The Teacher

Another teacher looks calmly at the scene, and says to himself, "What shall I do to remove effectually these evils? If I can but interest the boys in reform, it will be far more easy to effect it, than if I attempt to accomplish it by the mere exercise of my authority."

In the meantime, things go on, during the reading, in their own way. The teacher simply observes. He is in no haste to commence his operations. He looks for the faults; watches, without seeming to watch, the movements which he is attempting to control. He studies the materials with which he is to work, and lets their true character develope itself. He tries to find something to approve in the exercise, as it proceeds, and endeavors to interest the class, by narrating some fact, connected with the reading, or making some explanation which interests the boys. At the end of the exercise, he addresses them, perhaps, as follows:

"I have observed, boys, in some military companies, that the officers are very strict, requiring implicit and precise obedience. The men are required to form a precise line." (Here there is a sort of involuntary movement all along the line, by which, it is very sensibly straightened.) "They make all the men stand erect," (At this word, heads go up, and straggling feet draw in, all along the class,) "in the true military posture. They allow nothing to be done in the ranks, but to attend to the exercise," (John hastily crowds his apple into his pocket,) "and thus they regulate every thing, in exact and steady discipline, so that all things go on in a most systematic and scientific manner. This discipline is so admirable in some countries, especially in Europe, where much greater attention is paid to military tactics than in our country, that I have heard it said by travellers, that some of the soldiers who mount guard at public places, look as much like statues, as they do like living men.

"Other commanders act differently. They let the men do pretty much as they please. So you will see such a company lounging into a line, when the drum beats, as if they took little interest in what was going on. While the captain is giving his commands, one is eating his luncheon; another is talking with his next neighbor. Part are out of the line; part lounge on one foot; they hold their guns in every position; and on the whole, present a very disorderly and unsoldier-like appearance.

"I have observed, too, that boys very generally prefer to see the strict companies, but perhaps they would prefer to belong to the lax ones."

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

"Suppose you all had your choice either to belong to a company like the first one I described, where the captain was strict in all his requirements, or to one like the latter, where you could do pretty much as you pleased, which should you prefer?"

Unless I entirely mistaken in my idea of the inclinations of boys, it would be very difficult to get a single honest expression of preference for the latter. They would say with one voice,

"The first."

"I suppose it would be so. You would be put to some inconvenience by the strict commands of the captain, but then you would be more than paid by the beauty of regularity and order, which you would all witness. There is nothing so pleasant as regularity, and nobody likes regularity more than boys do. To show this, I should like to have you now form a line as exact as you can."

After some unnecessary shoving and pushing, increased by the disorderly conduct of a few bad boys, a line is formed. Most of the class are pleased with the experiment, and the teacher takes no notice of the few exceptions. The time to attend to them, will come by and by.

"Hands down." The boys obey.

"Shoulders back."

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

"Do you stand easily in that position?"

"Yes sir."

"I believe your position is the military one, now, pretty nearly; and military men study the postures of the human body, for the sake of finding the one most easy; for they wish to preserve as much as possible of the soldiers' strength, for the time of battle. I should like to try the experiment of your standing thus, at the next lesson. It is a very great improvement upon your common mode. Are you willing to do it?"

"Yes sir;" say the boys.

"You will get tired, I have no doubt. In fact, I do not expect you will succeed, the first day, very well. You will probably become restless and uneasy, before the end of the lesson, especially the smaller boys. I must excuse it, I suppose, if you do, as it will be the first time."

By such methods as these, the teacher will certainly secure a majority in favor of all his plans. But perhaps some experienced teacher, who knows from his own repeated difficulties with bad boys, what sort of spirits the teacher of district schools has sometimes to deal with, may ask, as he reads this,

"Do you expect that such a method as this, will succeed in keeping your school in order? Why, there are boys in almost every school, whom you would no more coax into obedience and order in this way, than you would persuade the northeast wind to change its course by reasoning."

I know there are. And my readers are requested to bear in mind, that my object is not now to show, how the whole government of the school may be secured, but how one important advantage may be gained, which will assist in accomplishing the object. All I should expect or hope for, by such measures as these, is to interest and gain over to our side, the majority. What is to be done with those who cannot be reached by such kinds of influence, I shall endeavor presently to show. The object now is, simply to gain the majority,—to awaken a general interest, which you can make effectual in promoting your plans, and thus to narrow the field of discipline, by getting those right, who can be got right by such measures.

