine,
are necessary to keep them in health. Most other
pursuits give exercise of body, sunshine, and air,
in the very performance of the duties that belong to
them. This shuts us up from all.

'' One of the best, as one of the most natural
modes of exercise, is walking. To give all the
good effects of which it is susceptible, a walk must
be taken either in pleasant company, or, if alone,
with pleasant thoughts ; or, still better, with some
agreeable end in view, such as gathering plants, or
minerals, or observing other natural objects. Many
a broken constitution has been built up, and many
A valuable life saved and prolonged, by such a love

teacher's care of his health. 259

President Hitchcock.— Hiding on honeback.— Garden.

of some branch of natural history as has led to snatch
every opportunity for a walk, with the interest of a
delightful study,

' Where living tilings, and things inanimato
Do speak, at Heaven's command, to eye and ear.'

The distinguished geologist of Massachusetts, Presi
dent Hitchcock, was once, when teacher of a school,
reduced to so low a state by disease of the nerves,
which took the ugly shape of dyspepsy, that he
seemed to be hurrying rapidly towards the grave.
Fortunately, he became interested in mineralogy, and
this gave him a strong motive to spend all his
leisure time in the open air, and to take long
circuits in every direction. He forgot that he was
pursuing health, in the deeper interest of science ;
and thus, aided by some other changes in his
habits, but not in his pursuits, he gradually recov-
ered the perfect health which has enabled him to
do so much for science, and for the honor of his
native State.

'' Riding on horseback is one of the best modes
of exercise possible for a sedentary person. It leads
to an erect posture, throws open the chest, gives a
fuller breathing, and exercises the muscles of the
arms and upper part of the frame. * * • In
weakness of the digestive organs its efficacy is
remarkable. • • •

"A garden furnishes many excellent forms of
exercise, and the numerous labors of a farm woaU

260 teacher's care of his health.

Farm labor.— Rowing.— Sawing and splitting wood.— WfurenCoIbmii.

give every variety, if the teacher could be in a situ
ation to avail himself of them. This is not often
the case. When accessible, the rake, the pitchfork,
moderately used, cannot be too highly reconunended.
A garden is within the reach of most teachers in
the country. It has the advantage of supplying
exercise suited to every degree of strength, and of
being filled with objects gratifying to the eye and the
taste. • • • The flower-garden and shrubbery
commend themselves to the female teacher. To
derive every advantage from them, she must be
willing to follow the example often set by the
ladies of England, and use the hoe, the rake, the
pruning-hook, and the grafting knife, with her own
hands.

" Rowings when practicable, is a most healthful
exercise. It gives play to every muscle and bone
in the frame. • • • When the river is frozen,
skating may take the place of rowing ; and it is an
excellent substitute. • • • Driving a chaise or a
sleigh, is a healthful exercise, if sufficient precaution
be used to guard against the current which is always
felt, as it is produced by the motion of the vehicle,
even in still air.

" Sawing and splitting wood form a valuable
exercise, particularly important for those who have
left an active life for the occupation of teaching.

" Exercise should be taken in the early part of the
day. Warren Colburn, the author of the Arithmetic,
whose sagacity in common things was as remarkable

teacher's care of his health. 261

In the morning;.— In open air.— In the light

as his genius for numbers, used to say, that half an
hour's walk before breakfast did him as much good as
an hour's after. Be an early riser. The air of mom*
ing is more bracing and invigorating ; the sights, and
sounds, and odors of morning are more refreshing. A
life's experience in teaching declares the morning
best. • • •

" Exercise must always be taken, if possible, in the
open air. Air is as essential as exercise, and often, in
warm weather particularly, more so. They belong to-
gether. The blood flows not as it should, it fails to
give fresh life to the brain, if we breathe hot fresh air
enough. The spirits cannot enjoy the serene cheer-
fulness which the teacher needs, if be breathe not fresh
air enough. The brain cannot perform its functions ;
thought cannot be quick, vigorous, and healthy, with-
out ample supplies of air. Much of the right moral
tone, of habitual kindliness and thankful reverence, de-
pends on the air of heaven.

'^ Exercise must be taken in the light ; and if it may
be, in the sunshine. Who has not felt tlie benignant
influence of sunshine ? The sun's light seems almost
as essential to our well-being as his heat, or the air we
breathe. It has a great effect on the nerves. A dis-
tinguished physician of great experience. Dr. J. C.
Warren of Boston, tells me that he almost uniformly
finds diseases that affect the nerves exasperated by the
darkness of night, and mitigated by the coming on of
day. All plants growing in the air lose their strength
and color when excluded from light. So in a gi eat

262 teacher's care of his health.

ClcanlineaB.— Water.— Sleep.— Six or eight houn.— Diet

degree does man. They lose their fine and delicate
qualities, and the preciousness of their juices Man
loses the glow of his spirits, and the warmth and natu-
ral play of his finer feelings. • • •

'' Next to air and light, water is the most abundant
element in nature. It can hardly be requisite to enjoin
upon the teacher the freest use of it. The most scru«
pulous cleanliness is necessary, not only on his own
account, but that he may be able always to insist upon
it, with authority, in his pupils. The healthy state of
the nerves, and of the functions of digestion, depends
in so great a degree on the cleanliness of the skin, that
its importance can hardly be overstated. • • •

" Sleep. No more fatal mistake in regard to his
constitution can be made by a young person given to
study than that of supposing that Nature can be cheat
ed of the sleep necessary to restore its exhausted, or
strengthen its weakened powers. From six to eight
hours of sleep are indispensable ; and with young per-
sons, oftener eight or more, than six. It is essential to
the health of the body, and still more to that of the
mind. It acts directly on the nervous system ; and
irritability, or what is called nervousness^ is the conse
quence of its loss. This, bad in any person, is worse
in the teacher than in any one else. It is an unfailing
source of unhappiness to himself and to all his school.
He would be unwise to subject himself to the conse-
quences of the loss of sleep ; he has no right to sub-
ject others. • • •

*^ Diet. To no person is an attention to diet more

teacher's care (MP HIS HEALTH. 263

Simple food.— -Extremes in kind and qoantity.— True medium.

important than to the teacher. For his own guidance^
and that he may be able to give proper instructions in
regard to this subject to his pupils, the conclusions of
experience, or what we may consider the laws of diet,
should be familiar to him. Some of these are the fol
lowing :

" 1. Food should be simple ; not of too little nor too
great variety. The structure of the teeth, resembling
at once those of animals that naturally subsist on flesh,
and of animals that take only vegetable food, and the
character and length of the digestive organs, holding a
medium between the average of these two classes,
indicate that a variety of food, animal and vegetable, is
natural to man, and in most cases probably necessary.
The tendency m most parts of this country, from the
great abundance of the necessaries of life, is to go to
excess in the consumption of food, particularly of ani-
mal food. The striking evils of this course have led
many to the opposite extreme — to' renounce meats en-
tirely. Experience of the evils of this course also has
in most places brought men back to the safe medium.
No person needs to be more careful in regard to the
quality and nature of his food than the teacher, as his
exclusion from air for a great part of the day leaves
him in an unfit condition to digest unwholesome food,
while the constant use of his lungs renders his appetite
unnaturally great, or destroys it altogether. Animal
food seems to be necessary, but not in great quantities,
nor oftener, usually, than once a day. * * * In
winter, the food should be nourishing, and may be morq

S64 TEACHERS CARE OF HIS HEALTH.

Tftken at intenrals.— Moderate quantity .—Avoid fat,

abundant ; in summer, less nutritious, les& of animal
origin, and in more moderate quantity.

" 2. Food should be taken at sufficiently distant
intervals. • • • The operation of digestion
is not completed, ordinarily, in less than four hours.
Food should not be taken at shorter intervals than this,
and intervals of five or six hours are better, as they
leave the stomach some time to rest.

'* 3. It should be taken in moderate quantity. In
the activity of common life, excess is less to be dreaded
than with the sedentary habits and wearying pursuits
of the teacher. • • • The exhaustion of
teaching is that of the nervous power, and would seem
to call for hours of quiet, and freedom from care, with
cheerful conversation and the refreshment of air and
gentle exercise. Probably all the kinds of food in
general use are wholesome when partaken of moder-
ately. Those who, from choice or compulsion, pass
from an active to a sedentary life, should at the same
time restrict themselves to one half their accustomed
quantity of food.

"4. As a general rxjXefat should be avoided. * *
None but a person who uses a great deal of most active
exercise, or is much exposed to cold, can long bear its
use with impunity. If taken, fat in a solid form is less
injurious than liquid fat.

" 5. Fruit may be eaten with the recollection of the
proverb of fruit-producing countries : ' It is gold in the
morning, silver at noon, and lead at night.' Ripe fruit
in its season is wholesome, and preferable, for a persov

teacher's care of his health. 265

Fruit.— Drink water.— At meaJs.— Dress.

of sedentary habits, to more nourishing and exciting
food. But it should be a substitute for other food, not
an addition. A bad practice, common in some places,
of eating fruit, especially the indigestible dried fruits,
raisins, and nuts, in the evening, should be Avoided by
the teacher. He must have quiet and unintemipted
sleep, and early hours^^ to be patient, gentle, and cheer
ful in school.

"6. The Srink of a sedentary person should be
chiefly virater, and that in small quantities, and only at
meals. The intelUgent Arab of the desert drinks not
dunng the heat of the day. He sees that watering a
plant in the sunshine makes it wither ; and he feels ip
himself an analogoui| eflfect from the use of water.
There are few lessons in regard to diet so important
to be inculcated as this : * Drink not between meals.'

" 7. The last rule to be observed is, that no unne-
cessary exertion of mind or body should be used imme-
diately after a meal. If a walk must be taken it should
rather be a leisurely stroll than a hurried walk.

'^ Dress. The teacher should be no sloven. He
should dress well, not over nicely, not extravagantly ;
neatly, for neatness he must teach by example as well
as by precept ; and warmly, for so many hours of the
day shut in a warm room will make him unusually
sensitive to cold. The golden rule of health should
never be forgotten: 'Keep the head cool, the feet
warm, and the body free.' The dress of the feet is
particularly important. Coldness or dampness of the
&et causes headache, weakness and inflanamation of

266 teacher's care of his health.

CheeiAiInesB.— Cause of low spirits.— A home.

the eyes, coughs, consumptions, and sometimes feveni
A headache is often cured by sitting with the feet long
near a fire. Keeping the feet warm and dry alleviates
the common affections of the eyes, repels a coming
fever, prevents or quiets coughs, and serves as one of
the surest safeguards against consumption. Many of
our most sensible physicians trace the prevalence of
consumption in northern states, not to our climate, but
to the almost universal custom of wearing insufficient
clothing, eispecially on the feet.

" There is another subject intimately connected with
health, which has been alluded to, but which ought,
from its importance, to receive more than a passing
remark. It is cheerfulness. This should be one of the
ends and measures of health. It ought to he consid-
ered the natural condition of a healthy mind ; he who
is not cheerful is not in health. If he has not some
manifest moral cause of melancholy, there must be
something wrong in the body, or in the action of the
powers of the mind.

" A common cause of low spirits in a teacher; is
anxiety in regard to the well-doing of his pupils. This
he must feel ; but he must endeavor, as far as possible,
to banish it from his hours of relaxation. He must
leave it behind him when he turns from the school-
house door. To prevent its haunting him, he must seek
pleasant society. He must forget it among the endear-
ments of home, the cheerful faces and kind voices of
friends. This is the best of all resources, and happy
is the man who has a pleasant home, in the bosom of

teacher's caee of his health. 267

Sociality.— Marie— A pernicious habit

which he may rest from labor and from care. If he
be among strangers, he must endeavor to find or make
friends to supply the place of home. He must seek
the company of the parents and friends of his pupils,
not only that he may not be oppressed by the loneliness
of his situation, but that he may better understand the
character of his pupils, and the influences to which
they are subjected. The exercise of the social affec-
tions is essential to the healthy condition of a well-con-
stituted mind. Often he will find good friends and
pleasant companions among his pupils. Difference of
years disappears before kindliness of feehng, and sym-
pathy may exi^t between those most remote in age, and
pursuit, and cultivation.

*' A delightful, but somewhat dangerous recreation is
offered by music ; delightful, as always soothing to the
wearied mind ; but dangerous, because liable to take
to itself too much time. It would be desirable if every
instructor could himself sing or play. If he cannot, let
him listen to songs or cheerful music from voice or
instrument, or to the notes of birds.

" ' Pm sick of noise and care, and now mine ear
Longs for some air of peace ' "

To the foregoing excellent remarks, I could scarcely
wish to add any thing, save to call attention to that
pernicious habit among both clergymen and teachers, of
dressing the neck too warmly whenever they go into the

268 tsachbr's care of his hbaitTH.

'* Comforter."— Bronchitia.

Open air. There seems to have obtained an impressioa
that those who have occasion to speak often, should be
peculiarly careful to guard their throats from the cold.
Hence many are seen in a winter's day with a collar
of fur, or a woollen ''comforter," or at least a silk
handkerchief of extraordinary dimensions, around their
necks, and often extending above their mouths and
nostrils. If they have occasion to step out but for
a moment, they are still subject to the slavery of put-
ting on this unnatural encumbrance.

Now I beUeve that this extra covering for the neck,
instead of preventing disease of the throat and lungs,
is one of the most fruitful sources of such disease.
These parts being thus thickly covered during exercise,
become very warm, and an excessive local perspiration
is excited ; and the dampness of the throat is much
increased if the covering extends above the mouth and
nose, thus precluding the escape -of the exhalations
from the lungs. When, therefore, this covering is
removed, even within-doors, a very rapid evaporation
takes place, and a severe cold is the consequence. In
this way a cold is renewed every day, and hoarseness
of the throat and irritation of the lungs is the necessary
result. Very soon the clergyman or teacher breaks
down with the bronchitis, or the ** lung complaint,"
and is obliged for a season at least to suspend his
labors. This difficulty is very much enhanced, if th«
ordinary neck-dress is a stiff stock, which, standing ofi
from the neck, allows the ingress of the cold air af
oon as the outer covering is removed.

TEACHBR's care of HI8 HEALTH. 269

Experieuce. — Stoaddling the neck.

Having suffered myself very severely from this cause
and having seen hundreds of cases in others, I was de
sirous to bear the testimony of my experience against
the practice, — and to suggest to all v^ho have occasion
to speak long and often that the simplest covering for
the neck is the best. A very light cravat is all that is
necessary. If the ordinary cravat be too thick and too
warm, as the large-sized white cravats, so fashionable
with the clergy, usually are, during the exercise of
speaking, an unnatural flow of blood to the parts will
be induced, which, after the exercise ceases, will be fol
lowed by debility and prostration. A cold is then very
readily taken and disease follows. I am confident, from
my own experience and immediate observation, that this
unnatural swaddling of the neck is one of the most
fruitful causes of disease of the lungs and throat that
can be mentioned

270 teacher's relation

Teaching a profeasion.— Low pay.— Its consequencet.

CHAPTER XIII.

teacher's relation to his profession.

It has long been the opinion of the best minds in our
country as well as in the most enlightened countries of
Europe, that teaching should be a profession. It has
been alleged, and with much justice, that this calling,
which demands for its successful exercise the best of
talents, the most persevering energy, and the largest
share of self-denial, has never attained an appreciation
in the public mind at all commensurate with its impor-
Vajice. It has by no means received the emolument,
either of money or honor, which strict justice would
award in any other department to the talents and exer-
tions required for this. This having been so long the
condition of things, much of the best talent has been
attracted at once to the other professions ; or if exer-
cised awhile in this, the temptation of more lucrative
reward, or of more speedy, if not more lasting honor,
has soon diverted it from teaching, where so little of
either can be realized, to engage in some other depart-
ment of higher promise. So true is this, that scarcely
a man can be found, having attained to any considerable
eminence as a teacher, who has not been several times
solicited — and perhaps strongly tempted — ^to engage ir

TO HIS PROFESSION. 271

Some noble souls.— Some small men.— Two evils.

some more lucrative employment ; and while there have
always been some strong men, who have preferrea
leaching to any other calling, — men who would do honor
to any profession, and who, while exercising this, have
found that highest of all rewards, the consciousness of
being useful to others, — still it must be confessed that
teachers have too often been of just that class which a
knowledge of the circumstances might lead us to pre-
dict would engage in teaching ; men of capacity too
limited for the other professions, of a temperament too
sluggish to engage in the labors of active employment,
» of manners too rude to be tolerated except in the society
of children (!), and sometimes of a morality so perni-
cious as to make them the unfailing contaminators of
the young whenever permitted — not to teach — but to
" keep school." Thus two great evils have been mu-
tually strengthening each other. The indifference of
the employers to the importance of good teachers, and
their parsimony in meting out the rewards of teaching,
have called into the field large numbers, in the strictest
sense, unworthy of all reward ; while this very unwor-
thiness of the teachers has been made the excuse for
further indifference, and if possible for greater meanness
on the part of employers. Such has been the state of
the case for many years past, and such is, to a great
extent, the fact at present.

