The Teacher

The topics at first most usually selected, are the common objects by which we are surrounded; for example, glass, iron, mahogany, &c. The list will gradually extend itself, until it will embrace a large number of subjects.

The object of this exercise is to induce pupils to seek for general information in an easy and pleasant manner, as by the perusal of books, newspapers, periodicals, and conversation with friends. It induces care and attention in reading, and discrimination in selecting the most useful and important facts from the mass of information. As individuals are called upon, also, to express their ideas verbally, they soon acquire by practice, the power of expressing their ideas with clearness and force, and communicating with ease and confidence the knowledge they possess.

18. Music. c. The girls of our school often amused themselves in recess by collecting into little groups for singing. As there seemed to be a sufficient power of voice and a respectable number who were willing to join in the performance, it was proposed one day, that singing should be introduced as a part of the devotional exercises of the school.

The first attempt nearly resulted in a failure; only a few trembling voices succeeded in singing Old Hundred, to the words, "Be thou," &c. On the second day, Peterborough was sung with much greater confidence on the part of the increased number of singers. The experiment was tried with greater and greater success for several days, when the Teacher proposed that a systematic plan should be formed, by which there night be singing regularly at the close of school. It was then proposed, that a number of Singing books be obtained, and one of the scholars, who was well acquainted with common tunes, be appointed as chorister. Her duty should be, to decide what particular tune may be sung each day, inform the Teacher of the metre of the hymn, and take the lead in the exercise. This plan being approved of by the scholars, was adopted, and put into immediate execution. Several brought copies of the Sabbath School Hymn Book which they had in their possession, and the plan succeeded beyond all expectation. The greatest difficulty in the way was to get some one to lead. The chorister, however, was somewhat relieved from the embarrassment which she would naturally feel in making a beginning, by the appointment of one or two individuals with herself, who were to act as her assistants. These constituted the leading Committee, or as it was afterwards termed, Singing Committee.

Singing now became a regular and interesting exercise of the school, and the Committee succeeded in managing the business themselves.

19. Tabu. c. An article was one day read in a school relating to the "Tabu" of the Sandwich Islanders. Tabu is a term with them which signifies consecrated,—not to be touched—to be let alone—not to be violated. Thus according to their religious observances, a certain day will be proclaimed Tabu, that is, one upon which there is to be no work, or no going out.

A few days after this article was read, the scholars observed one morning, a flower stuck up in a conspicuous place against the wall, with the word TABU in large characters above it. This excited considerable curiosity. The teacher informed them, in explanation, that the flower was a very rare and beautiful specimen brought by one of the scholars, which he wished all to examine. "You would naturally feel a disposition to examine it by the touch;" said he, "but you will all see, that by the time it was touched by sixty individuals, it would be likely to be injured, if not destroyed. So I concluded to label it, Tabu. And it has occurred to me that this will be a convenient mode of apprising you generally, that any article had better not be handled. You know we sometimes have some apparatus exposed, which would be liable to injury from disturbance, where there are so many persons to touch it. I shall in such a case, just mention that an article is Tabu, and you will understand that it is not only not to be injured, but not even touched."

A little delicate management of this sort will often have more influence over young persons, than the most vehement scolding, or the most watchful and jealous precautions. The Tabu was always most scrupulously regarded, after this, whenever employed.

20. Mental Analysis. Scene; a class in Arithmetic at recitation. The teacher gives them an example in addition, requesting them when they have performed it to rise. Some finish it very soon, others are very slow in accomplishing the work.

"I should like to ascertain," says the teacher, "how great is the difference of rapidity, with which different members of the class work in addition. I will give you another example, and then notice by my watch, the shortest and longest time required to do it."

The result of the experiment was, that some members of the class were two or three times as long in doing it, as others.

"Perhaps you think," said the teacher, "that this difference is altogether owing to difference of skill, but it is not. It is mainly owing to the different methods adopted by various individuals. I am going to describe some of these, and as I describe them, I wish you would notice them carefully, and tell me which you practice.

There are then three modes of adding up a column of figures, which I shall describe."

1. "I shall call the first counting. You take the first figure, and then add the next to it, by counting up regularly. There are three distinct ways of doing this.

(a.) Counting by your fingers. ("Yes sir.") You take the first figure,—suppose it is seven, and the one above it, eight. Now you recollect that to add eight, you must count all the fingers of one hand, and all but two again. So you say seven—eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen."

"Yes sir," "Yes sir," said the scholars.

(b.) "The next mode of counting is to do it mentally, without using your fingers at all, but as it is necessary for you to have some plan to secure your adding the right number, you divide the units into sets of two each. Thus you remember that eight consists of four twos, and you accordingly say, when adding eight to seven, seven;—eight, nine;—ten, eleven;—twelve, thirteen;" &c.