Thus securing a majority to be on your side in the general administration of the school, is absolutely indispensable to success. A teacher may, by the force of mere authority, so control his pupils, as to preserve order in the school-room, and secure a tolerable progress in study, but the heart will not be in it. The progress in knowledge must accordingly be, in ordinary cases, slow, and the cultivation of moral principle must be, in such a case, entirely neglected. The principles of duty cannot be inculcated by fear; and though pain and terror must, in many instances, be called in to coerce an individual offender, whom milder measures will not reach, yet these agents, and others like them, can never be successfully employed, as the ordinary motives to action. They cannot produce any thing but mere external and heartless obedience in the presence of the teacher, with an inclination to throw off all restraint, when the pressure of stern authority is removed.

We should all remember that our pupils are, but a very short time, under our direct control. Even when they are in school, the most untiring vigilance will not enable us to watch, except for a very small portion of the time, any individual. Many hours of the day, too, they are entirely removed from our inspection, and a few months will take them away from us altogether. Subjecting them then to mere external restraint, is a very inadequate remedy for the moral evil, to which they are exposed. What we aim at, is to bring forward and strengthen an internal principle, which will act, when both parent and teacher are away, and control where external circumstances are all unfavorable.

I have thus far under this head, been endeavoring to show the importance of securing, by gentle measures, a majority of the scholars, to co-operate with the teacher in his plans. The methods of doing this, demand a little attention.

(1.) The teacher should study human nature as it exhibits itself in the school-room, by taking an interest in the sports and enjoyments of the pupils, and connecting, as much as possible, what is interesting and agreeable, with the pursuits of the school, so as to lead the scholars to like the place. An attachment to the institution and to the duties of it, will give the teacher a very strong hold upon the community of mind which exists there.

(2.) Every thing which is unpleasant in the discipline of the school should be attended to, as far as possible, privately. Sometimes it is necessary to bring a case forward in public, for reproof or punishment, but this is seldom. In some schools, it is the custom to postpone cases of discipline, till the close of the day, and then, just before the boys are dismissed at night, all the difficulties are settled. Thus, day after day, the impression which is last made upon their minds, is received from a season of suffering, and terror, and tears.

Now such a practice may be attended with many advantages, but it seems to be, on the whole, unwise. Awing the pupils, by showing them the consequences of doing wrong, should be very seldom resorted to. It is far better to allure them, by showing them the pleasures of doing right. Doing right is pleasant to every body, and no persons are so easily convinced of this, or rather so easily led to see it, as children. Now the true policy is, to let them experience the pleasure of doing their duty, and they will easily be allured to it.

In many cases, where a fault has been publicly committed, it seems, at first view, to be necessary that it should be publicly punished; but the end will, in most cases, be answered, if it is noticed publicly, so that the pupils may know that it received attention, and then the ultimate disposal of the case, may be made a private affair, between the teacher and the individual concerned. If, however, every case of disobedience, or idleness, or disorder, is brought out publicly before the school, so that all witness the teacher's displeasure, and feel the effects of it, (for to witness it, is to feel its most unpleasant effects,) the school becomes, in a short time, hardened to such scenes. Unpleasant associations become connected with the management of the school, and the scholars are prepared to do wrong with less reluctance, since the consequence is only a repetition of what they are obliged to see every day.

Besides, if a boy does something wrong, and you severely reprove him in the presence of his class, you punish the class, almost as much as you do him. In fact, in many cases, you punish them more; for I believe it is almost invariably more unpleasant for a good boy to stand by and listen to rebukes, than for a bad boy to take them. Keep these things, therefore, as much as possible, out of sight. Never bring forward cases of discipline, except on mature deliberation, and for a distinct and well-defined purpose.

(3.) Never bring forward a case of discipline of this kind, unless you are sure that public opinion will go in your favor. If a case comes up, in which the sympathy of the scholars is excited for the criminal, in such a way as to be against yourself, it will always do more harm than good. Now this, unless there is great caution, will often be the case. In fact, it is probable that a very large proportion of the punishments which are ordinarily inflicted in schools, only prepare the way for more offences.

It is, however, possible to bring forward individual cases in such a way, as to produce a very strong moral effect, of the right kind. This is to be done by seizing upon those peculiar emergencies, which will arise in the course of the administration of a school, and which each teacher must watch for, and discover himself. They cannot be pointed out. I may, however, give a clearer idea of what is meant, by such emergencies, by an example. It is a case which actually occurred, as here narrated.

