The Teacher

(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."

"Why is it that so many of our countrymen are, or seem to be prejudiced against the unfortunate children of Africa? Almost every large white boy, who meets a small black boy, insults him, in some way or other."

"It is so hard to overcome prejudices, that we ought to be careful how we form them."

"When I see a new scholar enter this school and she does not happen to suit me exactly in her ways and manners, I very often get prejudiced against her, though sometimes I find her a valuable friend, after I get acquainted with her."

"There is an inquiry I should like very much to make, though I suppose it would not be quite right to make it. I should like to ask all those who have some particular friend in school, and who can recollect the impression which the individual made upon them when they first saw her, to rise, and then I should like to inquire in how many cases the first impression was favorable, and in how many unfavorable."

"Yes sir." "Yes sir."

"Do you mean you would like to have the inquiry made?"

"Yes sir."

"All, then, who have intimate friends, and can recollect the impression which they first made upon them, may rise."

[About thirty rose; more than two thirds of whom voted that the first impression made by the persons who had since become their particular friends, was unfavorable.]

"This shows how much dependence you can justly place on first impressions."

"It was the next Monday morning, after I had attained the wise age of 4 years, that I was called up into my mother's room, and told that I was the next day going to school.

"I called forth all my reasoning powers, and with all the ability of a child of four years, I reasoned with my mother, but to no purpose. I told her that I hated the school mistress then; though I had never seen her. The very first day I tottered under the weight of the mighty foolscap. I only attended her school two quarters; with prejudice I went, and with prejudice I came away.

"The old school-house is now torn down, and a large brick house takes the place of it. But I never pass by without remembering my teacher. I am prejudiced to [against] the very spot.

"Is it not right to allow prejudice, to have influence over our minds as far as this? If any thing comes to our knowledge, with which wrong seems to be connected, and one in whom we have always felt confidence is engaged in it, is it not right to allow our prejudice in favor of this individual to have so much influence over us, as to cause us to believe that all is really right, though every circumstance which has come to our knowledge is against such a conclusion? I felt this influence not many weeks since, in a very great degree."

"No; it would not be prejudice in such a case. That is, a prejudice would not be a sufficient ground to justify withholding blame. Well grounded confidence in such a person, if there was reason for it, ought to leave such an effect, but not prejudice."

The above may be considered as a fair specimen of the ordinary operation of such an exercise. It is taken as an illustration, not by selection from the large number of similar exercises which I have witnessed, but simply because it was an exercise occurring at the time when a description was to be written. Besides the articles quoted above, there were thirty or forty others, which were read and commented on. The above will, however, be sufficient to give the reader a clear idea of the exercise, and to show what is the nature of the moral effect it is calculated to produce.

The subjects which may be advantageously brought forward in such a way, are of course very numerous. They are such as the following. In connexion with each, give the suggestions as to the kind of articles to be written, which the pupils may receive at the time the subject is assigned.

1. Duties to Parents. Anecdotes of good or bad conduct at home. Questions. Cases where it is most difficult to obey. Dialogues between parents and children. Excuses which are often made for disobedience.

2. Selfishness. Cases of selfishness any of the pupils have observed. Dialogues they have heard exhibiting it. Questions about its nature. Indications of selfishness.

3. Faults of the School. Any bad practices the scholars may have observed in regard to general deportment, recitations, habits of study, or the scholars' treatment of one another. Each scholar may write what is his own greatest trouble in school, and whether he thinks any thing can be done to remove it. Any thing they think can be improved in the management of the school by the Teacher. Unfavorable things they have heard said about it, out of school, though without names.

4. Excellences of the School. Good practices, which ought to be persevered in. Any little incidents the scholars may have noticed illustrating good character. Cases which have occurred in which scholars have done right, in temptation, or when others around were doing wrong. Favorable reports in regard to the school, in the community around.

5. The Sabbath. Any thing the scholars may have known to be done on the Sabbath which they doubt whether right or wrong. Questions in regard to the subject. Various opinions they have heard expressed. Difficulties they have in regard to proper ways of spending the Sabbath.

(8.) We have one other method to describe, by which a favorable moral influence may be exerted in school. The method can, however, go into full effect, only where there are several pupils who have made considerable advances in mental cultivation.

It is to provide a way, by which teachers and pupils may write, anonymously, for the school. This may be done by having a place of deposit for such articles as may be written, where any person may leave what he wishes to have read, nominating, by a memorandum, upon the article itself, the reader. If a proper feeling on the subject of good discipline, and the formation of good character, prevails in school, many articles, which will have a great deal of effect upon the pupils, will find their way through such an avenue, once opened. The teacher can himself often bring forward, in this way, his suggestions, with more effect than he otherwise could do. Such a plan is, in fact like the plan of a newspaper for an ordinary community, where sentiments and opinions stand on their own basis, and influence the community just in proportion to their intrinsic merits, unassisted by the authority of the writer's name, and unimpeded by any prejudice which may exist against him. In my own school, this practice has had a very powerful effect. I have, myself, often thus anonymously addressed my pupils, and I have derived great assistance from communications which many of the pupils have written. Sometimes we have had full discussions of proposed measures, and at others, criticisms of the management of the school, or of prevailing faults. Sometimes good humored satires, and sometimes simple descriptions. 'Tis true the practice is not steadily kept up. Often, for months together, there is not an article offered. Still the place of deposit remains, and, after a time, some striking communication is made, which awakens general attention, and calls out other pens, until the fifteen minutes, corresponding to the afternoon General Exercise, in the plan provided in a preceding chapter, (which is all which is allowed to be devoted to such purposes,) is not sufficient to read what is daily offered. Of course, in such a plan as this, the teacher must have the usual editorial powers, to comment upon what is written, or to alter or suppress it at pleasure.1