It has been the ardent wish of many philanthropists
that this deplorable state of affairs should be exchanged
for a better. Hence they have urged that teaching
should be constituted a profession ; that none should

272 teacher's relation

Educational millennium. — How ushered inT— Difierent views.

enter this profession but those who ard thoroughly quali-
fied to discharge the high trust ; and, as a consequence,
that the people should more liberally reward and honor
those who are thus qualified and employed. This would
indeed be a very desirable change ; it would be the
educational millennium of the world. For such a period
we all may well devoutly pray.

But how shall this glorious age — not yet arrived — ^be
ushered in 1 By whose agency, and by what h^ppy
instrumentality must its approach be hastened? Here,
as in all great enterprises, there is some difierence oi
opinion. Some have urged that the establishment of
normal schools and other seminaries for the bettei
education of teachers, and the institution of a more vigi
lani system of supervision, by which our schools should
be effectually guarded against the intrusion of the igno-
rant and inefficient teacher, is all that is necessary to
bring in this brighter day. Others have zealously urged
that such preparation and such supervision are entirely
superfluous and premature in the present state of the
public mind. TJiey say that the public must first be-
come more liberal in its appropriations for schools ; it
must at once double the amount it has been accustomed
to pay to teachers, and thus secure, without further
trouble, the best talent to this vocation. To this the
former class reply, that the public has seldom been
known to raise its price, so long as its wants could be
supplied at the present rates. They say that the last
century has afforded ample opportunity for the exhibi-
tion of this voluntary generosity of the public, and yet

.-^^

TO His PROFE88IOK. 273

Truth between the extremes.— A mutual evil, and a molaal remedy*

we Still wait to see this anomaly in human prudence, of
offering in advance to pay double the price for the same
thing ; for until better teachers are raised up, it must
be an advance upon the present stock. So there is a
division among them, << for some cry one thing and some
another."

Now, I believe, in this case as in most others, the
truth lies between the extremes. As the evil com
plained of is a mutual oile, as has already been shown,
— ^that is, an illiberal public has tolerated incompetent
teachers, and the incompetence of teachers has enhanced
in turn the parsimony of the public, — so the remedy
must be a mutual one ; the public must be enlightened
and teachers must be improved ; the pay of teachers
must be raised, but there must be also something to
warrant the higher rate. Nor is it easy to determine
which shall begin first. We can hardly expect the
people to pay more till they find an article worth
more ; nor, on the other hand, can we expect the
teachers Ito incur any considerable outlay to improve
themselves, until better encouragement shall be held
out to them by their employers. The two must gen-
erally proceed together. Just as m the descending
scale, there was a mutual downward tendency, so
here, better service will command better pay, and in
turn, the liberality of employers will stimulate the
employed to still higher attainments in knowledge and
greater exertions in their labors.

In this condition of things, the question recurs. What

is the duty of teachers in relation to their calling ? I

18

274 teacher's relation

Teacher'B doty.— The enooungements.— ^If-improvement

answer, they are bound to do what they can to elevate
it. Lord Bacon said, '^ Every man owes a debt to his
profession." Teachers being supposed to be more intel-
ligent than the mass of the community, may justly take
the lead in the work of progress. They should, as a
matter of duty, take hold of this work, — a work of sac-
rifice and self-denial as it will be, at least for some time,
— and heartily do what they can to magnify their oflBice
and make it honorable. In the mean time they may do
what they can to arouse the people to a sense of their
duty. The more enlightened are to some extent with
them already. The press, the pulpit, the legislative
assemblies, all proclaim that something must be done.
All admit the faithful teacher has not been duly re-
warded, and some are found who are willing to do some-
thing for the improvement both of the mind and condi-
tion of the teacher. This is encouraging ; and while
we rejoice at the few gleams of light that betoken our
dawning, let us inquire, for a little space, how we can
hasten the " coming in of the perfect day."

SECTION I. -SELF-CULTURE.

T%e teacher should labor diligently to improve him
self. This is a duty incumbent on all persons, but
particularly upon the teacher. The very nature of his
employment demands that his mind should be frequently
replenished from the storehouses of knowledge. To
interest children in their studies, how necessary is it
that the teacher's mind should be thoroughly furnished

TO HIS PROFESSION. 275

Why important.— Example.— Temptations to self-neglect.

with the richest thoughts of the wise ; to inspire them
with a desire to learn, how important that he should be
a living example of the advantage and enjoyment which
learning alone can bestow ; to strew the path of know-
ledge with flowers, and thus make it the path of pleas-
antness, how desirable that he should abound with the
aptest illustrations drawn from all that is wonderful and
curious in nature and art ; to awaken the young mind to
a consciousness of its capacities, its wants, its respon
sibilities, how thoroughly should he know all the work
ings of the human soul, — how wisely and carefully
should he touch the springs of action, — ^how judiciously
should he call to his aid the conscience and the religious
feelings I

Besides, let it be remembered that in this as in other
things, the teacher's example is of great importance.
The young will be very likely to judge of the impor-
tance of their own improvement by the estimate the
teacher practically places upon his ; nor can he with
any good grace press his pupils to exertion, while they
see that he makes none whatever himself.

There is great danger, in the midst of the confine-
ment and fatigue of the schoolroom, and the pressure
of anxiety and care out of school, that the teacher will
yield to the temptations of his position, and fall into
habits of indolence as to his own improvement. Com-
pelled, as he often is, to labor at great disadvantage,
by reason of a small and poorly furnished schoolroom ;
confined through the day from the sunshine and the
fresh breeze ; subjected to a constant pressure of duty

t76 TSACRER's RELATIOlf

Stagnation accounted for.— The teacher has tune.— Ulustraled.

amid untold trials of his patience, arising from the law
that impels children to be active as well as inconsider
ate ; required to concentrate his powers upon the double
duty of governing and teaching at the same instant, and
all through the session, — it is not strange, when the
hour of release comes, that he should seek rest oi
recreation at the nearest point, even' to the neglect of
his own mental or moral culture. I am of the opinion
that this accounts for the fact that so many persons
enter the work of instruction, and continue in it for a
longer or shorter period, without making the slightest
progress either in the art of teaching or in their own
intellectual growth. Their first school indeed is often
their best. This tendency or temptation, incident to
the calling, it is the teacher's duty constantly and man
fully to resist. He can do it.

1. He has the time to do it. He is usually required
to spend but six hours in the day in the schoolroom
Suppose he add two hours more for the purpose ot
looking over his lessons and devising plans for improv
ing his school, — he will still have sixteen hours foi
sleep, exercise, recreation, and improvement. Eight
hours are sufficient for sleep, especially for a seden-
tary man, (some say less,) and four will provide for
meals, exeroise, and recreation. Four still remain
for improvement. Any teacher who is systematic
and economical in the use of his time, can reserve
for the purpose of his own improvement four houn
in every twenty-four, and this without the slightest

1

TO HIS PROFSBMON. 277

Punctuality in all things.— Immediate reward.— Proof.

detriment to his school duties, or to his health. To be
sure he must lead a regular life. He must have a
plan, and systematically follow it. He must be puno'
tual, at his school, at his meals, at his exercise or
recreation, at his hour of retiring and rising, and at his
studies. Nor should he ordinarily devote more time
than I have mentioned directly to his school. He
should labor with his whole soul while he does work,
and he will the more heartily do this, if he has had
time to think of something else during the season of
respite from labor. It is a great mistake that teachers
make when they think they shall be more successful by
devoting all their thoughts to their schools. Very soon
th6 school comes to occupy their sleeping as well as
waking hours, and troublesome dreams disturb the
repose of night. Such men must soon wear out.

But according to the laws of our nature, by a change
of occupation, the jaded faculties find rest. B.y taking
up some new subject of inquiry, the intellect is relieved
from the sense of fatigue which before oppressed it, the
thoughts play freely again, the animation returns, the
eye kindles, and the mind expands,

2. Such labor finds immediate reward. The con-
sciousness of growth is no small thing towards encour-
aging the teacher. He feels that he is no longer
violating his nature by allowing himself to stagnate.
Then he will find every day that he can apply the
newly-acquired truth to the illustration of some princi-
ple he is attempting to teach. He has encouraging and
immediate proof that he is a better teacher, and that he

278 teacher's relation

^■w-^^^^-^^Bw^-^v _ _ a^i^LJ jM

How to improve.— A couise of profeasional reading.— The booki.

has made himself so by timely exertion. He is thus
again stimulated to rise above those temptations before
described, — this immediate availability of his acquire-
ments being vouchsafed to the teacher, as it is not to
most men, in order to prompt him to stem the current
which resists his progress.

And now, if I have shown that a teacher is bound to
improve himself, both from a regard to his own well
being and the influence of his example upon others, —
and if I have also shown that he can improve-himself,
I may be indulged in making a few suggestions as to
the manner of his doing it.

1. He should have a course of professional reading »
It will do much for his improvement to read the works
of those who have written on the subject of education
and the art of teaching. If possible he should collect
and possess a small educational library. It will be of
great service to him to be able to read more than once
such suggestions as are abundantly contained in the
" Teacher's Manual," by Palmer ; the " School and
Schoolmaster," by Potter and Emerson ; the " Teach-
er," by Abbott ; the " Teacher Taughtj" by Davis ;
" Lectures on Schoolkeeping," by Hall ; " The Com-
mon School Journal," "Secretary's Reports," and.
" Lectures," by Horace Mann ; the " Connecticut
Common School Journal," and " Journal of the Rhode
Island Institute," by H. Barnard ; the " District School
Journal" of New York, by Francis Dwight and others ;
the " Lectures of the American Institute of Instruc-
lioi* ;" the " Schoolmaster's Friend," by T. Dwight ;

TO HIS PROFESSION. 279

A course of general study.— One thing at a time.

the "District School," by J. Orville Taylor; the
'* Teacher's Advocate," by Cooper ; the writings, if
they can be obtained, of Wyse, of Cousin, of Lalor, of
Lord Brougham on Education, together with such
other works as are known to contain sound and practi-
cal views. It is not to be expected that every teacher
will possess all these, or that he will read them all in
a single term. But it is well to hold converse with
other minds, and to have it in our power to review
their best thoughts whenever our own need refreshing.
I have given a somewhat extended list of books be-
cause the inquiry is now so often made by teachers
what they shall read.

2. By pursuing systematically a course of general
study. Many teachers who have a desire to improve
themselves, still fritter away their time upon little misr
cellaneous matters, without making real progress. It
is well in this to have a plan. Let some one study, —
it may be geology, or astronomy, or chemistry, or
botany, or the pure mathematics, — ^let some one study
receive constant attention till no mean attainments have
been made in it. By taking one thing at a time and
diligently pursuing it, at the end of a term the teacher
feels that he has something to show for his labor, — and
he is, by the advance already made, prepared to take
the next and more difficult step. In a course of years
while a neighbor who began teaching at the same timt,
has been stagnating or even retrograding for the want
of a plan and a purpose, a diligent man, by system and
perseverance, may make himself at least equal to many

280 TEACHERS RELATION

A journal or common-place book. ~Why!— A demoDBtration.

who have enjoyed better advantages in early life, and
at the same time have the superadded enjoyment of
feeling that he has been his own teacher.

3. Keep a journal or common-place book. The habit
of composing daily is very valuable to the teacher. In
this book he may record whatever plans he has devised
with their results in practice. He may enter remarka-
ble cases of discipline, — in short, any thing which in
the course of his practice he finds interesting. Those
valuable suggestions which he receives from others, or
hints that he may derive from books, may be epito-
mized here, and thus be treasured up for future refer-
ence. Sometimes one's best thoughts fade from his
own mind, and he has no power to recall them. Such
a book would preserve them, and would moreover
show the character of one's thoughts at any particular
period, and the progress of thought, from one period
to another, belter than any other means.*

To these means of self-culture I would add the prac-
tice of carefully reading and writing on chosen subjects,
more fully described in the chapter on Habits of the
Teacher.

By all these means and such others as may come
vrithin his reach, if a teacher succeeds in his attempts
at progress, he does much for his profession' The very
fact that he has given practical demonstration that a
man may teach and still improve ; that the temptations

* For furtlier remarks on the Common-place Book, bee chap. vii. p. 108^
Note.

TO HIS PROFESSION. SS81

ElncoQragement to othen.— Mutaal aid.— Selfishness.

of his profession may be resisted and overcome ; that
the life of the pedagogue which has required him to
ieep the company of small minds, and to be occupied
with minute objects, has never prevented his holding
communion with the greatest men our earth has known,
nor circumscribed in the least the sphere of his grasp-
ing research, — I say the very fact that he has thus
shown what a man may do under such circum
stances, may do much to encourage others to like
effort.

But there are other and direct duties which he owes
to his profession, which I proceed to consider under
the head of

SECTION U.-MUTUAL AID.

Every teacher should be willing to impart as well as
to receive good. No one, whatever may be his per-
sonal exertions, can monopolize all the wisdom of the
world. The French have a proverb that " Everybody
is wiser than anybody." Acting on this principle, the
teacher should be willing to bring his attainments into
the common stock, and to diffuse around him as far as
he is able the light he possesses. I have no language
with which to express my abhorrence of that selfish-
ness, which prompts a man, after attaining to some
eminence as a teacher by the free use of all the means
within his reach, self-complacently to stand aloof from
his fellow teachers, as if he would say, "Brethren,
help yourselves — I have no need of you, and you have
no claim upon me. I have toiled bard for my emi-

282 teacher's relation

An ezclosive q>iiit— without cxcuae.-— M utual Tiatatlon.

nepce, and the secret is with me. I will enjoy it alone.
When you have toiled as long, you may be as wise.
Brethren, help yourselves." Such a spirit would per-
haps be tolerated by the world in an avaricious man«
who had labored to treasure up the shining dust of earth.
But no man may innocently nienopolize knowledge.
The light of the sun is shed in golden refulgence upon
every man, and no one if he would, may separate a
portion for his own exclusive use, by closing his shut
ters about him, — for that moment his light becomes
darkness, It is thus with the light of knowledge.
Like the air we breathe, or like the rain from heaven,
it should be free to all. The man who would lock up
the treasures of learning from the gaze of the whole
world, whether in the tomes of some dusty library, as
of old it was done, or in the recesses of his narrower
soul, is unworthy of the name of man ; he certainly
has not the spirit of the teacher.

An exclusive spirit may be borne where meaner
things, as houses, and lands, and gold, are at stake ;
but in education and religion — ^light and love, — where
giving doth not impoverish nor withholding make rich,
there fs not even the shadow of an excuse for it. The
man who is exclusive in these things, would be so, I
fear, in heaven.

How can teachers encourage each other ?

1. By mutual visitation. Very much may be done
by social intercourse. Two teachers can scarcely
converse together an hour without benefiting each
other. The advantages of intercourse with friends*

TO HIS PROFESSION. 283

Dr. Young.— Even one's faults may instruct us.

as delineated by Dr. Young, may not be denied to
aeachers.

'* Hast thou no friend to set thy mmd abroach f
Good sense will stagnate. Thoughts shut up want air»
And spoil like bales unopened to the sun.
Had thought been all, sweet speech had been denied.

• **«**«
Thought, too, delivered, is the more posseased :
Teaching, we learn ; and giving, we retain ^

The births of intellect ; when dumb, forgot
Speech ventilates our intellectual fire ;
Speech burnishes our mental magazine,
Brightens for ornament, and whets for use."

But not only should teachers visit one. another, — it rs
profitable also for them to visit each other's schools. I
have never spent an hour in the school of another with-
out gaining some instruction. Sometimes a new way
of illustrating a difficult point, sometimes an exhibition
of tact in managing a difficult case in discipline, some
times an improved method of keeping up the interest
in a class, would suggest the means of making my own
labors the more successful. And even should one's
neighbor be a bad teacher, one may sometimes learn
as much from witnessing glaring defects as great ex-
cellencies. Some of the most profitable lessons I have
ever received, have been drawn from the deficiencies
of a fellow teacher. We seldom " see ourselves as
others see us ;" and we are often insensible of our
own faults till we have seen them strikingly exhibited
by another ; and then by a comparison we correct our
own.

Besides, by a visitation of a friend's school we may

284 tbaoher's relation

Stated teachen' meetings.— Their use.— Employ the pen.

not only receive good, but we may impart it. If there
is mutual confidence, a few words may aid him to cor
rect his faults, if he has any, — faults which but for
such suggestion might grow into confirmed habits, to
his permanent injury.

So important is this mutual visitation among teach
ers as a means of improvement, that I doubt not em-
ployers would find it for their interest to encourage it
by allowing the teachers to set apart an occasional half
day for this purpose.

It would, moreover, be very useful for the teachers
of a town to hold stated meetings, as often as once a
month, for the purpose of mutual improvement. It
would cultivate a fellow-feeling among them, and it
would afibrd them an opportunity to exchange thoughts
on most of the difficulties which they meet in their
schools, and the best methods of surmounting them.
At these meetings, a mutual exchange of books on the
subject of teaching, would extend the facilities of each
for improving his own mind and his methods of in-
struction and government.