(c.) "The third mode is, to add by three, in the same way. You recollect that eight consists of two threes and a two; so you say, seven;—eight, nine, ten;—eleven, twelve, thirteen;—fourteen, fifteen."

The teacher here stops to ascertain how many of the class are accustomed to add in either of these modes. It is a majority.

2. "The next general method is calculating. That is, you do not unite one number to another by the dull and tedious method of applying the units, one by one, as in the ways described under the preceding head, but you come to a result more rapidly by some mode of calculating. These modes are several.

(a.) Doubling a number, and then adding or subtracting as the case may require. For instance in the example already specified; in order to add seven and eight, you say, "Twice seven are fourteen and one are fifteen;" ("Yes sir," "Yes sir,") or "Twice eight are sixteen, and taking one off, leaves fifteen. ("Yes sir.")

(b.) Another way of calculating is to skip about the column, adding those numbers which you can do most easily, and then bringing in the rest as you best can. Thus, if you see three eights in one column, you say three times eight are twenty-four, and then you try to bring in the other numbers. Often in such cases, you forget what you have added and what you have not, and get confused, ("Yes sir,") or you omit something in your work, and consequently it is incorrect.

(c.) If nines occur, you sometimes add ten, and then take off one, for it is very easy to add ten.

(d.) Another method of calculating, which is, however, not very common, is this. To take our old case, adding eight to seven, you take as much from the eight to add to the seven as will be sufficient to make ten, and then it will be easy to add the rest. Thus, you think in a minute, that three from the eight will make the seven a ten, and then there will be five more to add, which will make fifteen. If the next number was seven, you would say five of it will make twenty, and then there will be two left, which will make twenty-two. This mode, though it may seem more intricate than any of the others, is in fact more rapid than any of them, when one is little accustomed to it.

These are the four principal modes of calculating which occur to me. Pupils do not generally practice any one of them exclusively, but occasionally resort to each, according to the circumstances of the particular case."

The teacher here stopped to inquire how many of the class were accustomed to add by calculating in either of these ways; or in any simpler ways.

3. "There is one more mode which I shall describe: it is by Memory. Before I explain this mode I wish to ask you some questions which I should like to have you answer as quick as you can.

How much is four times five?—Four and five?

How much is seven times nine?—Seven and nine?

Eight times six?—Eight and six?

Nine times seven?—Nine and seven?"

After asking a few questions of this kind, it was perceived that the pupils could tell much more readily what was the result when the numbers were to be multiplied, then when they were to be added.

"The reason is," said the teacher, "because you committed the multiplication table to memory, and have not committed the addition table. Now many persons have committed the addition table, so that it is perfectly familiar to them, and when they see any two numbers, the amount which is produced when they are added together comes to mind in an instant. Adding in this way is the last of the three modes I was to describe.

Now of these three methods, the last is undoubtedly the best. If you once commit the addition table thoroughly, you have it fixed for life; whereas if you do not, you have to make the calculation over again every time, and thus lose a vast amount of labor. I have no doubt that there are some in this class who are in the habit of counting, who have ascertained that seven and eight for instance, make fifteen; by counting up from seven to fifteen, hundreds of times. Now how much better it would be, to spend a little time in fixing the fact in the mind once for all, and then when you come to the case, seven and eight are—say at once "Fifteen,"—instead of mumbling over and over again, hundreds of times, "Seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen."

The reason then, that some of the class add so slowly, is not probably because they want skill and rapidity of execution, but became they work to a great disadvantage, by working in the wrong way. I have often been surprised at the dexterity and speed with which some scholars can count with their fingers, when adding, and yet they could not get through the sum very, quick—at least they would have done it in half the time, if the same effort had been made in travelling on a shorter road. We will therefore study the addition table now, in the class, before we go on any farther."

The foregoing narratives, it is hoped, may induce some of the readers of this book to keep journals of their own experiments, and of the incidents which may, from time to time come under their notice, illustrating the principles of education, or simply the characteristics and tendencies of the youthful mind. The business of teaching will excite interest and afford pleasure, just in proportion to the degree in which it is conducted by operations of mind upon mind, and the means of making it most fully so, are, careful practice, based upon, and regulated by, the results of careful observation. Every teacher then should make observations and experiments upon mind a part of his daily duty, and nothing will more facilitate this, than keeping a record of results. There can be no opportunity for studying human nature, more favorable than the teacher enjoys. The materials are all before him; his very business, from day to day, brings him to act directly upon them; and the study of the powers and tendencies of the human mind is not only the most interesting and the noblest that can engage human attention, but every step of progress he makes in it, imparts an interest and charm, to what would otherwise be a weary toil. It at once relieves his labors, while it doubles their efficiency and success.

