The Teacher Part 14

"At the time when she should be ready to take her seat at school, she commences preparation for leaving home. To the extreme annoyance of those about her, all is now hurry and bustle and ill humor. Thorough search is to be made for every book or paper, for which she has occasion; some are found in one place, some in another, and others are forgotten altogether. Being finally equipped, she casts her eye at the clock, hopes to be in tolerable good season, (notwithstanding that the hour for opening the school has already arrived,) and sets out, in the most violent hurry.

After so much haste, she is unfitted for attending properly to the duties of the school, until a considerable time after her arrival.

If present at the devotional exercises, she finds it difficult to command her attention, even when desirous of so doing, and her deportment at this hour, is accordingly marked with an unbecoming listlessness and abstraction.

When called to recitations, she recollects that some task was a.s.signed, which till that moment, she had forgotten; of others she had mistaken the extent, most commonly thinking them to be shorter than her companions suppose. In her answers to questions with which she should be familiar, she always manifests more or less of hesitation, and what she ventures to express, is very commonly in the form of a question. In these, as in all exercises, there is an inattention to general instructions. Unless what is said be addressed particularly to herself, her eyes are directed towards another part of the room; it may be her thoughts are employed about something not at all connected with the school. If reproved by her teacher, for negligence in any respects, she is generally provided with an abundance of excuses, and however mild the reproof, she receives it as a piece of extreme severity.

Throughout her whole deportment, there is an air of indolence, and a want of interest in those exercises which should engage her attention. In her seat, she most commonly sits in some lazy posture;--either with her elbows upon her desk, her head leaning upon her hands, or with her seat tipped forwards or backwards. When she has occasion to leave her seat, it is in a sauntering, lingering gait;--perhaps some trick is contrived on the way, for exciting the mirth of her companions.

About every thing in which it is possible to be so, she is untidy.

Her books are carelessly used, and placed in her desk without order. If she has a piece of waste paper to dispose of, she finds it much more convenient to tear it into small pieces, and scatter it about her desk, than to put it in a proper place. Her hands and clothes are usually covered with ink. Her written exercises are blotted, and full of mistakes."

THE CONSEQUENCES OF BEING BEHINDHAND.

"The following incident, which I witnessed on a late journey, ill.u.s.trates an important principle, and I will relate it.

When our steamboat started from the wharf, all our pa.s.sengers had not come. After we had proceeded a few yards, there appeared among the crowd on the wharf, a man with his trunk under his arm,--out of breath,--and with a most disappointed and disconsolate air. The Captain determined to stop for him, but stopping an immense steamboat, moving swiftly through the water, is not to be done in a moment. So we took a grand sweep, wheeling majestically around an English s.h.i.+p, which was at anchor in the harbor. As we came towards the wharf again, we saw the man in a small boat, coming off from it. As the steamboat swept round, they barely succeeded in catching a rope from the stern, and then immediately the steam engine began its work again, and we pressed forward,--the little boat following us so swiftly, that the water around her was all in a foam.

They pulled upon the rope attached to the little boat, until they drew it alongside. They then let down a rope with a hook in the end of it, from an iron crane, which projected over the side of the steamboat, and hooked it into a staple in the front of the small boat. "_Hoist away_;" said the Captain. The sailors hoisted, and the front part of the little boat began to rise, the stern still ploughing and foaming through the water, and the man still in it, with his trunk under his arm. They "hoisted away," until I began to think that the poor man would actually tumble out behind. He clung to the seat, and looked as though he was saying to himself, "I will take care how I am tardy the next time." However, after awhile, they hoisted up the stern of the boat, and he got safely on board.

_Moral._ Though coming to school a few minutes earlier or later, may not in itself be a matter of much consequence, yet the habit of being five minutes too late, if once formed, will, in actual life, be a source of great inconvenience, and sometimes of lasting injury."

NEW SCHOLARS.

"There is, at----, a young ladies' school, taught by Mr.----.