In a school where nearly all the pupils were faithful and docile, there were one or two boys, who were determined to find amusement in those mischievous tricks, so common in schools and colleges. There was one boy in particular, who was the life and soul of all these plans. Devoid of principle, idle as a scholar, morose and sullen in his manners, he was, in every respect, a true specimen of the whole class of mischief-makers, wherever they are to be found. His mischief consisted, as usual, in such exploits as stopping up the keyhole, upsetting the teacher's inkstand, or fixing something to his desk to make a noise, and interrupt the school.

It so happened, that there was a standing feud between the boys of his neighborhood, and those of another, situated a mile or two from it. By his malicious activity, he had stimulated this quarrel to a high pitch, and was very obnoxious to the boys of the other party. One day, when taking a walk, the teacher observed a number of boys with excited looks, and armed with sticks and stones, standing around a shoe-maker's shop, to which his poor pupil had gone for refuge from them. They had got him completely within their power, and were going to wait until he should be wearied with his confinement, and come out, when they were going to inflict upon him the punishment they thought he deserved.

The teacher interfered, and by the united influence of authority, management, and persuasion, succeeded in effecting a rescue. The boy would probably have preferred to owe his safety to any one else, than to the teacher, whom he had so often tried to tease; but he was glad to escape in any way. The teacher said nothing about the subject, and the boy soon supposed it was entirely forgotten.

But it was not forgotten. The teacher knew perfectly well that the boy would, before long, be at his old tricks again, and was reserving this story as the means of turning the whole current of public opinion against such tricks should they again occur.

One day he came to school, in the afternoon, and found the room filled with smoke; the doors and windows were all closed, though, as soon as he came in, some of the boys opened them. He knew by this circumstance, that it was roguery, not accident, which caused the smoke. He appeared not to notice it, however, said he was sorry it smoked, and asked the mischievous boy, for he was sure to be always near in such a case, to help him fix the fire. The boy supposed it was understood to be accidental, and perhaps secretly laughed at the dulness of his master.

In the course of the afternoon, the teacher ascertained, by private inquiries, that his suspicions were correct, as to the author of the mischief. At the close of school, when the studies were ended, and the books laid away, he told the scholars that he wanted to tell them a story.

He then, with a pleasant tone and manner, gave a very minute, and, to the boys, a very interesting narrative of his adventure, two or three weeks before, when he rescued this boy from his danger. He called him, however, simply a boy, without mentioning his name, or even hinting that he was a member of the school. No narrative could excite a stronger interest among an audience of school-boys, than such an one as this; and no act of kindness from a teacher, would make as vivid an impression, as interfering to rescue a trembling captive, from such a situation as the one this boy had been in.

The scholars listened with profound interest and attention, and though the teacher said little about his share in the affair, and spoke of what he did, as if it were a matter of course, that he should thus befriend a boy in distress, an impression, very favorable to himself, must have been made. After he had finished his narrative, he said,

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

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

"It was a boy that you all know."

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

"He is a member of this school."

There was an expression of fixed, and eager, and increasing interest, on every face in the room.

"He is here now," said the teacher, winding up the interest and curiosity of the scholars, by these words, to the highest pitch.

"But I cannot tell you his name; for what return do you think he made to me? To be sure it was no very great favor that I did him; I should have been unworthy the name of teacher, if I had not done it for him, or for any boy in my school. But at any rate, it showed my good wishes for him,—it showed that I was his friend, and what return do you think he made me for it? Why, to-day he spent his time between schools in filling the room with smoke, that he might torment his companions here, and give me trouble, and anxiety and suffering, when I should come. If I should tell you his name, the whole school would turn against him for his ingratitude."

The business ended here, and it put a stop, a final stop to all malicious tricks in the school. Now it is not very often that so fine an opportunity occurs, to kill, by a single blow, the disposition to do wilful, wanton injury, as this circumstance afforded; but the principle illustrated by it,—bringing forward individual cases of transgression, in a public manner, only for the sake of the general effect, and so arranging what is said and done as to produce the desired effect upon the public mind, in the highest degree, may very frequently be acted upon. Cases are continually occurring, and if the teacher will keep it constantly in mind, that when a particular case comes before the whole school, the object is an influence upon the whole, and not the punishment or reform of the guilty individual, he will insensibly so shape his measures, as to produce the desired result.

(4.) There should be a great difference made between the measures you take to prevent wrong, and the feelings of displeasure against wrong, when it is done. The former should be strict, authoritative, unbending; the latter should be mild and gentle. Your measures, if uniform and systematic will never give offence, however powerfully you may restrain and control. It is the morose look, the harsh expression, the tone of irritation and fretfulness which is so unpopular in school. The sins of childhood are by nine tenths of mankind enormously overrated, and perhaps none overrate them, more extravagantly, than teachers. We confound the trouble they give us, with their real moral turpitude, and measure the one by the other. Now if a fault prevails in school, one teacher will scold and fret himself about it, day after day, until his scholars are tired both of school and of him: and yet he will do nothing effectual to remove it. Another will take efficient and decided measures, and yet say very little on the subject, and the whole evil will be removed, without suspending for a moment, the good humor, and pleasant feeling, which should prevail in school.