By means like these, it will not be difficult for any teacher to obtain, so far an ascendancy over the minds of his pupils, as to secure an overwhelming majority in favor of good order, and co-operation with him in his plans for elevating the character of the school. But let it be distinctly understood, that this, and this only, has been the object of this chapter, thus far: The first point brought up, was the desirableness of making, at first, a favourable impression,—the second, the necessity of taking general views of the condition of the school, and aiming to improve it in the mass, and not merely to rebuke or punish accidental faults,—and the third, the importance and the means of gaining a general influence and ascendency over the minds of the pupils. But, though an overwhelming majority can be reached by such methods as these, all cannot. We must have the majority secured, however, in order to enable us to reach and to reduce the others. But to this work we must come at last.

4. I am therefore now to consider under a fourth general head, what course is to be taken with individual offenders, whom the general influences of the school-room will not control.

(1.) The first point to be attended to, is to ascertain who they are. Not by appearing suspiciously to watch any individuals, for this would be almost sufficient to make them bad, if they were not so before. Observe, however; notice, from day to day, the conduct of individuals, not for the purpose of reproving or punishing their faults, but to enable you to understand their characters. This work will often require great adroitness, and very close scrutiny; and you will find, as the results Of it, a considerable variety of character, which the general influences above described, will not be sufficient to control. The number of individuals will not he great, but the diversity of character comprised in it, will be such, as to call into exercise all your powers of vigilance and discrimination. On one seat, you will find a coarse, rough looking boy, who will openly disobey your commands and oppose your wishes; on another, a more sly rogue, whose demure and submissive look is assumed, to conceal a mischief-making disposition. Here is one, whose giddy spirit is always leading him into difficulty, but who is of so open and frank a disposition, that you will most easily lead him back to duty; but there is another, who, when reproved, will fly into a passion; and there, a third, who will stand sullen and silent before you, when he has done wrong, and is neither to be touched by kindness, nor awed by authority.

Now all these characters must be studied. It is true that the caution given in a preceding part of this chapter, against devoting undue and disproportionate attention to such persons must not be forgotten. Still, these individuals will require, and it is right that they should receive, a far greater degree of attention, so far as the moral administration of the school is concerned, than their mere numbers would appear to justify. This is the field in which the teacher is to study human nature; for here it shows itself without disguise. It is through this class, too, that a very powerful moral influence is to be exerted upon the rest of the school. The manner in which such individuals are managed; the tone the teacher assumes towards them; the gentleness with which he speaks of their faults, and the unbending decision with which he restrains them from wrong, will have a most powerful effect upon the rest of the school. That he may occupy this field, therefore, to the best advantage, it is necessary that he should first thoroughly explore it.

By understanding the dispositions and characters of such a class of pupils as I have described, I do not mean merely watching them, with vigilance, in school, so that none of their transgressions shall go unobserved and unpunished. I intend a far deeper and more thorough examination of character. Every boy has something or other which is good in his disposition and character, which he is aware of, and on which he prides himself; find out what it is, for it may often be made the foundation, on which you may build the superstructure of reform. Every one has his peculiar sources of enjoyment,—and objects of pursuit, which are before his mind from day to day; find out what they are, that by taking an interest in what interests him, and perhaps sometimes assisting him in his plans, you can bind him to you. Every boy is, from the circumstances in which he is placed at home, exposed to temptations, which have perhaps, had a far greater influence in the formation of his character, than any deliberate and intentional depravity of his own; ascertain what these temptations are, that you may know where to pity him, and where to blame. The knowledge which such an examination of character will give you, will not be confined to making you acquainted with the individual. It will be the most valuable knowledge which a man can possess, both to assist him in the general administration of the school, and in his intercourse among mankind in the business of life. Men are but boys, only with somewhat loftier objects of pursuit. Their principles, motives, and ruling passions are essentially the same. Extended commercial speculations are, so far as the human heart is concerned, substantially what trading in jack-knives and toys is, at school, and building a snow fort, to its own architects, the same as erecting a monument of marble.

(2.) After exploring the ground, the first thing to be done, as a preparation for reforming individual character, in school, is, to secure the personal attachment of the individuals to be reformed. This must not be attempted by professions and affected smiles, and still less by that sort of obsequiousness, common in such cases, which produces no effect but to make the bad boy suppose that his teacher is afraid of him; which, by the way, is, in fact, in such cases, usually true. Approach the pupil in a bold and manly, but frank and pleasant manner. Approach him as his superior, but still, as his friend; desirous to make him happy, not merely to obtain his good-will. And the best way to secure these appearances, is, just to secure the reality. Actually be the boy's friend. Really desire to make him happy;—happy, too, in his own way, not in yours. Feel that you are his superior, and that you must and will enforce obedience; but with this feel, that probably obedience will be rendered, without any contest. If these are really the feelings which reign within you, the boy will see it, and they will exert a strong influence over him, but you cannot counterfeit appearances.