2. By the use of the pen. Every teacher should be
a ready writer. Nearly every teacher could gain ac-
cess to the columns of some paper, through which be
could impart the results of his experience, or of his
reflection. Such a course would benefit him specially,
and at the same time it would awaken other minds to
thought and action. In this way the attention, not only
of teachers but parents, would be called to the great
work of education. One mind in this way might move

TO HIS PROPESSION. 285

Teach&n' AsBociatious.— Institutes.— Tlieir utility.— Should be practicaL

a thousand. If a teacher does not feel qualified to
instruct^ let him inquire^ and thus call out the wisdom
of others. This could be done in nearly every village.
The press is almost always ready to promote the cause
of education. By the use of it, teachers may profita-
bly discuss all the great questions pertaining to their
duty, and at the same time enlighten the community in
which they live. This is an instrumentality as yet too
little employed.

3. By Teacher^ Associations or Institutes, These
are pecuharly adapted to the diffusion of the best
plans of instruction. Rightly conducted, they can
never fail of being useful. Every man who lectures
or teaches, is profited by the preparation. If he is
a man ' of wisdom and experience, he will benefit his
hearers. If otherwise, the discussion, which should
ever follow a lecture, will expose its fallacies. It has
often happened in such associations, that an honest
and experienced man has, in a half-hour, given to
the younger portion of the members, lessons of
wisdom which it would take them years to learn by
their own observation. Errors in principle and prac-
tice have been exposed, into which many a young
teacher was unconsciously falling, and hints have
been given to the quicker minds, by which their own
modes of teaching and governing have been speedily
improved.

As far as possible, such meetings should be made
strictly practical. The older teachers, who usually
have the most to do with the management of them>

286 teacher's relation

A pezTenicii.— Talk.— Enoouragement by meeting friends.

should bear in mind that they are mainly designed
to diffuse practical ideas of teaching, particularly
among the younger members. Too often, these
meetings are made the arena of debate upon questions
of very little practical importance to the teacher. I
have seen a body of men spend an entire session
of a half-day, in discussing a series of overwrought
lesolutionSf upon some topic scarcely at all connected
with any duty of the teacher, frequently leaving the
main question to wrangle about some point of order,
or of " parliamentary usage ;" and after the resolutions
were passed or rejected, as the case might be, — (and
it was of very little consequence whether " carried" or
" lost,") — ^the ladies and younger teachers who had
borne no part in the talk, would find it difficult to tell
"wherefore they had come together." Nothing had
been said or done by which they could be aided in
their schools. Lecturers, too, have frequently mis-
taken their aim. Ambitious to shine out as literary
men, they have given orations instead of practical
lessons. In these meetings, it seems to me, nothing
ostentatious, nothing far-fetched is what we need ;
but rather the modes and experience of practical
men. We need to come down to the schoolroom,
to the every-day business of the teacher, and thus
prepare him to do his work more successfully on his
return to his duties.

Another, and no inconsiderable advantage of such
associations, is, that the teacher gains encouragement
and strength, by being thus brought in contact with

TO HIS PROFESSION. 287

Ulufltration.— A prqfemonal feeling.— Light breaks in.

Others engaged in the same pursuit. Toiling on alone,
in his isolated district, surrounded by obstacles and
discouragements, weighed down by care, and finding
none to sympathize with him, he is almost ready to
faint in his course, and perhaps to abandon his calling.
At this crisis, he reads the notice for the teachers'
meeting, and he resolves to go up once more to the
gathering of his friends. From the various parts of
the county, from the populous and crowded city, and
from the byways of the country-towns, a goodly
number collect together and greet each other. Smile
answers to smile, the blood courses more freely through
the veins, the spirits, long depressed perhaps, partake
of the general glow, and each feels that he is not
toiling alone. He feels that a noble brotherhood of
kindred spirits are laboring in the same field, under
trials and discouragements similar to those which have
oppressed him. He derives new strength from the
sympathy of friends.

A professional feeling is engendered, which will
accompany him to his schoolroom ; and when he
goes home, it is with renewed vigor and fresh aspirings
to be a better man, and a better teacher. He labors
with more confidence in himself; and, enlightened
by what he has seen and heard, he is far more
successful than before. His pupils, too, respond to
the new life they see enkindling in him, and go to
their work more cheerfully. One difficulty after
another vanishes, and he begins to think teaching,
after all, is not the worst employment in the world,

fi88 tsacukr's relation -

Cautioiis.— Be honest.— Danger of over-colonng.

but that it has some flowers as well as thorns ; and
he concludes to remain in the profession. This has
been the history of at least one man. Long may
many others have occasion to exercise gratitude like
his, for tlie enjoyment of similar privileges.*

I ought not to leave this subject without a word
or two of caution.

1. Be Jionest, In all your intercourse with your
fellow-teachers, be careful to use the words of " truth
and soberness." In stating your experience, never
allow your fancy to embellish your facts. Of this
there is great dangei^* ^^^ young are sometimes
tempted to tell a good story ; but a deviation from
the trgth — always perilous, and always wrong — may
be peculiarly disastrous here. Experience overstated,
may egregiously mislead the ^unwary inquirer after
truth. Never over-color the picture ; it is better to err
on the other side.

So, likewise, in exhibiting your school to fellovi^

* The Essex Couimr Teacherb* Asbocution, in Massachusetts, was
fliBt organized in 1829, and for seventeen years its meetings, of two days
each, have been held semi-annually, and usually veiy fully attended.
Tins association has wrought an untold amount of usefulness, by its
improvement and encouragement of the teachers of that oounty,-"and
at this time it continues to diffuse its wonted blessings. A more intelligent
and devoted body of teachen* cannot be found in the United States, than
tliQse who now compose that association. Long may it continue to iira
diate its glorious light ; and long may its devoted members eqjoy tlie wafi-
msrited confidence of the community in which they labor.

TO HIS PROFESSION. S80

Every-day practice,—" Nothing extraordinary,**— Avoid imitatioii.

teachers, be strictly honest. They come to learn
from your every-day practice, and not from a coun*
terfeit ; and whenever you dress your school in a
showy garb, to win the applause of a fellow-teacher,
you do him a great injustice. You may not please
your friend so much by your ordinary mode, as by
something assumed for the occasion ; but you may
profit him far more ; and in the end, you lose nothing
by pursuing the line of duty.

I well remember, that a somewhat distinguished
teacher once visited my own school, who, on going
away, expressed himself somewhat disappointed, be- -
cause he did not see any thing *^ extraordinary,^* as
he said, in my niode of procedure. The truth was,
nothing extraordinary was attempted. He saw what
I wished to show him, an ordinary day's work ; for
I had before that time imbibed the opinion, that a
man's reputation will be more firmly established, by
sustaining every day a fair mediocrity, than it ever can
be by an attempt to outdo himself on a few special
occasions. As the value of biographical writing is
often very much diminished, because the writer has
endeavored to paint his character too petfect to be
human, — so these visitations will lose their utility,
whenever, by substituting hollow pretension for sober
reality, the teacher endeavors to exhibit such a school
as he does not daily keep.

2. Avoid servile imitation of any model. It is

often remarked, that every man's plan is the best

for him ; and that many besides David can nem

19

290 tbachbr's relation

Adapt rather than adopt another's plaq8.~Avoid eelf-fnifficiencr.

fight in Saul's armor. This is generally true. All
experience, then, should be considered, in connection
with the circumstances under which it was tried,
never forgetting the character and genius of the
person who relates it. What might succeed in his
hand, may fail in yours; particularly, as you will
lack the interest of an original inventor.

The true secret lies in listening to the views of all,
and then in making a judicious combination to meet
your owii character, and your own circumstances
It is often bettei to adjust and adapt the plan of
another, than to adopt it. Servile imitation precludes
thought in the teacher, and reduces him to a mer
machine. The most successful teachers I have ever
known, were those who would listen attentively to
the plans and experience of others, and then strike
out a course for themselves, attempting that, and that
only, which they were confident they could success
fully execute.

3. Avoid undue self sufficiency. Men usually cease
to learn when they think they are wise enough. The
teacher is in danger of falling into this error. Moving
for the most part among children, where his decisions
are seldom questioned, he is very apt to attach undue
importance ta his own opinions. Such a man meets
his fellows with much self-complacency, and is but
poorly prepared to be profited by the views of
others. But the teacher should ne* er cease to be
teachable. There are very few mer too old, or toe
wise to learn something ; and the> are the wisest

TO HIS PROFESSlull. !09l

Babea and sucklings.

if not the oldest, who are willing to welcome a rea]
improvement, even though it should come from com
parative " babes and sucklings,'' out of whose mouths
God has sometimes perfected praise.

292 MISCELLANEOUS SUGGESTIONS.

MisoellAneouB hints.— Things to be avoided.~Prty odioe.

CHAPTER XIV

MISCELLANEOUS SUGGESTIONS.

On looking over the notes which I have at vanoua
times made of my own experience and observation,
during twenty years of practical teaching, I find there
are several thoughts wliich may be of some service to
the young teacher, and which have not been introduced
under any of the general topics of this volume. I have
therefore thought best to introduce a special chapter,
with the above title, where I might lawfully bring
together, without much regard to method, such varied
hints as may convey to some reader a useful lesson.
Some of these hints will refer to faults which should
be carefully avoided, while others will point out some
duties to be performed.

SECTION L— THINGS TO BE AVOIDED.

1. Guard against prejudice on entering a school.
It is not always safe to rely upon first impressions as
to character. At the opening of a school, perhaps fifty
individuals for the first time are brought before the
teacher. Some of them are from humble life, and
perhaps bear upon them the marks of parental neglect

MISCELLANEOUS SUGGESTIONS. 298

Danger of prejudice.— Its iiuiiBtice.~Why ?

Their persons and their clothing may present nothing
to attract and gratify the eye of a stranger. Little
accustomed to society, they exhibit an awkward bash-
fulness, or an impertinent forwardness, in their manner.
Contrasted with these, others appear who have been
the children of indulgence, and who have seen much
more of the world. A more expensive garb attracts
the eye ; a more easy and familiar address, conforming
to the artificial modes of society, is very likely to
win the heart. The teacher is very prone to find his
feelings committed in favor of the latter class, and
against the former. But this is all wrong. A judgment
thus hastily formed is extremely hazardous, — as a few
days' acquaintance will usually show. The child of
blunt or shy demeanor often has the truest heart, — a
heart whose sentiments go out by the shortest course,
— a heart that has never learned the artificial forms of
tlie world, because it has never felt the need of them.
And how unjust to the child is a prejudice founded
on the circumstance of dress ! Must the inability or
neglect of his parent be doubly visited on him ? Is it
not enough that he daily feels the inward mortification
of a contrast with his more favored school-fellows?
Must he be painfully reminded of it by discovering
that his teacher repels him on that account, and be-
stows his kindliest smiles upon those who are 'Uhe
brightest and best clad" ?

And yet such unjust prejudice is common; wrong
and unfeeling as it is, it is too common. A fine
dresSy and a :lean face, and a graceful manner^ T know

I

294 MISCELLANEOUS SUGGESTIONS.

Pupils not to direct their studiea.— This the teacher's proYince.

ore attractive ; but the teacher has to do with the mind
and the heart ; — and he shduld never be deterred by
any thing exterior, from making a diligent and patient
search for good qualities which have their home behind
the surface, — and he should ever possess a smile as
cordial and a tone as parental for the neglected child
of poverty and ignorance, as for the more favored son
of wealth and ease

2. Do not allow ynur pupils to direct their own
studies. Whatever their age may be, they are seldom
'capable of doing this. It is the aim of the young to
get over a long course of study. They are usually
pleased to belong to higher classes before they have
mastered the branches taught in the lower. If children
are suffered to direct their own studies, they usually
make themselves very poor scholars. This is the bane
of many of bur select schools and academies, where
the teacher yields this right in order to secure pupils
and a salary. But no one, not even the parent, is as
competent as the teacher ought to be, to direct in this
matter. He has the best opportunity daily to fathom
the pupil's attainments, and to understand his defi-
ciencies. He may claim the right to direct. In case
the pupil withstands his decision, the teacher should
appeal to the parent, and endeavor there to sustain his
point, a thing generally within his power, if indeed he is
right. If the parent too is obstinate, and firmly insists .
upon the wrong course, the teacher may perhaps sub
mit, though he cannot submit without the consciousness
thai his province has been invaded.

MISCELLANEOUS SUGGESTIONS. 295

A mistake.— An egregious evil in all schools.— Illustrated.

^■■■■■'^■^^■" ■' ' ' -^""^^ ■ * -^1^^^^™^—! II ■■■■III ■ ■ ■ ■■■ ■ I ■■■■ ^P^B^^^^^B^BMMM^H^^HI^B^i^l^M^HW

It is too frequently the case that the teacher at the
first yields all this ground voluntarily, by asking the
children what they wish to study. When he has once
made them a party in this question, h^ need not wonder
if they claim to be heard. This he should not do.
He should first be sure that he is qualified to direct
aright, and then, as a matter of course, proceed to do
it, just as the physician would prescribe for the physical
malady of such a child. The latter is not more the
rightful duty of the physician, than the former is of the
school teacher. Neither has the power to enforce his
prescription against the parents' consent, — ^but that
consent may be taken for granted by both, till informed
that it is withheld.

I may here remark that in all my intercourse with
the young, whether in the common or the higher school,
I have found no greater evil than that of proceeding
to the more diificult branches before the elementary
studies have been mastered. It is no uncommon thing
to find those who have " attended" to the higher mathe-
niatics — algebra, geometry, and the like — ^whose reading
and writing are wretched in the extreme, and whose
spelling is absolutely intolerable ! They have been
pursuing quadratics, but are unable to explain why
they " carry one for every ten ;" they have wandered
among the stars in search of other worlds, by the
science of astronomy, without knowing the most sim-
ple points in the geography of our own ; they have
studied logarithms and infinite series, but cannot be
safely trusted to add a column of figures, or to com-

296 MISCELLANEOUS SUGGESTIONS.

The teacher— the remedy.— Do not attempt too mauy thingi.

pute ihe simple interest upon a common note ! In
short, they have studied evei'y things except what is
most useful to be known in practical life, and have
really learned — nothing !

Now if this evil — grievous and extensive as it is at
present — is destined ever to be abated, it is to be
accomplished by the instrumentality of the teacher,
acting, in his appropriate sphere, in the capacity of a
director as to the course of study for the young. He
must not be a man who can merely teacK but one who
understands the high import of a true education, and
knows how to prescribe the order of its progress ; one,
in short, who will never attempt to erect a showy
superstructure upon an insufficient foundation.

3. Do not attempt to teach too many things. There
is a tendency at present to introduce too many things
into all our schools. Nothing is more common than to
hear our public lecturers declare, as they become a
little enthusiastic in any given department, that " this
branch should at once be made a study in our common
schools.'' This is heard of almost the whole round
of the natural sciences. But it seems to me to be
dictated by over-wrought enthusiasm. Every thing
cannot be well taught in our schools ; nor should too
much be attempted. It is the province of our schools
—particularly our common schools — to afford thorough
instruction in a few things^ and to awaken a desirt
for more extended attainment. The instruction given
should, as far as possible, be complete in itself, — whil#
it should afford the means of making further advance

MISCELLANEOUS SUGGESTIONS. 297

Make no ambiguous mark upon mind.—" Mind your buanesB."— Excuses.

ment; but that instruction *which being merely super-
ficial, neither itself informs the mind nor imparts the
desire and the means of future self-improrement, is
worse than useless ; it is positively injurious. A few
branches thoroughly po^^e^^cd are worth more than a
thousand merely glanced at, — and the idea of changing
our common schools to universities, where our children,
before they pass from the years of their babyhood, are
to grasp the whole range of the sciences, is one of the
most preposterous that has grown up even in this age
of follies. The teacher, then, should not undertake too
much ; he should be sure that he can accomplish what
he undertakes. The mark he makes upon the young
should be no uncertain sign.

4. Never attend to extraneous business in school
hours. This is a common fault. Many teachers neg-
lect their duties in school to write letters, or transact
such other business as should be done at home. This
is always wrong. , There is no time for it in any school ;
for a diligent teacher can always find full employment
even with a small number. Besides, he has engaged
to devote himself to the school ; and any departure from
this is a violation of his contract. The children will so
view it, and thus lose much of their respect for the
teacher. Moreover, if they see him neglect his business
for some other, they will be very likely to neglect theirs,
and thus disorder will be introduced. I hold that the
teacher is bound to devote every moment of school hours
to act've labor for the school,

6. Avoid making excuses to visitors for the defects

298 MISCELLANEOUS SUGGESTIONS.

Dr. Franklin's remari[.~An illustration.

of your school. Franklin, I think, said that '' a man
who is good for making excuses is good for nothing
else." I have often thought of this as I have visited
the schools of persons given to this failing. It is
sometimes quite amusing to hear such a teacher keep
up a sort of running apology for the various pupils.
A. class is called to read. The teacher remarks, " This
class have but just commenced reading in this book."
Stephen finishes the first paragraph, and the teacher
adds, " Stephen has not attended school very regularly
lately." William reads the second. " This boy," says
the teacher, " was very backward when I came here —
he has but just joined this class." Charles executes the
third. " That boy has an impediment in his speech."
Reuben follows. '' It is almost impossible to make a
good reader of Reuben ; he never seems to pay the
least attention. I have bestowed unwearied pains
upon him." Mary takes her turn. " This girl has lost
her book, and her father refuses to buy her another."
Mary here blushes to the eyes,-^for though she could
bear his reproof, she still has some sense of family
pride; she bursts into tears, while Martha reads the
next paragraph. "I have tried all along," says the
teacher, " to make this girl raise her voice, but still she
will almost stifle her words." Martha looks dejected,
and the next in order makes an attempt.