CHAPTER IX.

THE TEACHER'S FIRST DAY

The teacher enters upon the duties of his office by a much more sudden transition than is common in the other avocations and employments of life. In ordinary cases, business comes at first by slow degrees, and the beginner is introduced to the labors and responsibilities of his employment, in a very gradual manner. The young teacher, however, enters, by a single step, into the very midst of his labors. Having, perhaps, never even heard a class recite before, he takes a short walk some winter morning, and suddenly finds himself instated at the desk,—his fifty scholars all around, looking him in the face, all waiting to be employed. Everything comes upon him at once. He can do nothing until the day and the hour for opening the school arrives,—then he has everything to do.

Under these circumstances it is not surprising that the young teacher should look forward with unusual solicitude to his first day in school; and he desires, ordinarily, special instructions in respect to this occasion. Some such special instructions we propose to give in this chapter. The experienced teacher may think some of them too minute and trivial. But he must remember that they are intended for the youngest beginner in the humblest school; and if he recalls to mind his own feverish solicitude on the morning when he went to take his first command in the district school, he will pardon the seeming minuteness of detail.

1. It will be well for the young teacher to take opportunity, between the time of his engaging his school and that of his commencing it,—to acquire as much information in respect to it, beforehand, as possible,—so as to be somewhat acquainted with the scene of his labors before entering upon it. Ascertain the names and the characters of the principal families in the district, their ideas and wishes in respect to the government of the school, the kind of management adopted by one or two of the last teachers, the difficulties they fell into, the nature of the complaints made against them, if any, and the families with whom difficulty has usually arisen. This information must of course be obtained in private conversation; a good deal of it must be, from its very nature, highly confidential; but it is very important that the teacher should be possessed of it. He will necessarily become possessed of it by degrees, in the course of his administration, when, however, it may be too late to be of any service to him. But by judicious and proper efforts to acquire it beforehand, he will enter upon the discharge of his duties with great advantage. It is like a navigator's becoming acquainted beforehand with the nature and the dangers of the sea over which he is about to sail.

Such inquiries as these will, in ordinary cases, bring to the teacher's knowledge, in most districts in our country, some cases of peculiarly troublesome scholars, or unreasonable and complaining parents,—and stories of their unjustifiable conduct on former occasions, will come to him; exaggerated by the jealousy of rival neighbours. There is danger that his resentment may be roused a little, and that his mind will assume a hostile attitude at once towards such individuals; so that he will enter upon his work rather with a desire to seek a collision with them, or at least with secret feelings of defiance towards them,—feelings which will lead to that kind of unbending perpendicularity in his demeanour towards them which will almost inevitably lead to a collision. Now this is wrong. There is indeed a point where firm resistance to unreasonable demands becomes a duty. But as a general principle it is most unquestionably true, that it is the teacher's duty to accommodate himself to the character and expectations of his employers, not to face and brave them. Those italicized words may be understood to mean something which would be entirely wrong; but in the sense in which I mean to use them, there can be no question that they indicate the proper path for one employed by others to do work for them, in all cases, to pursue. If therefore the teacher finds by his inquiries into the state of his district that there are some peculiar difficulties and dangers there, let him not cherish a disposition to face and resist them, but to avoid them. Let him go with an intention to soothe rather than to irritate feelings which have been wounded before,—to comply with the wishes of all so far as he can, even if they are not entirely reasonable,—and while he endeavours to elevate the standard and correct the opinions prevailing among his employers, by any means in his power, to aim at doing it gently; and in a tone and manner suitable to the relation he sustains;—in a word, let him skilfully avoid the dangers of his navigation, not obstinately run his ship against a rock on purpose, on the ground that the rock has no business to be there.

This is the spirit then with which these preliminary inquiries, in regard to the patrons of the school, ought to be made. We come now to a second point.

2. It will assist the young teacher very much in his first day's labors, if he takes measures for seeing and conversing with some of the older or more intelligent scholars, on the day or evening before he begins his school, with a view of obtaining from them some acquaintance with the internal arrangements and customs of the school. The object of this is to obtain the same kind of information with respect to the interior of the school, that was recommended in respect to the district, under the former head. He may call upon a few families, especially those which furnish a large number of scholars for the school, and make as many minute inquiries of them, as he can, respecting all the interior arrangements to which they have been accustomed; what reading books and other text books have been used,—what are the principal classes in all the several departments of instruction,—and what is the system of discipline, and of rewards and punishments to which the school has been accustomed.