The expression of your displeasure on account of any thing that is wrong, will seldom or never do any good. The scholars consider it scolding; it is scolding, and though it may, in many cases, contain many sound arguments and eloquent expostulations, it operates simply as a punishment. It is unpleasant to hear it. General instruction must indeed be given, but not general reproof.

(5.) Feel that, in the management of the school, you are under obligation as well as the scholars, and let this feeling appear in all that you do. Your scholars wish you to dismiss school earlier than usual on some particular occasion, or to allow them an extra holiday. Show by the manner in which you consider and speak of the question, that your main inquiry is what is your duty. Speak often of your responsibility to your employers, not formally, but incidentally and naturally as you will speak, if you feel this responsibility.

It will assist very much too, in securing cheerful, good-humored obedience to the regulations of the school, if you extend their authority over yourself. Not that the teacher is to have no liberty from which the scholars are debarred; this would be impossible. But the teacher should submit, himself, to every thing which he requires of his scholars, unless it is in cases where a different course is necessary.

Suppose for instance, a study card, like the one described in a preceding chapter, is made, so as to mark the time of recess and of study. The teacher near the close of recess, is sitting with a group of his pupils around him, telling them some story. They are all interested, and they see he is interested. He looks at his watch, and shows by his manner, that he is desirous of finishing what he is saying, but that he knows that the striking of the bell will cut short his story. Perhaps he says not a word about it, but his pupils see that he is submitting to the control which is placed over them: and when the card goes up, and he stops instantly in the middle of his sentence, and rises with the rest, each one to go to his own place, to engage at once in their several duties, he teaches them a most important lesson, and in the most effectual way. Such a lesson of fidelity and obedience, and such an example of it, will have more influence, than a half hour's scolding about whispering without leave, or a dozen public punishments. At least so I find it, for I have tried both.

Show then continually, that you see and enjoy the beauty of system and strict discipline, and that you submit to it yourself, as well as require it of others.

(6.) Lead your pupils to see that they must share with you, the credit or the disgrace, which success or failure may bring. Lead them to feel this, not by telling them so, for there are very few things which can be impressed upon children by direct efforts to impress them; but by so speaking of the subject, from time to time, as to lead them to see that you understand it so.

Repeat, with judicious caution, what is said of the school, both for and against it, and thus endeavor to interest the scholars in its public reputation. This feeling of interest in the institution may very easily be awakened. It sometimes springs up, spontaneously, and where it is not guided aright by the teacher, sometimes produces very bad effects upon the minds of the pupils, in rival institutions. When two schools are situated near each other, evil consequences will result from this feeling, unless the teacher manages it so as to deduce good consequences. I recollect, that, in my boyish days, there was a standing quarrel between the boys of a town school and an academy, which were in the same village. We were all ready, at any time, when out of school, to fight for the honor of our respective institutions, but very few were ready to be diligent and faithful, when in it, though it would seem that that might have been rather a more effectual means of establishing the point. If the scholars are led to understand that the school is to a great extent their institution, that they must assist to sustain its character, and that they share the honor if any honor is acquired, a feeling will prevail in the school, which may be turned to a most useful account.

(7.) In giving instruction on moral duty, the subject should be taken up generally, in reference to imaginary cases, or cases which are unknown to most of the scholars. If this is done, the pupils feel that the object of bringing up the subject is to do good; whereas, if questions of moral duty are only brought up, from time to time, when some prevailing or accidental fault in school calls for it, the feeling will be that the teacher is only endeavoring to remove from his own path a source of inconvenience and trouble. The most successful mode of giving general moral instruction that I have known, and which has been adopted in many schools, with occasional variations of form, is the following.

When the time has arrived a subject is assigned, and small papers are distributed to the whole school, that all may write something concerning it. These are then read and commented on by the teacher, and are made the occasion of any remarks, which he may wish to make. The interest is strongly excited to hear the papers read, and the instruction which the teacher may give, produces a deeper effect, when engrafted thus, upon something which originates in the minds of the pupils.

To take a particular case; a teacher addressed his scholars thus. "The subject for the moral exercise to day, is Prejudice. Each one may take one of the papers which have been distributed, and you may write upon them any thing you please relating to the subject. As many as have thought of any thing to write, may raise their hands."