Now the teacher in all this has no malicious design
to wound the feelings of every child in the class,—
and yet he as effectually accomplishes that result
as if he had premeditated it. Every scholar is inter-

MISCELLANEOUS SUGGESTIONS. 299

Pity excited.—** When tcame Aerc."— Meanneas.—** How old are youP*

ested to read as well as possible in the presence of
strangers ; every one makes the effort to do so ; yet
every one is practically pronounced to have failed.
The visitors pity the poor pupils for the pain they are
made thus needlessly to suflfer, and they pity also the
weakness of the poor teacher, whose love of approba-
tion has so blinded his own perception that he is regard-
less of the feelings of others, and thinks of nothing but
his own.

This over-anxiety for the good opinion of others
shows itself in a still less amiable light, when the
teacher frequently makes unfavorable allusions to his
predecessor, " When / came here,^^ says the teacher
significantly, " I found them all poor readers." Or, if
a little disorder occurs in school, he takes care to
add, " I found the school in perfect confusion,"— or,
" the former teacher, as near as I can learn, used to
allow the children to talk and play as much as they
pleased." Now, whatever view we take of such a
course, it is impossible to pronounce it any thing better
than despicable meanness. For if the charge is true, it
is by no means magnanimous to publish the faults of
another ; and if it is untrue in whole or in part, as most
likely it is, none but a contemptible person would mag*
nify another's failings to mitigate his own.

There is still another way in which this love of per-
sonal applause exhibits itself. I have seen teachers
call upon their brightest scholars to recite, and then
ask them to tell their age, in order to remind the
visitor that they were very yoimg to do so well ; and

800 MISCELLANEOUS 8UGOES1 0N8

Such aits recoil.— OompBrifloos are odious.— TeudemesB to a dull chikL

then insinuate that their older pupils could of course
dp much better.

All these arts, however, recoil upon the teacher who
uses them. A visitor of any discernment sees through
them at once, and immediately suspects the teacher of
conscious incompetency or wilful deception. The
pupils lose their respect for a man whom they all per
ceive to be acting a dishonorable part. I repeat, then^
never attempt to cover the defects of your schools by
nuiking ridiculous excuses,

6. Never compare one child with another. It is a
poor way of stimulating a dull pupil to compare him
with a better scholar. It is the direct way to engender
hatred in the mind of the one, and the most consum-
mate self-complacency in the other.*' Not one child in
a thousand can be publicly held up to the school as a
pattern of excellence, without becoming excessively
vain ; at the same time, all the other scholars will be
more or less excited to envy. Such a course is always
unsafe ; almost always injurious.

7. Avoid wounding the sensibilities of a dull child.
There will always be those in every school who are
slow to comprehend. After their classmates have
grasped an idea during the teacher's explanation, they
still have the vacant stare, the unintelligent expression.
This may be so after a second or a third explanation.
The teacher is now strongly templed to indulge in
expressions of impatience, if not of opprobrium. This
temptation he should resist. Such cliildren are to be
pitied for tlieir dullness, but never to be censured for

MI8CELLANEOT7S SUGGESTIONS. 301

Never get out of temper with parents.— Why t— An incidentT

it. It is an unfeeling thing to sting the soul that is
already benighted. He should cheer and encourage
such a slow mind to greater effort, by the sunshine of
kind looks, and the warm breath of sympathy, rather
tlian freeze up the feeble current of vivacity which
yet remains there by a forbidding frown or a blast of
reproach. A dull child is almost always affectionate ;
and it is through the medium of kindness and patience
that such a one is most effectually stimulated.

8. Never lose your patience when parents unreason
ably interfere with your plans. It must be expected
that some of the parents will wish to dictate to the
teacher what course he shall pursue, at least in rela-
tion to their own children. This will sometimes bring
them to the schoolroom, perhaps in a tone of compla'int,
to set the teacher right. Whenever a parent thus steps
beyond the bciunds of propriety, the teacher should
never lose his self-possession. He should always speak
the language of courtesy, in frankness, but in firmness.
He should reason with the parent, and if possible con
vince him, — but he should never insult or abuse him
It may be well to propose to see him at his own house,
in order to talk over the matter more at his leisure. I
recollect once a parent sent a hasty refusal to purchase
a necessary book for his son, — a refusal clothed in no
very respectful language. I gave the lad a courteous
note directed to his father, in which I intimated my
desire to have an interview with him at his house at
such time as he might appoint. In half an hour the
boy came bounding back witli the desired book, inform-

302 MISCELLANEOUS SUGGESTIONS.

The study of the Bible.~Rk.e no hobbies in teaching.

ing me that his father said, '^ he guessed he might as
well get the book, and done with it." My intercourse
with that parent was ever afterwards of liie most
pleasant kind. A supercilious parent can never gain
an advantage over a teacher, unless he can first provoke
him to impatience or anger. As long as the teacher is
perfectly self-possessed he is impregnable.

9. Never make the study of the Bible a punishment.
I have known a teacher to assign sundry passages of
the Bible, condemnatory of a particular sin, to be
committed to memory as a punishment. I have also
known the idle scholar to be detained after school to
study passages of scripture, because he had failed to
learn his other lessons in due time. I believe this
to be bad policy, as well as doubtful religion. The
lessons that a child thus learns, are always connected
in his mind with unpleasant associations. His heart
is not made better by truths thus learned. The Bible
indeed should be studied by the young, but they should
be .attracted to it by the spirit of love, rather than
driven to it by the spirit of vindictiveness. They who
suppose that children can be made to love the Bible by
being thus driven to the study of it, have sadly mis-
taken the human heart.

1 0. Ride no " hobbies^^ in teaching. Almost every
man, in whatever vocation, has some hobbt/, some '^ one
idea,^\ which he pushes forward on all occasions, no
matter what may be the consequences. It is not
strange that it is often thus with the teacher. If the
teacher has any independence of mind, any originality,

MISCELLANEOUS SUGGESTIONS. 303

A discovery becomes a hobby.— On\. instructioii.

he will at some period in his life naturally incline to
try some experiments in teaching. Partly on account
of the novelty of the plan, and partly on account of the
teacher's interest in the success of his own measure, he
finds it works well in the class where it was first tried ;
and he rejoices that he has made a discovery. Teach-
ing now possesses a new interest for him, and he very
likely becomes enthusiastic. He applies his new
measure to other classes, and loudly recommends it to
other teachers. For a time it succeeds, and it becomes
his hobby. Whenever a stranger visits his school, he
shows off his new measure. Whenever he attends a
teachers' meeting, he describes it, and perhaps presents
a class of his pupils to verify its excellency. He
abandons his old and long-tried plans, and persists in
the new one. By and by the novelty has worn away
and his pupils become dull under its operation, and
reason suggests that a return to the former methods
would be advisable. Still, because it is. his invention^
he persists. Others try the experiment. Some suc-
ceed ; some fail. Some of them by a public speech
commit themselves to ii, and then persist in it to pre-
serve their consistency. In this way a great many
objectionable modes of teaching have gained cur-
rency and still hold their sway in many cf our
schools.

Among these I might mention concert recitation,
and oral instruction when made a substitute for study.
Of the origin and tendency of the former I have spoken
more at length in the chapter on " Conducting Recjta-

304 MISCELLANEOUS SUGGESTIONS.

Origin of tlie o ral mgnta.--Baby-talk !— Great learning 1

tions." Of the latter a word or two maybe said in
this place.

It was found years ago, in the earlier attempts to
teach the blind, that they made very rapid strides in
acquiring knowledge through the sole medium of oral
instruction. As might have been foreseen, they became
intensely interested in hearing about things which had
surrounded them all their days, but which they had
never seen. Shut in as they were from the privilege
of sight, there was nothing to distract their attention
from whatever was communicated to them through the
sense of hearing; and as they had been blind from
their birth, this discipline of attention had been going
on from infancy. Under these circumstances their
progress in knowledge by mere oral teaching was
astonishing. This was all well. But soon some one
conceived the idea of substituting oral instruction for
study among seeing children. Immediately there was
an oral mania. Infant schools grew up in every vil-
lage, — infant school manuals were prepared, filled with
scientific baby-talk, for the use of the worthy dames
who were to drive the hobby, and the nineteenth cen-
tury bade fair to do more towards lighting up the fire^
of science than all time before had accomplished ! It
was truly wonderful for a time to listen to the learned
volubility of these same infant schools. The wonders
of astronomy, chemistry, botany, and zoology with the
terms of Cuvier's classification, and a thousand othei
things, were all detailed with astonishing familiarity by
pupils under five years of age ! Some eminent teach

MISCELLANEOUS SUGOESTIONS. 805

Eiteoded to higher clasBes.— A royal road !~£yes are uselesB orha !

ers sagely took the hint, and adopted the oral system
\vith their older classes. The sciences were taught by
lectures. The pupils of this happy day had nothing to
do but to sit and receive. To be sure sometimes they
would become inattentive, and it would be discovered
by their teachers that they did not retain quite all that
was told to them. This, however, was no fault of the
system, it was urged ; the system was well enough,
but unfortunately the pupils had eyes, and their atten-
tion was frequently diverted by the unlucky use of
these worthless organs. A royal road, sure enough,
was found to the temple of science, too long beyond
mortal reach by reason of the rugged footpath over
which the student was compelled to climb. Happy,
glorious day ! No more must toil and thought be the
price of success ! No more must the midnight oil bo
consumed, and the brain be puzzled, in search of the
wisdom of ages ! No more must the eyes be pained—
(they are hereafter to be considered encumbrances) — in
searching the classic page ; the ear is to be tlie easT
inlet to the soul [ * • •

Such was the hobby of 1829 to 1831 in our own
country. During sixteen years past, those babes of
the infant schools have grown into '^ young men and
maidens," in no way distinguished, after all, unless they
have since achieved distinction by actual study. The
pupils of those higher schools have obtained whatever
they now value in their education, mainly by the Jiae of

20

806 MISCELLANEOUS SU6OEST10NS.

God wiser than men.*-Other hobbie0.—Patent methods.

ai^— — ^— ■■■■■■■■» ■ II ■■ ^■^■^^^p^i^— ^^'^m^^m^m.^^i^^m^mm

their eyes, notwithstanding at one time their worthy
guides would have almost deemed it a blessing to have
had their eyes put out. It has been found that God
was indeed wise in the beslowment of sight, — and
some at least have acknowledged that a method that is
well suited to the instruction of those who are blind,
because it is the only possible one for them, may not
be the best for those' who can see. At the present
time the sentiment begins to prevail, that oral instruction
can never supply the place of study ; that the lecturing
or "pouring-in process," cannot long secure the atten-
tion; that the mind by merely receivingy gains no
vigor of its own ; and that scholars must be made, if
made at all, mainly by their own exertions in the use
of books.

It would be easy to mention other examples ot
Jiobbies which have been ridden by teachers very much
to the injury of their schools. Those already given
may, however, suffice for the purpose of illustration.
Let it be remembered, then, that no one method of
instruction comprises all the excellencies and avoids
all the defects of good teaching ; and that he is the
wisest teacher who introduces a judicious variety into
his modes of instruction, profiting by the suggestions
of others, but relying mainly upon his own careful
observation, eschewing all "patent methods," and
never losing his common sense.

Under the head of hobbies, I may add one other
remark. Many teachers have some favorite branch of
itudy^ in which, because they excel, they take special

MISCELLANEOUS SUGGESTIONS. 307

Higher branches.— ITiings to be done. — The Bcholan' friend.

delight. One mj^n is a good mathematician, another
an expert accountant, a third a skillful grammarian.
Now the danger is, that the favorite branch of study
may become the hobby ^ — and that the other branches
will be neglected. This is indeed not unfrequently
die case.

Again, some teachers are more interested in the
higher branches generally, because they were the last
pursued in their college course, or for some other
reason. They therefore neglect the lower studies, to
the great detriment of the youth under their charge.
Against all such partial views the teacher should take
great pains to guard himself. He may fall uncon-
sciously and almost imperceptibly into some of these
errors. Let me add the caution, then, — never allow
your partiality for one study ^ or a class of studies, to
divert your attention from all those other branches
which are necessary to constitute a g-^od education.

SECTION II.— TfflNGS TO BE PERFORMED.

I. Convince your scholars by your conduct that you
are their friend. It is all-important that you should
gain complete ascendency over the minds of your
pupils. In no way is this point so successfully gained
as by leading them to feel that you are their true
friend. When they feel this, all their sentiments of
generosity, gratitude, and love, conspire to lead them
to render cheerful obedience to your wishes. Govern-
ment then becomes easy; instruction is no longei

808 MISCELLANEOUS SUGGESTIONS.

Delightful task.— Love for scholaxs,— for teaching,— to be felU

irksome ; and you can most cordially respond to the
poet, m that beautiful sentiment too seldom fully
realized : —

'* Delightful task I to rear the tender thought.
And teach the young idea how to shoot.
To pour the fresh instruction o*er the mind,
To breathe the enlivening spirit, and to fix
The generous purpose in the glowing breast"

But effectually to convince them that you are thus
their friend, is not the work of a moment. Words
alone can never do it. You may make professions of
interest in them, but it is all to no purpose. Your
actions, your looks, your whole spirit must show it.
In order thus to exhibit it, you must feel a deep, an
all-pervading interest in the welfare of every child.
You must love your profession, and you must love —
sincerely love — ^those whom you are called to leach.
If you do not love the work of teaching, and cannot
bring yourself to love the children of your charge,
you may not expect success. It was long ago de
clared that

" Love only is the loan for love,"—

and this is specially true with the love of children
Their souls spontaneously go out after those who love
them. Strive, then, to gain this point with them, not
by empty pretensions, always quickly read and as
quickly despised by the young; but by that full, frank,
cordial expression of kindness in your manner towards
ihem, which, being based upon deep principle in youf«

MISCELLANEOUS SUGGESTIONS; 809

Cim of rehool-house.— Resist the beginningB.— Care of books, desks, dee.

self, is sure at once to win their affection, and their ready
compliance with all your reasonable requisitions.

II. Take special care that the schooUhouse and its
appendages are kept in good order. This is a part of
every teacher's duty. He should have an eye that is
constantly on the alert to perceive the smallest be-
ginnings of injury to any part of the premises. It is
often painful to see a new schoolhouse, that has with^
much care and expense, been put in perfect order, very
soon cut and otherwise disfigured by* the pupils, — the
glass broken, the ceiling soiled, the desks and floors
stained with ink, and every thing bearing the marks of
youthful destructiveness. The teacher should be held
accountable for such results, for he can by proper
vigilance prevent them.

Some of his first lessons to his pupils should be
upon the subject of practical neatness, in regard to
every thing that pertains to the school. They should
be impressed with the belief that he holds neatness as
% cardinal virtue. Daily should he watch to discover
the first violation of propriety upon the premises.
This first violation should be promptly met. There is
great wisdom in the adage which enjoins us to " resist
the beginnings^*

So, too, he should exercise an oversight of the books
belonging to *the pupils. Many books are speedily
destroyed by children for the want of a little care of
the teacher, — ^probably more than are worn out by
use. He should also occasionally inspect the desks,
with a view to promote a commendable neatneti

810 MISCELLANEOUS SUGGESTIONS.

Rights of {iroperty.— American destructivenesB.— Whittling.

there. The teacher has an undoubted right to inspect
any part of the premises, — but by a little adroitdess
lie can interest the children in a reform of this kind,
and then they will desire that he should witness their
carefulness.

I may add further, that the children should not
only be taught to respect the school-house and its
appendages, but they should be taught to regard the
sacredness of all property either public or private.
The neighboring* garden or orchard should be held to
be inviolable. The teacher may not have the authority
to compel compliance with his direction or advice
beyond school-hours, but he should endeavor to ex-
ercise a moral influence in the school which will be
more powerful even than compulsion. So in regard
to public buildings, such as churches and court-
houses ; and all public grounds, as parks, commons,
and cemeteries, — the teacher should inculcate not only
the duty to abstain from injuring them, but a com-
mendable desire to see them improved and beautified.
In America, it is remarked by foreigners, there is a
strange tendency to destructiveness. In our public
buildings, the walls are usually disfigured by names
and drawings, and even our cemeteries do not escape
the violence of the knives of visitors, the trees bfeing
cut and marked with names, and the flowers plucked
off and carried away. It is to be hoped that our
teachers will so exercise a reforming influence,' that
the next generation shall exercise a higher principle as
well as a better taste in all these matters^ which, small

MISCELLAIISOUS SUGOifiSTIONs). 811

— — ■<— ^-^ ■ ■ . ■ ■ -^^— — —

American curroucy.— Its excellence.— Post-office law.

as they are, make up no mean part of the manners and
morals of a people.

III. Teach both by precept and by practice^ the use
of the decimal or American currency. It is very much
to be regretted that the people in different sections of
our country still adhere to the use of the old colonial
currency of pounds, shiUings, and pence. It is univer
sally admitted that the decimal system of the United
States is the. most convenient system in the world ; and
yet our people, after having adopted^ and legalized it,
and declared every thing else illegal in accounts, still
treat the system as if it were the worst of all. As the
shilling differs so much in value in the different States,
it is a source of constant perplexity to the traveler, to
understand in different localities the real value of the
sums he hears named. He is obliged to keep up a
constant process of reduction of currencies in his mind,
and after all is liable to be imposed upon.