If in such conversations the teacher should find a few intelligent and communicative scholars, he might learn a great deal about the past habits and condition of the school, which would be of great service to him. Not, by any means, that he will adopt and continue these methods as a matter of course,—but only that a knowledge of them will render him very important aid in marking out his own course. The more minute and full the information of this sort is which he thus obtains, the better. If practicable, it would be well to make out a catalogue of all the principal classes, with the names of those individuals belonging to them, who will probably attend the new school, and the order in which they were usually called upon to read or recite. The conversation which would be necessary to accomplish this, would of itself be of great service. It would bring the teacher into an acquaintance with several important families and groups of children, under the most favorable circumstances. The parents would see and be pleased with the kind of interest they would see the teacher taking in his new duties. The children would be pleased to be able to render their new instructer some service, and would go to the school-room on the next morning with a feeling of acquaintance with him, and a predisposition to be pleased. And if by chance any family should be thus called upon, that had heretofore been captious or complaining, or disposed to be jealous of the higher importance or influence of other families,—that spirit would be entirely softened and subdued by such an interview with their new instructer at their own fireside, on the evening preceding the commencement of his labors. The great object, however, which the teacher would have in view, in such inquiries, should be the value of the information itself. As to the use which he will make of it, we shall speak hereafter.

3. It is desirable that the young teacher should meet his scholars first in an unofficial capacity. For this purpose repair to the school-room, on the first day, at an early hour, so as to see and become acquainted with the scholars as they come in, one by one. The intercourse between teacher and pupil should be like that between parents and children, where the utmost freedom is united with the most perfect respect. The father who is most firm and decisive in his family government, can mingle most freely in the conversation and sports of his children without any derogation of his authority, or diminution of the respect they owe. Young teachers, however, are prone to forget this, and to imagine that they must assume an appearance of stern authority, always, when in the presence of their scholars, if they wish to be respected or obeyed. This they call keeping up their dignity. Accordingly they wait, on the morning of their induction into office, until their new subjects are all assembled, and then walk in with an air of the highest dignity, and with the step of a king. And sometimes a formidable instrument of discipline is carried in the hand to heighten the impression. Now there is no question that it is of great importance that scholars should have a high idea of the teacher's firmness and inflexible decision in maintaining his authority and repressing all disorder of every kind. But this impression should be created by their seeing how he acts, in the various emergencies which will spontaneously occur, and not by assumed airs of importance or dignity, feigned for effect. In other words, their respect for him should be based on real traits of character, as they see them brought out into natural action, and not on appearances assumed for the occasion.

It seems to me, therefore, that it is best for the teacher first to meet his scholars with the air and tone of free and familiar intercourse, and he will find his opportunity more favorable for doing this, if he goes early, on the first morning of his labors, and converses freely with those whom he finds there, and with others as they come in. He may take an interest with them in all the little arrangements connected with the opening of the school. The building of the fire, the paths through the snow, the arrangements of seats, calling upon them for information or aid, asking their names, and, in a word, entering fully 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. Even 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 his desk. Thus by means of the half hour during which the scholars are coming together, and of the visits made in the preceding evening, as described under the last head, the teacher will find, when he calls upon the children to take their seats, that he has made a very large number of them his personal friends. Many of these will have communicated their first impressions to the others, so that he will find himself possessed, at the outset, of that which is of vital consequence in the opening of any administration,—a strong party in his favor.

4. The time for calling the school to order, and commencing exercises of some sort, will at length arrive, though if the work of making personal acquaintances is going on pleasantly, it may perhaps be delayed a little beyond the usual hour. When, however, the time arrives, we would strongly recommend that the first service by which the regular duties of the school are commenced should be an act of religious worship. There are many reasons why the exercises of the school should every day be thus commenced, and there are special reasons for it on the first day.

There are very few districts where parents would have any objection to this. They might indeed, in some cases, if the subject were to be brought up formally before them as a matter of doubt, anticipate some difficulties, or create imaginary ones, growing out of the supposed sensitiveness of contending sects. But if the teacher were, of his own accord, to commence the plain, faithful, and honest discharge of this duty as a matter of course, very few would think of making any objection to it; and almost all would be satisfied and pleased with its actual operation. If, however, the teacher should, in any case, have reason to believe that such a practice would be contrary to the wishes of his employers, it would, according to views we have presented in another chapter, be wrong for him to attempt to introduce it. He might, if he should see fit, make such an objection a reason for declining to take the school; but he ought not, if he takes it, to act counter to the known wishes of his employers, in so important a point. But if, on the other hand, no such objections are made known to him, he need not raise the question himself at all, but take it for granted that in a Christian land there will be no objection to imploring the divine protection and blessing at the opening of a daily school.