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

"I will mention the kinds of communications you can make, and perhaps what I say will suggest something to you. As fast as you think of any thing, you may raise your hands, and as soon as I see a sufficient number up, I will give directions to begin. You can describe any case in which you have been prejudiced, yourselves, either against persons or things."

Here a number of the hands went up.

"You can mention any facts relating to antipathies of any kind, or any cases where you know other persons to be prejudiced. You can ask any questions in regard to the subject, questions about the nature of prejudice, or the causes of it, or the remedy for it."

As he said this, many hands were successively raised, and at last, directions were given for them to begin to write. Five minutes were allowed, and at the end of that time the papers were collected and read. The following specimens, transcribed verbatim from the originals, with the remarks made, as nearly as they could be remembered immediately after the exercise, will give an idea of the ordinary operation of this plan.

"I am very much prejudiced against spiders, and every insect in the known world, with scarcely an exception. There is a horrid sensation created by their ugly forms, that makes me wish them all to Jericho. The butterfly's wings are pretty, but he is dreadful ugly. There is no affectation in this, for my pride will not permit me to show this prejudice to any great degree, when I can help it. I do not fear the little wretches; but I do hate them.

Anti-Spider-Sparer."

"This is not expressed very well, the phrases, "to Jericho" and "dreadful ugly," are vulgar, and in very bad taste. Such a dislike too is more commonly called an antipathy, than a prejudice, though perhaps it comes under the general head of prejudices."

"How may we overcome prejudice? I think that when we are prejudiced against a person, it is the hardest thing in the world to overcome it."

"A prejudice is usually founded on some unpleasant association connected with the subject of it. The best way to overcome the prejudice, therefore, is to connect some pleasant association with it.

"For example, (to take the case of the antipathy to the spider, alluded to in the last article,) the reason why that young lady dislikes spiders, is undoubtedly because she has some unpleasant idea associated with the thought of that animal, perhaps for example, the idea of their crawling upon her—which is certainly not a very pleasant one for any body. Now the way to correct such a prejudice, is to try to connect some pleasant thoughts with the sight of the animal.

"I once found a spider in an empty apartment, hanging in its web on the wall, with a large ball of eggs which it had suspended by its side. My companion and myself cautiously brought up a tumbler under the web, and pressed it suddenly against the wall, so as to enclose both spider and eggs within it. We then contrived to run in a pair of shears, so as to cut off the web, and let both the animal and its treasure fall down into the tumbler. We put a book over the top, and walked off with our prize, to a table, to see what it would do.

"At first it tried to climb up the side of the tumbler, but its feet slipped, from the smooth glass. We then inclined the glass, so as to favor its climbing and to enable it to reach the book at the top. As soon as it touched the book, it was safe. It could cling to the book easily, and we placed the tumbler again upright, to watch its motions.

"It attached a thread to the book and let itself down by it to the bottom of the tumbler, and walked round and round the ball of eggs, apparently in great trouble. Presently it ascended by its thread, and then came down again. It attached a new thread to the ball, and then went up, drawing the ball with it. It hung the ball at a proper distance from the book, and bound it firmly in its place by threads running from it, in every direction, to the parts of the book which were near, and then the animal took its place, quietly by its side.

"Now I do not say, that if any body had a strong antipathy to a spider, seeing one perform such a work as this would entirely remove it; but it would certainly soften it. It would tend to remove it. It would connect an interesting and pleasant association, with the object. So if she should watch a spider in the fields making his web. You have all seen those beautiful, regular webs, in the morning dew, ("Yes, sir," "Yes sir.") composed of concentric circles, and radii diverging in every direction. ("Yes sir.") Well, watch a spider when making one of these, or observe his artful ingenuity and vigilance, when he is lying in wait for a fly. By thus connecting pleasant ideas, with the sight of the animal, you will destroy the unpleasant association which constitutes the prejudice. In the same manner, if I wished to create an antipathy to a spider, in a child, it would be very easily done. I would tie her hands behind her, and put three or four upon her, to crawl over her face.

"Thus you must destroy prejudices in all cases, by connecting pleasant thoughts and associations with the objects of them."

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

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

"'Why?'

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

"'But why not. What is your objection to her.'

"'Oh I don't know, I have not any particular reason, but I never did like her.'

"Now whenever you hear any person talk so, you may be sure that her opinion, on any subject, is worth nothing at all. She forms opinions in one case, without grounds, and it depends merely upon accident, whether she does not, in other cases."