By the recent post-office law all the rates of postage
are graduated on the decimal scale. This is a very fa-
vorable step towards, uniformity. Our teachers should
inculcate the adoption of the same system in all
matters of business. They should teach the children
the evils of the prevalent diversity, and endeavor to form
the habit in them of thinking as well as talking in dol
lars and cents. To this end all the examples in arith
metic should be made in our own currency ; all prac
tical questions proposed by the teacher should conforrft
to it,— and the teacher, in conversing with his pupils at
well as with all others, should not only use the decim^

812 MISCELLANEOKS SUGGESTIONS.

An error and prejudice.-- One country ,—<wi« currency.

system himself, but insist that they shall use the same
in reply to him.

I know it is often urged, and especially in the State
of New York, that it is easier to reckon in shillings and
pence than in dollars and cents. But this, so far as it
is true, is because all the prices are graduated by the
old currency. Let the prices be graduated by the
decimal ratio, and the advantage is decidedly in its fa-
vor. Who has ever had the slightest trouble to calcu*
late the amount of his postage dues by the new system ?

We have one country, — a fpreat country ^ — a country
characterized by the free interchange ^ " ]-Toducts, and
by a constant intercourse of its inhabitants ; we speak
mostly one language, and are proud to feel that we are
one great people ; — then why not have on^y and only
ONE currency, equally understood by all, as the law of
the land contemplates ?

This subject is worthy of the regard of all teachers
throughout the land,— rstnd I earnestly call upon them,
in all places and at all times, to exert whatever influ-
ence ihey can, to bring about a result so desirable.
This can be done ; it will be doiie ; and the sooner is
is done the better.

IV When scholars do wrongs it is sometimes best to
withhold immediate reproofs but to describe a similar
case in general instruction. This is one of the most
effectual modes of curing the evil in the wrong-doei
himself. It, moreover, gives the teacher a valuable
text for a lesson on morals before the whole school.
Care should generally be taken not to lead the school

MISCELLANEOUS SUGGESltONS. 313

General reformation. — Illustration. — A con/esBion.

to suspect the individual in your mind, while at the
same time the parable should so fit the case as to pre-
clude the necessity of saying to the offender, as Nathan
did to Dayid : *^ Thou art the man."

A case will illustrate this. I recollect once to have
found, among a large number of compositions presented
by a class, one that I knew to have been copied. No
notice was taken of it at the time ; but some days after-
wards a c(ise was described to the class, resembling the
one that had actually occurred. After exciting consid-
erable interest in the case, they were told that such a
thing had happened among their own number ; that I
did not choose to expose the individual ; but, if any of
them thought it would be honorable for them to confess
such an offense to me in case they had committed it,
they might seek a private opportunity to do so. In less
than twenty-four hours no less than four made such a
confession, detailing freely the extent and the circum-
stances of their offending. In this way four were re
formed, where by direct reproof only one could have
been reached. It was a frank, not a forced confession ;
and I was thus easily made to know the extent of this
sin in the school. By this simple expedient, I have
reason to believe, plagiarism was effectually eradicated
for that term at least, in the whole class, and that too
without the loss of any pupil's good will.

It is generally wiser to endeavor to reach the evil in
its whole extent, than to expend one's strength upon a
single instance of wrong doing. The conscience of
the whole school may sometimes be profitably aroused.

814 MISCELLANEOUS SUGGESTIONS.

Accuracy.— Certain knowledge.— Prof. CHnisted

while the particular individual is quite as effectively
corrected as he would be by a direct reproof.

V. Be accurate. This is necessary in order to
secure the respect of your pupils. What the teacher
professes to know he should be sure of. Approxima-
tions to the truth are not enough to satisfy the young
mind. Whenever a teacher makes a blunder by stating
what is not true in regard to any fact or principle in
science, any event in history, or any item of statistics
he lowers himself very much in the estimation of all
those who are capable of detecting his error. If he
does not know, he may frankly say so, and incur no just
censure, provided the point be one about which he has
not had the opportunity to gain the requisite informa-
tion. But when he attempts to speak with the authori-
ty of a teacher, he " should know that whereof he af-
firms." " The character of the teacher," says Profes-
sor Olmsted, " is sullied by frequent mistakes, like
that of a book-keeper or banker. It is surprising to
see how soon even the youngest learner will lose his
confidence and respect for his teacher, when he has do
tected in him occasional mistakes. At every such dis
covery he rises in his own estimation, and the teacher
proportionally sinks. The very character of the pupil
is injured by such an incident. He rapidly (oses the
docility and modesty so essential to the scholar, and be
comes uplifted with pride and self-importance." The
superciliousness thus induced becomes a sore vexation
to the teacher. He finds that his pupils are watching
for his halting, — and he frequently fails, from this veiy

MISCELLilNEOUS SUOGESTIONS. 31 5

Pitiable case.— A pleasant face.— A description.

circumstance, to do as^ well as he might. I know of
no more pitiable condition on earth than that of a
teacher, who is attempting to teach what he does not
fully understand, while he is conscious that his pupils
doubt his ability, from a frequent detection of his
mistakes.

VI. Cultivate a pleasant countenance. Frowns and
scowls always sit with ill grace upon the teacher's brow.
I know that the trials and perplexities incident to his
daily life are eminently fitted " to chafe his mood" and
to provoke his impatience. I know, too, that protracted
confinement from the pure air and the bright sunlight, will
almost necessarily render the nervous system morbidly
sensitive, and the temper of course extremely irritable.
The outward exponent of all this is a dejected, and per-
haps an angry countenance. The eyebrows are drawn
up so that the forehead is deeply and prematurely fur-
rowed, while the angles of the mouth are suffered to
drop downward as if in token of utter despair. By
and by the roguishness of some unlucky urchin, distuibs
the current of his thoughts, — and suddenly the brow is
firmly knitted with transverse channels, the nostrils are
distended, the jaws are firmly closed, the lips are com-
pressed, the cheeks are flushed, and the eyes almost
emit sparks from the pent-up fire within him. Fcr the
next half-hour he frowns on all about him. The chil
dren at first are awed by such a threatening aspect,—
but soon they become accustomed to it, and the terrible
very naturally gives place to the ridiculous.

No man has a moral right to render those uncomfort-

816 MISCELLANEOUS SUGGESTIONS.

Wrong to frown.— ^Sympathy between the heart and the countenance.

ft

able who surround him, by habit jally covering his face
with the looks of discontent and moroseness. It is pe-
culiarly wrong for the teacher to do it. It is for him to
present an example of self-government under all cir-
cumstances, so that he can consistently enforce the
duty of self-control upon the young. It is for him to
show himself a man of principle, of benevolence, of
cheerful devotion to his duty, however full of trials that
duty may be ; and in no way can he do this more ef-
fectually than by an amiable and engaging countenance.
A peevish, frowning teacher is very likely to produce
petulance and suUenness in his pupils ; while a cordial
smile, like the genial beam of the spring-day sun, nc t
only sheds a welcome light on all around, but it imparN
a blessed heat, which penetrates the frigidity of the
heart, dissipates the cheerless mists that hover there,
and warms the generous affections into life and
beauty.

We are so constituted that the inward and the out-
ward sympathize with each other. Solomon says, " a
merry heart maketh a cheerful countenance," — and 1
may venture to add, and with almost as much truth, a
cheerful countenance maketh a merry heart. An
honest attempt to bless others with the sight of a
countenance that is expressive of content and patience,
is an act so praiseworthy in itself, that it will never go
unrewarded. The gratifying response which such a
countenance is sure to call forth from others, brings
with it a nch revenue of inward enjoyment He,
therefore, who habitually bears about with him a sad

MISCELLANEOUS SUGGESTIONS. 817

A qneetion.— Yes.— Carlyle.— Means recommended.

Of an angry countenance, while he constantly impairs
the happiness of others, lacks at the same time an im
portant instrumentality for securing his own.

But the question will arise, — can a man gain such
ascendency oTer himself as to control the expression of
his countenance ? I answer, without hesitation, yes.
" Whatever ought to be done, can be done.*' It is not
perfectly easy to do it, especially for the teacher.
Still, self-control — full, complete self-control — is his
appropriate duty as well as privilege. He-^must, as
Carlyle quaintly enjoins, " learn to devour the chagrins
of his lot." He must calculate beforehand that every
day will bring its cares and its trials ; but he should
daily resolve that they shall never take him by sur-
prise, nor betray him into sudden impatience. Each
morning as he walks to the scene of his labors, he
should fortify himself against sudden anger or habitual
moroseness on this wise : '' No doubt this day some
untoward occurrence will transpire, calculated to try
my patience and to provoke me to fretful words and
angry looks. All my past experience leads me to
expect this. But this day I will try to resist the temp-
tation to this weakness. I will try to be self-possessed.
If any child is vicious, or fretful, or dull, or even
impudent, I will endeavor to show that I can com-
mand myself. If I feel some angry passion enkin-
dling witliin me, I will stop and think, and I will
endeavor to smile before I speak. If I can to-day
gain the victory over impatience, and can maintain an
ever, and cheerful temper, and 'exj xess it constantly in

\^

S18 MISCELLANEOUS SUGGESTIONS.

ril try.— A victory .—Art of illustrating,— illustrated.

my countenance, it will be easier to do it to-morrow
At ah fiventSf Fll try?^

Taking hold thus in earnest, any man may soon be
his own master. He can gain the victory. If he can
do it, he ought to do it. Hence Lurge it as a duty
Nor is it merely a duty. It is a high privilege. A
complete victory for a single day will bring its own
reward. A man who feels that he has risen above
his temptation, can return to his rest with a light and
happy heart. Sleep to him will be sweet, and he will
arise on the morrow with renewed strength for the
fresh conflict, — and in the moral as well as in the
literal warfare, every contest which ends in victory,
gives additional strength to the victor, while it weakens
and disheartens his enemy.

VII. Study to acquire the art of aptly illustrating
a difficult subject. Some teachers content themselves
with answering in the precise language of the book
whenever a question for information is propounded.
This however is by no means sufficient, even when
the language of the book is strictly accurate ; much
less, when the language is so vague as to convey nc
definite idea to the mind, either of the learner or the
teacher. On the other hand, a man who is apt to
teach, will devise some ingenious method of enlighten-
ing the mind of his pupil, so that he shall lay hold of
the idea as with a manly grasp, and make it his own
forever.

This poin will, perhaps, be best illustrated by an
example. A young man was employed to take charge

MISCELLANEOUS SUGGESTIONS. 819

Lesson in philosophy .—Media.~A puzzle.

of a school for a few days during a temporary illness
of the regular instructor. He was a good scholar, as
the world would say, and was really desirous to
• answer the expectation of his employers. After the
regular teacher had so far recovered his health as to
be able to leave his rpom, he walked one pleasant day
to the school, to see what success attended the labors
of the new incumbent. A class was reciting in
natural philosophy. The subject under consideration
was — the obstacles which impede the motion of ma-
chinery. The attraction of gravity, as one of these,
was pretty easily disposed of ; for the class had before
been instructed on that point. Friction came next
Here, too, the pupils, having had some practical ex
perience of their own, in dragging their sleds, in
skating, or perhaps in turning a grindstone, found no
great difficulty. The book spoke a language suffi-
ciently clear to be understood. Next came the " re-
sistance of the various media," to use the language of
the text-book. " Yes," said the teacher^ as one of the
pupils gravely quoted this language, "that has no
inconsiderable effect."

"The ^resistance of the various medidA^ ^^ — ^repeated
one of the boys inquiringly, " I do not know as I
understand what media means."

" A medium is that in which a body moves," was
the ready reply which the teacher read from the book.

Pupil. " A medium .?"

Teacher. Yes ; we say medium when we mean but
one, and media when we mean mere than one.

820 MISCJELLANEOUS SUOGESTIOITS.

— • - -

Further doubts.— An interposition.

Pupil. "When we mean but one V

Teacher, " Yes : medium is singular — media is
plural "

After this discussion, which began in philosophy bat
ended in grammar, the teacher was about to proceed
with the next question of the book. But the scholar
was not yet satisfied, and he ventured to press his
inquiries a little further.

Pupil. Is this room a medium ?

Teacher. " This room ?"

Pupil. Yes sir ; you said that a medium was " that
in which anybody moves," and we all move in this room.

Teacher. Yes, but medium does not mean a room ;
It is the substance in which a body moves.

Here the lad looked perplexed and unsatisfied. He
had no clear idea of the meaning of this new term.
The teacher looked at his watch, and then glanced at
the remaining pages of the lesson and seemed im-
patient to proceed, — so the pupil forbore to inquire
further.

The regular teacher, who had listened to the discus-
sion with no ordinary interest, both because he admired
the inquisitiveness of the boy, and because he was
curious to discover how far the new incumbent pos
sessed the power of illustration, here interposed.

"John,'* — taking his watch in his hand — "would*
this watch continue to go, if I should drop it into a
pail of water ?"

" I should think it would not long,*' said John, after
a little reflection.

MISCELLANEOUS SCTGGESTIONS. 321

A smile.— Light breaks in.~*The class proceed.

'*Why not?' said his teacher, as he opened his
watch.

'* Because the water would get round the wheels and
stop it, I should think," said John.

" How would it be if I should drop it into a quart
of molasses ?"

The boys laughed.

" Or into a barrel of tar V*

The boys still smiled.

"Suppose I should force it, while open, mto a
quantity of lard."

Here the boys laughed heartily, while John said,
** the watch would not go in any of these articles."

*^ Articles 7*^ said his teacher, "why not ^hymediaV^

John's eye glistened as he caught the idea. " Oh,
I understand it now."

His teacher then said, that many machines worked
in air, — then the air was the medium. A fish swims
in water, — water is his medium. A fish could hardly
swim in molasses or tar. " Now," inquired he, "why
not?"

" Because of the resistance of the medium," said
John, with a look of satisfaction.

" Now why will the watch go in air and not* in
water V

"Because the water is more dense," said John
promptly.

" Then upon what does the resistance of a medium

depend ?"

Elere the new teacher interposed, and said that was

21

822 MISCELLANEOUS 8U06E8TI0KS.

The diffeceuoe.~-8ludy ezpedientii.— A moral imprenon.

the next question in the book, and he was just going to
ask it himself. The regular teacher put his watch
into his pocket and became a spectator again, and the
lesson proceeded with unwonted vivacity. The dif-
ference between these two teachers mainly consisted
in the fact, that one had the ingenuity to devise an
expedient to meet a difficulty whenever occasion re-
quired, — ^the other had not.

Now in order to teach well, a man should diligently

seek for expedients. He should endeavor to foresee
the very points where the learner will stumble, and pro
vide himself with the means of rendering timely aid.
If an object cannot be described in words, let it be
compared with what it resembles, or with what it con-
trasts. If it be an object of sense, and words and com-
parisons fail to describe it, — in the absence of apparatus
to represent it, let the teacher spring to the black board
and execute a hasty drawing of it. In this way the
construction or the working of a machine, the form of
a bone or the action of a joint, the shape of a town oi
the plan of a building, — in short, almost every subject
that involves the relation of form, size, proportion,
quantity, or number, will admit >f visible illustration.
He is the successful teacher who is able at the moment
to seize upon the best expedient, and render it subser-
vient to his purpose.

VIII. Take advantage of unusual occurrences to make
a moral or religious impression. In a former chapter
1 have urged it as a part of the teacher's work, to cul-
tivate and strengthen both the moral sentiments and the

MISCELLANEOUS SUGGESTIONS. 823

I

Set leflsons not UBeful.— The fit occasion.— Example I. !

religious feelings of the members of his school. This
is not most e£fectually done by a formal mode of speak*
ing to them on these subjects. If a particular hour is
set apart for formal lectures on their duty to their fel-
low-men and their obligations to God, they are very
apt to fortify their sensibilities against the most faithful
appeals, and thus render them powerless. The wise
teacher will watch for the fit opportunity, and, just at
the moment when the heart is prepared by some suita-
ble occurrence, — when by some exhibition of the Crea-
tor's power it is awed into reverence, or softened into
submission ; or by some display of his goodness it is
warmed into gratitude, or animated with delight, — with
a few words, seasonably and " fitly spoken," he fixes
the impression forever. Speaking at the right time,
every ear listens, and every heart feels.

Perhaps many of my readers can revert to some
season in their childhood, endeared to them by a pre-
cious recollection of golden words thus opportunely ut-
tered, — words fraight with truth which in after-life has
had an unspeakable influence in the formation of their
character. One or two examples connected with my
own experience, may be presented, more fully to illus-
trate my meaning ; while at the same time they may
afford, it is hoped, some valuable hints for the encour-
agement and guidance of such young teachers as desire
in this way to make themselves the instruments of last-
ing benefit to the young.

Example I. I can never forget — 'nor would I if I
could — a lesson^ impressed upon my own youthfid

SS4 mSCELLANEOirS SVOOESTIOirS.

A thnnder-stonn.— Alann.— Confosion.

mind, conveying the truth that we are constantly de«
pendent upon our Heavenly Father for protection. In
a plain country school-house, some twenty-five children,
including myself, were assembled with our teacher on
the afternoon of a summer's dav. We had been as
happy and as thoughtless as the sportive lambs that
cropped the clover of the neighboring hill-side. En
grossed with study or play, — for at this distance of
time it is impossible to tell which, — we had not noticed
the low rumbling of the distant thunder, till a sudden
flash of lightning arrested our attention. Immediately
the sun was vailed by tlie cloud, and a corresponding
gloom settled upon every face within. The elder girls,
with the characteristic thoughtfulness of woman, hastily
inquired whetBer they should not make the attempt to
lead their younger brothers and sisters to the paternal
roof before the bursting of the storm. For a moment
our little community was thrown into utter confusion
The teacher stepped hastily to the door to survey more
perfectly the aspect of the western heavens. Imme«
diately returning, he signified to the children that there
would not be lime for them to reach their homes before
the tempest would be upon them. Oppressed with
dread, — ^for it is no uncommon thing for children in
the country to be terrified by lightning, — some of the
youngest of us clung to our older brothers or sisters,
"ivhile others, being the sole representatives of their
family in the school, for the first time felt their uttei
loneliness in the midst of strangers, and gave utteranco
io their feelings in audible sighs or unequivocal sobs.

MISCELLANEOUS SUOGESTIOKS 9SS

Toacher's 8elf-poaBe8moii.~A fearful tempest.— >AwfiiI pause.

The teacher, meanwhile, with an exemplary calm
ness and self-possession, closed the windows and the
doors, and then seated himself quite near the younger
pupils, to await the result. The thick darkness gath-
ered about us, as if to make the glare of the lightning,
by contrast, more startling to our vision; while the
loud thunder almost instantly followed, as it were the
voice of God. The wind howled through the branches
of a venerable tree near by, bending its sturdy trunk,
and threatening to break asunder the cords which
bound it to its mother earth. An angry gust assailed
the humble building where we were sheltered ; it
roared down the capacious chimney, violently closed
a shutter that lacked a fastening, breaking the glass
by its concussion, and almost forced in the frail
window-sashes on the westerly side of the room.
Quicker and more wild the lightnings glared — ^flash af-
ter flash — ^as if the heavens were on fire ; louder and
nearer the thunder broke above our heads, while the
inmates of the room, save the teacher, were pale with
terror.

At this moment there was a sudden cessation of the
war of elements, — ^a hush — almost a prophetic pause !
It was that brief interval which precedes the falling
torrent. A dread stillness reigned within the room.
Every heart beat hurriedly, and every countenance tok)
the consternation that was reigning within. It was an
awful moment !

With a calm voice, breathing a subdued and confi
ding spirit, the teacher improved this opportunity t9

826 MISCELLANEOUS SUGGESTIONS.

Teacher's wonlB.~Ram.— ^Siinshi]ie.~Bright faces.

impress upon our young minds a great truth. " Fear
not, children," said he, '* it is your Heavenly Father
that sends the storm as well as the sunshine and the
gentle breeze. You have been just as much in his
power all day, as you are at this moment. He has
been as near you, supporting you, supplying you with
breath, with life, all through the pleasant morning ; but
then you did not see him. He is just as able to pro-
tect you now, for ' not a sparrow falls to the ground
without his notice,' — and he ruleth the storm and
* rideth upon the wings of the wind.' We should ever
feel willing to trust him ; for he is ever able to grant
us deliverance from all our dangers. God is here now
to protect us."

Just as he had finished these words the rain began to
fall. First the drops were few and scattered ; but soon
the windows of heaven were opened, and the thirsty
ground was abundantly satisfied. The sound of the
thunder became fainter and fainter as the cloud passed
away ; the sun burst out again in renewed splendor ;
the full drops glittered in his beams upon the grass ;
the birds began their songs ; the rainbow spanned the
eastern hills ; and our hearts, taught by the timely in
structions of a good man, began to expand with eager
gratitude for our preservation by the hand of our
Heavenly Father.

The remainder of the afternoon passed happily away ,
and when our books were laid aside, and we were ready
to burst out of the room to enjoy the refreshing air and
participate in the general joy ; the teacher, taking the

MrSCSLLANSOUS SUGGESTIONS. 327

»
The Bible speaks. — Words fitiy spoken. — ^The effect.

Bible from the desk, asked us to remain quiet a jno-
ment while he would read a few words that he hoped
we should never forget.

The passage was the following, from the 65th
Psalm : —

By terrible things in righteousness wilt thou answer as, O God of oar sal-
vation; who art the confidence of all tlie ends of the earth, and of them
that are afar off upon the sea. Which by his strength settetli fast the
mounteuns ; being girded with power : which stilleth the noise of the seas,
the noise of their waves, and the tuinalt of the people.

They also that dwell in the uttermost parts are afraid at thy tokens : thou
makest the outgoings of the morning and evening to r^oice.

Thou visitest the earth and waterest it : thou greatly enrichest it with the
river of God, which is full of water : thou preparest them com, when thoa
hast so provided for it.

Thou waterest the ridges thereof abundantly : thou settlest the farrows
thereof: thou makest it soft with showers: thou blessest the springing
thereof.

Thou crownest the year with thy goodness ; and thy paths drop fatness.
They drop upon the pastures of the wilderness : and the little hills reuoice
on every side.

The pastures are clothed with flocks ; the valleys also are covered over
with com ; they shout for joy, they also sing.

After closing the book, the teacher said, '' Go out
now, children, and witness how perfectly these words
have been fulfilled toward us this afternoon, — and from
this day's mercies, learn hereafter to trust God as con-
fidently in the storm, when he displays his power by
his outward ' tokens,' as when he kindly smiles upon
you in the beams of the glorious sun, or gently breathes
upon you in the morning breeze."

We went forth bounding in gladness and gratitude,
and* saw the " outgoings of the evening to rejoice,"—
tke pastures clothed with flocks," — " the valleys cov

rt

828 MISCELLANEOUS SITOOESTIONS.

Blensd memories.— Example II.— A dark day.

cred over with corn," — "the little hills rejoicing on
every side ;" — we heard also the general shout for joy •
— and we felt as we never before had felt, a deep,
thorough, abiding conviction of the truth that God is
our father and our friend; the God of our salva*

TION.

I know not how soon these impressions faded from
the minds of the other children, — ^but for myself I can
say, that from that time to the present, whenever I
have been exposed to apparent danger from the im-
pending tempest, the warring elements, or the ravages
of disease, the teachings of that hour have always
revived in my mind to soothe my troubled spirit, and
to reassure my failh and confidence in the presence of
an all-sufficient and merciful Preserver. A thousand
times have I devoutly blessed the memory of that
faithful teacher, for having so ^ early and so happilj^
turned my thoughts upward to Him, in whom "we

live, and move, and have our being."

*

Example II. It was in the afternoon of a gloomy
day in the latter part of November, when the pupils,
consisting of some fifty boys, belonging to a school in
a pleasant seaport town in New England, were told by
their teacher, a few minutes before the usual hour, that
they might lay aside their studies, and prepare for dis*
mission. During the early part xA the day there had
been one of those violent southeast rain storms, so
eommon upon the seacoast at that season of the year
It is well known to tl e observing mariner, that a storm

MISCELLANEOtTS SUGGESTIONS. 320

Lull of the storm.— Change of wind.— Early dismiasion.

from the southeast never continues beyond twelve or
fifteen hours; and when the violence of the storm
abates, it is a common remark of the sailor, that " the
northwester is not long in debt to the southeaster."
Previous t6 this change of wind, however, there is
what is expressively termed the " lull of the storm,''^ — '
a period when the rain ceases to fall, the wind dies
away to a perfect calm, the barometer is suddenly
depressed, the clouds hover almost upon the face
of the earth, shutting out the light of the sun, and
causing a cheerless damp to settle upon every thing
terrestrial, and a dreary gloom to enshroud the mind
itself. When the wind changes, these clouds are
not gradually dissolved and broken up, so that the
eye can catch transient glimpses of the blue sky
beyond, as after a snow-storm in winter; but the
dark drapery is suddenly lifted up, as if by an
unseen hand, and the western sky, from the hori
zon upwards, is left more bright and more charm
ing than ever, to refresh the eye and reanimate the
soul.

It was such a day, as before remarked, when the
pupils of this school — ^partly because of the darkness
in the schoolroom, and partly because of their pro-
tracted confinement within a close apartment during a
gloomy afternoon — were, a little earlier than usual,
about to be dismissed. The pupils all seemed to
welcome the happy release that awaited them, — and in
their eagerness to escape from confinement, they very
naturally neglected to observe their accustomed regard

890 MISCELLANEOUS SUGGESTIONS.

Impatience.— Light breaks in.— The "garment of praiae."— €k>nK.

_ I ■ ■ ■ — . ^—

for quiet and order in laying aside their books. It
was, however, a fixed habit with the teacher, never to
give the signal for leaving the room till all the pupils
had taken the proper attitude for passing out with regu-
larity, and then had composed themselves to perfect
silence. On this occasion perhaps two minutes passed
away while the boys were gradually, almost impa-
tiently, bringing themselves to a compliance with this
rule of the teacher.

During this interval of waiting, the cloud, unper
ceived by the teacher, had been slowly raised up from
the western horizon, just in time to allow the setting
sun to bestow a farewell glance upon the sorrowing
world at his leave-taking. Through the Venetian
blinds that guarded the windows toward the west, the
celestial light gleamed athwart the apartment, and
painted the opposite wall, in front of the pupils, with
streaks of burnished gold ! In an instant every coun-
tenance was changed. A smile now joyously played
where before sadness and discontent had held their
moody reign. The teacher was reminded, by all'these
circumstances, of the beautiful language of the prophet,
which promised the gift of " the garment of praise for
the spirit of heaviness.^^ What could be more appro-
priate on this occasion than a song o{ praise 1 Without
speaking a single word, the teacher commenced one
of the little songs already familiar to the wholo
■chool :—

Lo the heayeiis are breakingt
Pure and blight above i

MISCELLANEOUS SUGGESTIONS. 331

Singing with the spirit.— An impieasion.— G^ m good.

Life and light awaldng,
lAxxnoxa-'God U love,

God 18 L07B.

Roond yon pine-clad mountaint

Yiowa a goldon flood ;
Hear the eparkling foontain,

Whispeit—God is good.

God IB GOOD.

Wake, my heart, and springing.

Spread thy wings aboye,^
Soaring still and singing,

Ood to ever good,

God n good.

instantly every voice that had ever sung, now uttered
heartfelt praise. The attendant circumstances, taken
at the happy moment, furnished such an impressive
commentary upon the import of the words, that they
were felt, as they never before had been felt, to be
the words of precious truth. Every heart throbbed in
unison with the sentiment. At the close of the song,
there was profound silence in the room. After a
moment's pause, during which the truth that God is
good seemed to pervade each mind and hold it in silent
reverence, — the signal for departure was given. One
alter another the boys passed from their seats with a
light and careful step, as if noise and haste would be
a desecration both of the time . and place, — ^and when
they reached the open air, refreshing and exhilarating
as it was, there was no boisterous shout, no rude
mirth; each took his homeward course, apparently
with a new and lively conviction that God is good.

882 MISCELLANEOUS SUOOSSTI0N8.

Other occaaoDB.— Teacher's satisfaction.

It has always been a source of pleasure to that
teacher to recall from the *^ buried past" the associa
tions connected with that delightful hour and that
charming song; and it has been among the most
gratifying incidents of his experience as a teacher, to
hear more than one of those pupils in later life recur
to the memory of that day, and acknowledge with
thankfulness the lasting impressions which then and
there were made upon their minds.

It woi)ld be easy to furnish examples to almost any
extent, of the manner in which this principle has been,
or may be carried out in practice. The degradation
of an intoxicated person who may pass the school, —
the pitiable condition of the man who may wander
through the streets bereft of his reason,^any instance
of sudden death in the neighborhood, particularly of a
young person,— ^the passing of a funeral procession, —
in short, any occurrence that arrests the attention of
the young and enlists their feeling, may be seized upon
as the means of making upon their minds an impres-
sion for good. The facts developed in many of their
lessons, too, afford opportunities for incidental moral
instruction. The adaptation of means to ends, — the
evidence of design and intelligence displayed in the
works of creation, — the existence of constant and uni-
form laws as developed in the sciences, all furnish the
means of leading the young mind to God.

That teacher will enjoy the richest satisfaction in

MISCELLANEOUS SUGGESTIONS. 383

Pleasant retrospection.

the evening of life, who, in looking back upon his past
experience, shall be conscious that he has improved
every opportunity, which God has given him, to turn
the youthful affections away fiom the things of earth
to seek a worthier object in things above.

334 THE REWARDS OF THE TEACHER.

Low pecnniary reward.— Illustnited.

CHAPTER XV.

THE REWARDS OF THE TEACHER.

It is proverbial that the pecuniary compensation ot
the teacher is, in most places, far below the proper
standard. It is very much to be regretted that an em
ploymef^t so important in all its bearings, should be so
poorly rewarded. In New England there are man^
young women who, having spent some time in teaching,
have left that occupation to go into the large manufac-
turing establishments as laborers, simply because they
could receive a higher compensation. I have known
several instances in which young ladies, in humble
circumstances, have left teaching to become domestics,
thus performing the most ordinary manual labor, be-
cause they could receive better pay; that is, the
farmers and mechanics of the district could afford to
pay more liberally for washing and ironing, for making
butter and cheese, for sweeping floors and cleaning
paint, than they could for educating the immortal minds
of their children !

Nor is this confined to the female sex. Young
mechanics and farmers, as well as those employed in
manufacturing, frequently receive higher wages than
the conmion-school teacher in the same district. Many

THE REWARDS OF THE TE4CHER. 335

JDriving pegs.— Ii\ju8tice.~-£xtfa expense.

a young man who has only genius enough to drive the
pegs of a shoe in a regular row, and skill enough to
black the surface of the article when it is completed,
having spent but a few weeks in learning his trade,
receives more money for his work than he who, after
having spent months, or even years, in gaining the
requisite qualifications, labors to polish that nobler
material, the human soul.

The injustice of this becomes more apparent when
we bear in mind that public opinion demands, and justly
too, that the teacher should be not only gentlemanly in
his manners, but better clad than the mere laborer, —
thus throwing upon him a greater burden without
affording him the means of sustaining it. The female
teacher of a district school, in order to be respectable,
must be much more expensively dressed than the do-
mestic in the family where she boards, and is thus
compelled to consume most of her receipts upon her
wardrobe, — while the domestic is able to place surplus
money at interest in the Savings Bank. This injustice
has so often been laid before the people, and yet has
been so long continued, that many have given up in
despair, and abandoned an employment that has yielded
so little, choosing rather to engage in that lower service
which is so much better paid.

This sufficiently explains why so many unqualified
teachers have been found in our common schools. Men
of talents and ability being tempted to other employ-
ments, have left the field unoccupied ; and those men
who have failed to gain a comfortable living by their..

836 THE REWARDS OF THE TEACHER.

Living by witB.-~Im|irovement.— Means of mental growth.

hands, have been allowed to try the experiment of
supporting life by their wits, — that is, by beconaing
teachers !

Such has been the case for a long time past ; ana,
though in many quarters the people are beginning to
open their eyes to their true interest, and are gradually
and commendably coming up to their duty, yet, for
some time to come, the pecuniary compensation will not
constitute the chief reward of the teacher. If he will go
cheerfully to his work, and find his daily enjoyment in
his daily toil, he must have a higher object, some more
elevating, inspiring motive, than mere money-getting.
The chief encouragements of the faithful teacher lie in
another direction.

It is the object of the following paragraphs to point
out some of these encouragements ; for, having in the
preceding pages required very much at his hands, I feel
that it is but just that he should be invited to look at the
brighter side of the picture, so that when he is ready to
sink under the responsibilities of his position, or to yield
to the obsticles that oppose his progress, he may have
something to animate his soul, and to nerve him anew
for the noble conflict.

I. ITie teacher's employment affords the means of in-
tellectual growth. If a man teaches as he should teach
he must of necessity improve himself. Teaching, un
derstandingly pursued, gives accuracy. I know it ia
possible for a man to be a mere schoolmaster — hpeda-
gogue, without any self-improvement. But I am speak-
iqg of the faithful, devoted teacher, — ^the man who

iwr^^-w*

TBB RBWAE^S OF THS TBACHVU. 937

Means of moral growth.— Illustrated.

•mdies, reflects, invents. Such a man learns more thaa

bis pupils. Every time he take? a class through aaj

branch of study, he does it more skillfully, more thorr

oughly than before. He brings some fresh illustration

of it, presents some new view of it, and hence takes a

lively interest in it himself, and awakens a new ze^

limong his pupils. Measuring himself by his new sue*

eess, be feels a consciousness of growth, of progress

This consciousness is a precious reward.

IL 7%6 teachet^s employmeiU affords the mean^ ^

moral growth, brought constantly in contact wjtb

those who need a careful guidance, he feels impelled to

earnest effort in order to obtain the mastery over him*

pelf, as the best means of gaining complete influence

over others. Studying the weak point9 in their ch^

Eeter» he is constantly reminded of thos9 in his pwn ,

and self-knowledge is the first step toward jielf-

improvement. Beginning in the feebleness of ineir

perience, he bolsters up his authority at first by f

frequent resbri to force ; but, asi he goes on, he finds

himself gradually gaining such a9cendency over tl^Q

vicious a9 to control tbenqi quite as qflectually by rnil^^

means. At first, easily excited to anger or impatience,

ho frequently indulged in severe language when it waf .

unnecessary ,^-but by careful discipline he has learQ94

to '' set a watch before his mouth and to keep the doQf

of his lips.*^ Encouraged by one victory over himself

he is prepared for another. Having learned by self*'

diseiplinie to contral his outward acts, h^ next attempts

ih« maslery of hi« tbouj^ta. Q^ topo flndf tbAt

9i

338 THE REWARDS OF THE TBACH&R.

Moral power.— PkogresB in the art of teaching.

moral power over others is very much increased. Some-
how — though perhaps he cannot yet tell the reason why
— he finds he can secure obedience with half the effort
formerly required, — he gains the love of his pupiTs
more readily, — ^and, with the exception, now and then,
of an extreme case, he finds that he excites a deeper
interest than ever before in the whole round of duty
among the scholars. Why is this ? he asks, — and the
consciousness of increased moral power rising up with-
in him, is a source of the highest satisfaction. Pecu
niary emolument sinks into nothing considered as a
reward, when compared with a conscious victory over
himself.

III. A consciousness of improvement in the art of
teaching is another reward. Such improvement will
follow as a matter of course from his self-improvement
in the particulars just named. As his own mind ex-
pands, he feels a new impulse to exert himself to inter-
est others in the subjects he teaches. He soon comes
to look upon the work of instruction, not as a mere
mechanical business, to be done in a formal way, but as
a noble art, based upon certain great principles that are
capable of being understood and applied. He employs
all his ingenuity to discover the natural order of present-
mg truth to the mind, — ^to ascertain the precise degree
of aid the learner needs, and the point where the
teacher should stop. He studies carefully the propei
motives to be presented as incentives to exertion.
Interested in his labor as a great work, looking upon
bis influence as telling upon all future time, he devotes

THE REWARDS OF THE TEACHER. 330

Pnpik' growth of mind.— Inimeiliate ranlts.

himself daily with new zeal, and is rewarded wixh the
consciousness of new success.

IV. 7%e teacher is permitted also to witness the con-
stant growth of mind among his pupils. I say constant^
jecause the teacher is not obliged to labor without see-
ing immediate results. The minister of religion may
sometimes sow the seed of the good word, while the
fruit does not appear for a long season. Sometimes a
spiritual apathy prevails, so that the most faithful warn-
ings and the most earnest appeals seem to fall powerless
upon the conscience ; and he is led almost to despair of
ever being able to break the deathlike slumber. It is
not thus with the teacher. His labor tells immediately
upon the young mind. Even while he is yet speakings
he is gratified with observing the soul's expansion as it
grasps and assimilates some new idea which h6 pre-
sents. From day to day, as he meets his classes, he
sees how they go on from strength to strength, — at first,
indeed, with the halting, tottering step of the feeble
babe, but soon with the firm and confident tread of the
vigorous youth.

A teacher who is for several years employed in his
vocation, is often astonished at the rapidity with which
the young, who come to him as mere children, grow
into men and women, and take their places on the stage
of life as promment actors. Some of them distinguish
themselves in the arts ; some become noted for their
attainments in science ; some receive the honors of
office and become leaders in civil affairs ; some gain
eminence as professional men ; and very likdy a laige

MO THE RKWARD8 OF TBE TBACHEA.

•«

They were my pupib."— Ueeful callini;.— Profeanr Agnew.

portion of them are engaged in the various department*
of honorable industry. Wherever they are, and what
ever tliey are, they are now exerting a powerful in
fluence in the community. They have grown up under
his eye, and have been essentially shaped by his plastic
band. He looks upon them almost with the interest
and pride of a father. He counts them as his jewels ;
and when he hears of their success, their usefulness,
and their honors, his heart leaps within him, as be
thinks, '' they were my pupils." Even though he may
have wasted the strength of his best days in the service,
what a reward is this for the teacher I

V. The teacher has the consciousness of being en*
gaged in a useful and honorable calling. What though
he may not become rich in this world's goods ? Who
would not prefer above houses and lands,-^infinitely
above all the wealth of earth, the consciousness of be-
ing engaged in a work of usefulness ? Man was made
for usefulness, — and who would not desire to answer
the design of his creation?

My pen is too feeble to attempt to portray the useful-
ness of the faithful teacher. He educates the immortal
mind,'^WBkes it to thought,--<-trains it to discipline-—
■eIf-discipline,-"moves it to truth and virtue, — ^fills it
with longings for a more perfect state, and sends it forth
to exert its power for good through all coming time I
** To this end," in the glowing language of Professoi^
Agnew, ^*he communicates a knowledge of letters,
opens out gradually before the child the book of nature
and the lileratore cf the wodd ; ha discipUiiM his mind

THE REWARDS OF THE TEACHER. 841

Educates the miud.— Trains Uie affections.— The infant becomes a man.

and teaches him how to gather knowledge from every
source ; he endeavors to impart quickness and reten*
'veness of memory, to cultivate a refined and well-
regulated imagination, to task, and thus to give vigor to
his reasoning powers. He points out the appropriate
objects of the several affections, and the proper exercise
of the passions; he gives lessons to conscience, derived
from the pure fountain of God's own revelation, and
teaches him to subject his own will to the Highest
Will. He instructs him in the various sciences, and
thus displays before him worlds of wondrous interest,
and invests him with the sources and means of pure
enjoyment. He trains him for the sweet sympathies
of social life ; and unfolds before him the high behests
of duty — duty to himself, his fellow-creatures, his
family, his God.

^* Under such a tuition, behold the helpless infant
grown to manhood's prime, — ^a body well developed,
strong, and active ; a mind symmetrically unfolded, and
powers of intellection closely allied to those of the spirits
in celestial spheres. He becomes a husband and a
father ; in these, and in all the relations of life, he per
forms well his part. Above all, he is a Christian, with
well-trained affections and a tender conscience, su-
premely loving God, maintaining a constant warfare
with the world, the flesh, and the devil, — growing up
into the stature of a perfect man in Christ, and antici-
pating the fullness of joy and pleasure for evermore
which are at God's "right hand. The time of his de
parture at length arrives ; he has fought the good fight,

S42 THE REWARDS OF THE TEACHER.

A traiiBiL— No limits to uaefulncsB.— Honorable.— Why I

J . 1 1 -I ■ -~- ^^^_^_^_^_^___^^^^^^_^^,^i»

he has finished his course, and he goes to obtain his
crown and to attune his harp, and forever to dwell on
the hills of light and love, where angels gather immor-
tality. Oh, what a transit ; from the dependent help-
lessness of infancy to the glory of a seraph ; from
mind scarcely manifested, to mind ranging over the
immensity of Jehovah's empire, and rising in the lof-
tiest exercises of reason and affection ! And how much
has the faithful teacher had to do in fitting him for the
blissful mansions of the skies /"

If such be the teacher's work, where is the limit to
his usefulness ? Yet he may do this not for one merely,
but for scores, or even hundreds. Eternity alone can
display the immeasurable, inconceivable usefulness of
one devoted teacher.

And is not the teacher's calling honorable ? It is, —
for its usefulness makes it honorable. To scatter the
light of truth is always honorable. So some of the
greatest and best men the world ever saw have believed,
and have illustrated their failh by their practice. Con-
fucius, Socrates, Seneca, Aristotle, and Plato were
specimens of the teachers of ancient date. Roger
Ascham, John Milton, Francke, Pestalozzi, Arnold,
and a host of others, have adorned the profession in
later times. Yet these are men who have taught the
world to think. Their works live after them, — and will
continue to live, when the proud fame of the mighly
warriors, who have marked their course in blood, shall
have perished from the earth.

If it were necessary and not invidious, how many

THE REWARDS OP THE TEACHER. 343

Our great men began as teachers.— Gratitude of pupils.

distinguished men in our own country could be men-
tioned, who have been teachers of the young, or who
are still engaged as such. Besides those who have
made teaching the business of their lives, how many
have been temporarily employed in this calling. Some
of our presidents, many of our governors, mos^ of our
jurists and divines, — indeed, some of every profession,
•* and of the chief women not a few^^ — have first dis-
tinguished themselves as school-teachers. Well may
teachers, then, regard their profession as an honorable
one; always remembering, however, that **it is not
the position which makes the man honorable, but the
man the position."

VI. The teacher enjoys the grateful remembrance of ^
his pupils and of their friends. When a distinguished
writer said, ^' God be thanked for the gift of mothers
and schoolmasters," he expressed but the common sen-
timent of the human heart. The name of parent justly
enkindles the warmest emotions in the heart of him
who has gone out from his native home to engage in
the busy scenes of the work-day world ; and when
sometimes he retires from the companionship of new-
made friends to recall the picture of the past and the
loved of other days, — to think

*' Of childish Joys when bounding boyhood knew
No grief, but chased the gorgeous butterfly.
And gambolM witli the breeze, that tossed about
His silken curls—*'

flow sweetly do the gentle influences of home and

GrAJtude to parents first. — A devoted mother.

childhood, with all their tender and hallowed associa
tions, come stealing over the ftowl ! The world ift
forgotten ; care • noay not intrude upon this sacred
hour ; objects of sense are unheeded ; the call to
pleasure is disregarded ; — while the rapt soul introvert-
ed — transported — dwells with unspeakable delight upon
its consecrated recollection of all that is venerable, all
that is sacred in the name of parent. At this favored
hour, how the heart swells at the thought of a mother'4
love ! The smiles, thtf kind words, the sympathy, the
counsels, the prayers, the tears, — how fondly the mem*
bry treasures them all up, and claims them for its own !
And though Death may have long since intruded, and

• consigned that gentle form to the cold earth, rudely
Sundering the cherished bonds of affection, and leaving^
the hearth-stone desolfite, — though Change may hav6

. brought strangers to fell the favorite tree, to remove the
ancient landmarks, to lay waste the pleasant places,
hnd even to tread thoughtlessly by the humble mound
that marks the revered spot where "* departed worth is
laid," — though Time, " with his effacing fingers," may
have been busy in obliterating the impressions of child-
hood fiom the mind, or in burying them deeply beneath
the rubbish of perplexing cares, — still the true heart
never tires with the thought of a fond parent, nor ever
ceases to " thank God upon every remembrance" of a
pious, devoted mother !

Thus it should ever be. Nothing on earth should be
allowed to claim the gratitude whith is justly due to
judicious parents But the faithful, devoted teacher

THE REWARDS OF THE TEACHEK. 345

Teacher next to the parent^r^ratitude of parents.— Example.

the former of youthful character and the guide of
youthful study, will be sure to have the next place in
the grateful heart. Whether the young man treads the
deck of the noble ship, in his lonely watch, as she
proudly walks the waters by night, — or journeys among
strangers in foreign lands; — wherever he goes, or how-
ever employed, — as often as his thoughts revisit the
scenes of his childhood, and dwell with interest upon
the events that marked his youthful progress, he will
recur to the old familiar schoolhouse, call up its well
remembered incidents — its joys and its sorrows — its
trials and its triumphs — its all-pervading and ever-
abiding influences, and devoutly thank God for the gift
of a faithful, self-denying, patient teacher.

But the teacher is rewarded also by the gratitude of
parents and friends. Some of the sweetest moments a
teacher ever experiences, are those when a parent
takes him by the hand, and with cordial sincerity and
deep emotion, thanks him for what he has done for his
child. It may have been a wayward, thoughtless,
perhaps a vicious boy, whom kind words and a warm
heart, on the part of the teacher, have won back to the
path of rectitude and virtue.

I have seen an old lady — and I shall never forget the
sight — bending under the infirmities of age, — ^blind, and
yet dependent mainly upon her labor for support,
invoking the richest of heaven's blessings upon the head
of a teacher, who, by kindness and perseverance, had
won back her wayward grandson to obedience and duty.
How her full soul ^abored as she described the change

846 THE REWARDS OF THE TEACHER.

yridow'B gra titude.-- Approyal of Heaven.— The Great Teacher.

that had taken place! Her emotion— too deep for
utterance in words — ^found expression only in tears that
streamed from her sightless eyes ! She felt that her
boy was again a child of hope and promise, and that
he might yet be a virtuous and a useful man. The
world may raise its empty acclamation to honor the
man of power and of fame, — it may applaud the states-
man and weave the chaplet for the conqueror's brow ;
— but the teacher, humble and obscure though he may
be, who is the object of the widow's gratitude for being
the orphan's friend, with the consciousness of deserving
it, is a happier, I had almost said a greater man.
Surely he receives a'gi^eater reward,

VII. The faithful teacher enjoys the approval of
Heaven, He is employed, if he has a right spirit,
in a heavenly mission. He is doing his Heavenly-
Father's business. That man should be made wiser
and happier, is the will of Heaven. To this end, the
Son of God — The Great Teacher — came to bless our
race. So far as the schoolmaster has the spirit of
Jesus, he is engaged in the same great work. Heaven
regards with complacency the humble efforts of the
faithful teacher to raise his fellow-beings from the
darkness of ignorance and the slavery of superstition ;
and if a more glorious crown is held in reserve for one
rather than another, it is for him who, uncheered by
worldly applause, and without the prospect of adequate
reward from his fellow-men, cheerfully practises the
self-denial of his master, spending his strength, and
doing with diligence and patience " whatsoever his

THE REWARDS OF THE TEACHER.. 24!7

hatd Biougham.— An epitaph.— Cease repining.

hsttkd findeth to do," towards raising his fellow-beings
to happiness and heaven.

It is such a teacher that the eloquent and gifted
Lord Brougham describes in the following beautiful
language :

*' He meditates and prepares, in secret, the plans
which are to bless mankind ; he slowly gathers around
him those who are to further their ^execution, — he
quietly, though firmly, advances in his humble path,
laboring steadily, but calmly, till he has opened to the
light all the recesses of ignorance, and torn up by the
roots the weeds of vice. His progress is not to be
compared with any thing like the march of the con-
queror, — but it leads to* a far more brilliant triumph
and to laurels more imperishable than the destroyer of
his species, the scourge of the world, ever won. Each
one of these great teachers of the world, possessing his
soul in peace, performs his appointed course, awaits in
patience the fulfillment of the promises, and resting
from his labors, bequeaths his memory to the genera-
tion whom his works have blessed, and sleeps under
the humble, but not inglorious epitaph, commemorating
* one in whom mankind lost a friend^ and no man got
rid of an enemy. ^ "

In view of what has been said, let the teacher cease
to repine at his hard lot. Let him cast an occa*
Bio:ial glance at the bright prospect before him. He
deserves, to be sure, a higher^ pecuniary reward than
be receives ; and he should never cease to p ress this

M6 • 9*ltft ttlBWAllD^ Of- tH& tf&ACH£]t.

Magnify his office.— How1~M<Kra) recompeiwe.

troth upon the community, till talent in teacbing is as
well compensated as talent in any other calling. Bat
whether he gains this or not, let bim dwelt upon the
privileges and rewards to be found in the calling itself,
and take fresh encouragement.

The apostle Paul exhibited great wisdom when he
iaid, " / magnify mine office,^^ If the" foregoing views
respecting the importance of the teacher's calling are
correct, he may safely follow the apostle's example.
This is not, however, to be doifie merely by boastful
words. No man can elevate himself, or mairnify'his
office in public estimation, by indulging in empty
declamation, or by passing inflated resolutions. He
must feel the dignity of his profession, and show that
he feels it by unremitted exertions to attain to the
highest excellence of which he is capable, — animated,
in the midst of his toil, chiefly by the great moral
recompense which every faithful teacher may hope to
cceive.

Let every teacher, then, study to improve himself
intellectually and morally ; let him strive to advance \a
tlie art of teaching; let him watch the growth of mind
under his culture and take the encouragement which
that affords ; let him consider the usefulness he may
effect and the circumstances which make his calling
honorable ; let him prize the gratitude of his pupils
and of their parents and friends ; and above all, let him
value the approval of Heaven, and set a proper estimate
Upon the rewards which another world will unfold to
kim^^Hind thus be encouraged to toil on in faithfulness

TRIB UlSWAlttyi^ 09 THE tlBAealSR. • 349

Final reward.

and in hope^ — till, having finished his course, and being
gathered to the home of the righteous, he shall meot
multitudes, instructed by his wise prei "^pt. and profited
by his pure example, who " shall risr it. ix C call \ J^
blessed.**

mu BlfB

4 I. BARNBB 4t COMPANY'S FUBUCATI0M9.

Pug€'9 Tksofy and Praetiee cf Teaching,

THEORY AND PRACTICE OF TEACHING |

OK TUB

UOTIVES OF GOOD SCHOOL-KEEPINO,

BY DAVn) PAGE, A. M.,

%An miMGirAL O? THB BTATK KORMAL SCnOOL, XBW TOUL

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*1 reoelTed a few days elnoe yonr * Theory and Practicev &c^* and a capital ihmrm
■nd capital praetiee it is. I have read it with iinininsrled delight Even if I aboola
look through a entices micnMcope, I should hardly dud a single sentiment lu diraenl
IKmi, and certainly not one to comleinn. Tlie chapters on Priiea and on Cmttormi
Funutkment are truly Mdmlmble. The^- will exert a nuiet salutary iuflueuce. So .>f the
views fparsim on moral and religitms uistructiun, which you 8i> eoniestly and fe-4in|^
Insist upon* and yet wUhui true Proietiltuu limits. It is a. grand book« and I thahk
llcAVBN THAT YOU havx WRtiTBN IT." — Hou. HoToce Moun^ Secretary of Uu Hoard ^
Edieaiion tn JUataackuselts,

^ VVeru it our business to examine teachers, we would never dismiss a candldalB
withuut naming this bmtk. Oilier thint^ being equal, we woukl itrt^ttly prclbr a teacher
who litis reiul it aivi sptmks of it with euthusiiism. In one indiflbreLi to such a wttrfc,
we ehoiUd certainly have little oonfidencei however he might anpfwr in other respects
Would that every teacher employed in Vennont this winter baa *he spirit of this book
in his bosom, its leaauns impressed upon his heart P — f^eniMnt '. kronicle.

** I am plensfjd with and commend this work to the attention of school teachers, and
Ibosij wbo intend to einbnice thitt luodt estimable profession, for light and iustructiott
to guide and govern them in the discharge of their delicate and important dotiea."^
AT. 8. BemUm^ Superintendent of Cinn$nan Schools^ State of Jfew York.

Hon, & Ymng says, ** It is altogether the beat book on thia subject 1 haTe evil

ft

President J^orth^ of Hamilton CoUege^ says, ^ I hav« read it with all that ab0orbiii|
wIMenying intereet, which In my younger days waa reservMl for flction and poetry. 1
■m doUghted with the book."

Hen. Marent 8. Reffnelds saySf * It will do graai good by showing the Teacher what
tfioaid be hia qoaliflcatiooa, and what may JuAly tie requinxl and expected of him."

**i wish yon would send an asent through the several towns of thla State with
Puget * Theory and Praciioe of TeachiiiK,* or take some other way of bringing thli
falvable book to the notice of every family and of every teacher. 1 should be n^oioed
to stMJ the prindples which it presents as to the motives and mt^tltods of good school-
keeping carried ut in every schtxil-room ; and as nearly as pussible, in the style is
wtiish Mr. Page illustraies them in his own practice, as the devoted and aocompltebad
iVincipal of your State Normal School."— /teary Barnard^ Superintendent of C e mt mm
tekeolefor tJU StaU of Rhode leiand.

**'nie ^Theory and Practioe of Teaching,* by D. P. Pages is one of the l>e8t books ol
Die kind 1 liHVe ever met with. In it the theory and practice of the leacher^s dnCici
■re clearly expbiined and happily combined. The style is eaqr and fhmilhir, and tka
■Bggesliou it contains are pluin, practical, and to the ptiint. to teachers eepedalH H
Will nmtish very important aid in discharging the duties of Jicir high and reepooawls
fnWMon.^— /li«'er S. Umard, Sutteriniondent ff (}rmnum Sehoeio^ Ora»i$ 0».« FL

A. 0. BAKNES AND COMPANF's PUBLIC ATI OKB.

Norihend^ I Teacher and Patent.

A NSW VOLUMB FOR TBE TEACfiER^S LIBRARY.

THE TEACHER AND THE PARENT:

A. Treatise upon Common-Sdiool Education, containing Practical Sug-
gestions to Teachers and Parents. By Charles Noethend, A. M^
late, and for many years, Principal of the Epes School, Salem. Now
Superintendent of Public Schools, Danvers, Mass.

■^W© may" anticipate for tlils work a wide circulation, among teachers and friends
of edacation. Tlie extensive and high reputation of its anthor, indeed, will bespeak
for it more tlian pen of ours can do. It is a work of about ttiree hundred and
twenty pages, in good size type, and presents a very pleasant appearance to the eyc^
•s well as the work noticed on the preceding page, both of which, for their ne«t
at>pearance, do great credit to the enterprising publisherti.

Mr. Northend's book will prove interesting to all, and of great benefit to teach-
ers, especially as a chart for those just commencing to engage in the profession.
As a vade meoum^ it will prove a very pleasant companion, for its pagi^s are filled
with the results of a large experience presented in a very pleasing form. We arc
glad to find that the anthor, in famishing to te^tchers so useful a work, has not
neglected the suavUer in modo^ and has here and there thrown in a pleasant anec-
dote, which will enliven its character, and make it all the more acceptable. We
shall have frequent occasion to refer to it hereafter. In closing this short notice,
we would assure our readers that a perusal of the work will more than realize to
them the truth of all we have attempted to say in its favor. Appended to the
volume will be found a catalogue of educational works suitable for the teacher'i
library.** — Mmta^usetta Teucher.

^ We wish that this interesting and readable volume may find a place In every
family, and we are certain that it ought to be on the shelf of every school library In
the land.^— ^a^em Gagette.

** It presents a multitude of practical hints, which cannot fail to do good service In
enlightening all laborers in the field of edacation." — Boston Transoript

** We unhesitatingly commend this volume of sound, practical, common senae sug-
gestions. £very school teacher should carefhlly examine its pages, and he will not
Ml — he cannot help receiving — invaluable aid therefrom.''' — Boston Atlat.

** We have examined this work with care, and cheerfully commend it to parenta
and teachers. It abounds in Judicious advice and sound reasoning, and cannot (kil to
bnpart ideas in the education of children which may be acted upon with the nnoit
beneficial rosults." — Boston Mar cant ile Journal.

**'nii8 is an intelligible, practical, and most excellent treatise. The book Is
enlivened iiith numerous anecdotes which serve to clinch the gi>«>d advice given, M
well aa to keep awake the attention of the advised.''— JSMton TraioelUr.

**TnisU A sterling work of great value. It should be in every ftxnlly. AJ
need jnat Mich a wiarkJ"— Boston OIUm Branch.

A. 8. BARVVS A COMPANT^S PUBUOATIONS.

Man9field ou American JSdneation,

AMERICAN EDUCATION!

ITS PRINCIPLES AND ELEMBIfTS.
DKmCATED TO THE TEACHERS OF THE UNrtED 81/ '11 1

BY EDWARD D. MANSPIELD,
Author of '^J>aUioal Orammar,'^ do.

Thii woik is raggestiye of principles, and not intended to point m«« f^
eoiirae of studies. Its aim is to excite attention to what should be tLe
elements of an American educatioo ; or, in other words, what are th«
ideas connected with a republican and Christian education in this period
of rapid development

**The author could not hare applied his pen to the prodoedon of a book upon •
subject of more importaooe than the one he has choeou We have had occasion tn
notice one or two new works on education recentiv, which indicate^that the attention
of authors is beiv; directed toward that subject We trust that those who occupy the
proud position of teachers of American youth will find much in these W(H*ks, which are
a sort of interchange of opinion, to assist them in the discharge of their responsible dtitieai

^'Yhe author of the work before us does not point out any particular course of studies
to be pursued, but confines himself to the consideration of the principles which should
fOTem teach««. His views upon the elements of an American education, and Its
BearingB upon our institutions, are soand, and wcMlhy.the attention of those to whom
they are particularly addressed. We commend the work to teachers." — Rockeater
Datlf Advertiser,

** We have ncamined it with some care, and ara delighted with tt. It discusses the
whole subject of American educaUon, and presents views at once enlarged and compre
hensive; it, in flict, covers the whole ground. -It is high-toned In its moral an«
religioos bearing, and points out to the student the way In which to be ▲ man. U
^ould be in every public and private library in the ooimtry.''— Jaci«on Patriot.

** It is an elevated, dignified work of a philosopher, who has written a book on the
subject of education, which is an acquisition of great value to all classes of our
eountrymen. It can be read with Interest and profit, bv the old and young, the
educated and unlearned. We hail it in this era of superficial and ephemeral litem*
tore, as the precursor of a better future. It discusses a momentous su^ect ; bringing
to hear, in its examination, the deep and labored tliought of a comprehensive mind.
We liope itM sentiments may be difnised as freely and as widely throughout our tand
as the air we breathc^^lTa/aiiiazAo Oaiette.

* Important and comprehensive as is the title of this work, we assore our resdem 11
Is no mitmomer. A wide gap in the bulwark of this age and this country is greatly
•Msened by this excellent book. In the first phioe, the viewrs of the author on educ»
Hon, irrespective of time and place, are of the highest order, contrasting stnms^ly with
Ifae groveling, time-eeeking views so plausible and so popular at Uie present <faqr.
A leading purpose of the author is, as he says in the preface, ^ to turn the thoughts of
ttioao onga(?Mi in the direction of youth to the fact, that it is the entire soul, in all ill
ftbculties, which needs education.*

** The views of the author are eminently philosophical, and he does not pretend to
enter into the (tebiils of teachins;: but his is a practical philosophy, having to do with
Uving, abiUin<{ truths, and dues nut sneer at utility, though it demands a utUitv that
lakoti hold of the spiritual part of man, and reaches into hli immortality."— Mg2ilca*«
iV^iasttifS.

A, 8. BAHirBS Ik OOHPAVY^ PUBUOATIOirS.

—■>«——» »— ^— ^— — ^^

Dtf T0cqu0ville*$ Amerie.an Imtitutiom,

AMERICAN iNSTtTUTlONS AND THEIR INFLUENCE.

BY ALEXIS Bl TOGQUIVILLS.

WITH NOTES, BY HON. JOHN a SPENCER. 1 toL 8to.

Tbto book It Ihe flnt part of De ToeqaevtIle*8 larger work, oo the RepibHo il
Amorica, and it one of the moat yaluable treatises on American politics that haa erai
been laaued, and should be in every library in the land. Tho views of a libonl>
Cdsded and enlightened European statesman upon the working of our country^ social
■nd politkiri estabHshnents, ore worthy of attentive perusal at all times; those of a am
like De TocqueviUe have a higher intrinsic value, fhnn the fiiet of his residenoe among
the people he describes, and his after position as a part of the republican govemmem
of France. The work is enriched Uicewiae with a preface, and carefully prepared nole^
Iqr a well-known American statesman ami lato Secretaiy of the Navy. The book is oot
of great weight and interest, and is admirably adapted for the district and school library
aa well as that of the private student ' It traces the origin of the Anglo-American%
treats of their social condition, its essential democracy and political consequences, tli*
sovereignty of the people, etc It also embraces the author^ views on the Xmerlcai
qrstem of townships, counties, fce. ; fbderal and attte powers ; the Judiciary ; the coo
■titution ; parties ; the press ; American society ; power of the ma jority^ its tyramqi
■nd the causes which mitigate it; trial by Jury; religion; the three races; the arista
cratlc party ; causes of American commercial prosperity, etc., etc. The work is ■•
•pitome of tlie entire political and social condition of the United Statea.

**M. De Tucqueville was the first foreign author who comprehended the genius #
oor institutions, and who made intelligible to Eun>peans tlie complicated Biachiaeix
wheel within wheel, of the state and fiBdenU governments. His ^Democracy ft
Amierica' is acknowledged to be the must profound and philosophical w(m4c upok
miKlom republicanism that has yet appearra. It is characterized by a mre union o
diMeniment, reflection, and candor; and though occasionally tinged with the author>
peculi.irities of education and faith, it may be accepted as in the main a Just and im
partial crittciam upon the social and political featuree ol the United States. The pub
Uahers have now sought to adapt it as a text-book fiM' higher seminaries of learning
For this purpose they have published the first volume as an independent work, th»
avoiding the HUihor*s speculations upon our social habits and religious condition. This
volume« however* is unmutilated — the author is left throughout lo speak for himself ; bm
where at any point he bad misapprehended our system, the defect is supplied by notat
or paragraphs in brackets from the pen of one most thoroughly versed in the history
the legislttiioo, the administration, and the Jurisprudence of our country. Tiiis won
will supply a felt deficiency in the educational apparatus of our higher schocds. £vei|
man who pretends to a good, and much more to a liberal education, should master tbr
principles and philosophy of the institutions of his country. In the bands of ajudicioi*
teacher, this volume will be an admirable textrbook."— TA« Independent*

^* Having had the honor of a personal acquaintance with M.De TocqueviUe while h»
was in this country ; having discussed with him many of the topics treated of in thk
book ; having entered deeply into the feelings and sentiments which guided and im

E;lled him in his task, and having formed a high admiration of his character and ft
is production, the editor felt under some obligation to aid in procuring for one whoB
he ventures to call his friend, a hearing from those who were the objects of his ob
lervations.* The notes of Mr. Spencer will be found to elucidate occasional misoca
captions of the translator. It is a moM Judicious text-book, and ought to be reat
carefully by ail who wish to know this country, and to trace its power, position, anC
oltimate destiny from the true source of philosophic government, Republicanism— tha
people. De TocqueviUe, believing the desUnies of civilization to depend on tiie power
Of the people and on the principle which so grandly founded an exponent on thu so»
Ifaient, analyzes with Jealous care and peeiriiar critical aeumen the tendeaeies of thft
new Democracy, and candidly gives his approval of the new-bom giant, or poinn
out and warns him of dangers which his fhithfhi and independent philosophy foreseen
We believe the perusal of his observations will have the ef|bct of enhancing atiil mon
lo ^ia American readers the structure of their govemmoit, by tlM clear and proAMMi^
tt,*'e in which b^ presenta {iJ^—Amtinttm Remim.

Da'9ie9^ SytUm of MathemaHci,

D4VIES' LOGIC OF MATHEMATICS.

TIm Lcgic and UtUitjr of Mathematics, with the best mcdiodi of
Hon, explained and illustrated. By Charles Da vies, L. L. D.

**One of the most remarkable books of the month, is * The Jm^ and Utility of
Mathematics, by Charles Davies, L. L. D^* published by Barnes it Co. It is not in-
tended as a treatise on any special braneh of oiatheniatical science, and demands fai
lis fuU appreciation a general acquaintance with ttie leading methods and routina at
mathematical investigation. To tho-e who have a auturai fondness for this pursuit
and enjoy the leiisure for a retn)spect of their Civorite studies, the present volume iviU
possess a chanu, not surpassed by the lascinatiuns of a romance. It is an eiaboratle
and lucid exposition of the principles which lie at the foundation of pore mathematics,
with a highly ingenious application of their results to the development of the essea^
ttai idea of Arithmetic, Geometry^ Algebra, Analytic Geometry, and the DitTerentisi
and Integral Calculus. The work is preceded by a general view of the subject of lx>gic,
mainly drawn from the writings of Archbishop Wbately and Mr. Mill, and closes with
an essay on the utility of mathematics. Souie occasional exaggerations. In presentins
the claims of the science to which his life has been devoted, niost here be pHidoned
to the professional enthusiasm of the author. In general, the work is wriiteu with
singular circunisi)ection ; the views of the best thinkers on the subject have bees
thoroughly digested, and are presented in an original form ; every thing bears the im-
press of the intellect of the writer ; bis style is for the most part chaste, simpie, trans-
parent, and in admirable harmony with the dignity of the subject, and his condensed
generalisations are often profoimd aud always suggestive."— i/a«7er*« JVato JUontJU§
Ma^atine.

**ThU work is not merely a mathematical treatise to be used as a text book, bat a
complete and philosophical unfolding of the principles and truths of mathematical
science.

** It is not only designed for |nrofesslonal teachers, professional men, and students of
■lathematics and philosophy, but for the general reader who desires mental iinprovo-
Bent, and would learn to search out the import of language, and acquire a habit of
noting of connexion between ideas and their signs ; also, of the relation of ideas lo
•ach other,— 7%« StutUtU,

** Students of the Science will find this volume foil of useftil an<l deeply interestiac
Batter.** — Albany Evening Journal,

** Seldom have we opened a book so attractive as this In Its typography and style 01
execution ; and there is besides, 'on the margin opiwslte each section, an index of the
subject of which it treats — a great convenience to tiie student. But the matter is no
less to be commended than the manner. And we are very much mistaken if this work
shall not prove more popular and more useful than any which the distinguished author
has given to the public.*'— £,u{Aeran Observer,

*' We have been much interested both in the plan and in the execution of the work.
End would recommend the study of it to the theologian as a discipline in close and
•erurate thinking, and in logical method an«l reasoning. It will be useful, aba, to the
lenerai scholar aud to the practical mechanic. We would spechilly recommend it te
those who would have nothing taught in our Free Academy and other higher instita
tton<» but what is directly ' practical* : nowhere have we seen a finer ilitistnuioa «f
the connection between the abstractly scientifie and the practical.

**The work is divided into tliree books: the first of which treats of Logic, mainly
ipon tbe basis of Whately ; tlie second, of Mathematical Science ; and the Uiird, r f the
Utihty of Mathematical — Independent.

** The anthoi*s style is perspicuous and concise, and be exhibits a mastery of the
sbsiruse topics which he attempts to simpliiy. For the mathematical student, wli*
desires an analytical knowledge of the science, and who would begin at the bc^nnina.
we should suppose the work would have a special utility. Prof. Davies* mathemau-
«d works, we believe, have become quite popular with educators, aud this disclusoi
fuite as much reasearch and practical scholarship as any we hav*" seen horn. Ids p^t'
• -iir«io> Yrrk EvangdUL

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