But with all these excellences, there is one fault, which I considered a great one, and which does not comport with the general character of the school for kindness and good feeling. It is the little effort made by the scholars to become acquainted with the new ones who enter. Whoever goes there, must push herself forward, or she will never feel at home. The young ladies seem to forget, that the new comer must feel rather unpleasantly, in the midst of a hundred persons, to whom she is wholly a stranger, and with no one to speak to. Two or three will stand together, and instead of deciding upon some plan, by which the individual may be made to feel at ease, something like the following conversation takes place.

_Miss X._ How do you like the looks of Miss A., who entered school to-day?

_Miss Y._ I don't think she is very pretty, but she looks as if she might be a good scholar.

_Miss X._ She does not strike me very pleasantly; did you ever see such a face? And her complexion is so dark, I should think she had always lived in the open air; and what a queer voice she has!

_Miss Y._ I wonder if she has a taste for Arithmetic?

_Miss X._ She does not look as if she had much taste for any thing; see, how strangely she fixes her hair.

_Miss S._ Whether she has much taste or not, some one of us ought to go and get acquainted with her. See how unpleasantly she feels.

_Miss X._ I don't want to get acquainted with her, until I know whether I shall like her or not.

Thus nothing is done to relieve her. When she does become acquainted, all her first strange appearance is forgotten; but this is sometimes not the case for several weeks. It depends entirely on the character of the individual herself. If she is forward, and willing to make the necessary effort, she can find many friends; but if she is diffident, she has much to suffer. This arises princ.i.p.ally from thoughtlessness. The young ladies do not seem to realize that there is any thing for them to do. They feel enough at home themselves, and the remembrance of the time when they entered school, does not seem to arise in their minds."

A SATIRICAL SPIRIT.

"I witnessed, a short time since, a meeting between two friends, who had had but little intercourse before, for a long while. I thought a part of their conversation might be useful, and I shall, therefore, relate it, as nearly as I can recollect, leaving each individual to draw her own inferences.

For some time, I sat silent but not uninterested, while the days of 'Auld Lang Syne' came up to the remembrance of the two friends.

After speaking of several individuals, who were among their former acquaintances, one asked, 'Do you remember Miss W.?' 'Yes,' replied the former, 'I remember her as the fear, terror, and abhorrence of all who knew her.' _I_ knew the lady by report, and asked why she was so regarded, the reply was, 'Because she was so severe, so satirical in her remarks upon others. She spared neither friend or foe.'

The friends resumed conversation. 'Did you know,' said the one who had first spoken of Miss W., 'that she sometimes had seasons of bitter repentance for indulging in this unhappy propensity of hers?

She would, at such times, resolve to be more on her guard, but after all her good resolutions, she would yield to the slightest temptations. When she was expressing, and apparently really _feeling_ sorrow for having wounded the feelings of others, those who knew her, would not venture to express any sympathy, for very likely, the next moment, _that_ would be turned into ridicule. No confidence could be placed in her.'

A few more facts will be stated respecting the same individual, which I believe are strictly true. Miss W. possessed a fine and well cultivated mind, great penetration, and a tact at discriminating character, rarely equalled. She could, if she chose, impart a charm to her conversation, that would interest, and even fascinate those who listened to it; still she was not beloved.

Weaknesses and foibles met with unmerciful severity; and well-meaning intentions and kind actions did not always escape without the keen sarcasm, which it is so difficult for the best regulated mind to bear unmoved. The mild and gentle seemed to shrink from her, and thus she, who might have been the bright and beloved ornament of the circle in which she moved, was regarded with distrust, fear, and even hatred. This dangerous habit of making satirical remarks was evinced in childhood; it was cherished; 'it grew with her growth and strengthened with her strength,' until she became what I have described." LAURA.

Though such a satirical spirit is justly condemned, a little good-humored raillery may sometimes be allowed, as a mode of attacking faults in school which cannot be reached by graver methods. The teacher must not be surprised, if some things connected with his own administration, come in, sometimes, for a share.

VARIETY.

"I was walking out, a few days since, and not being particularly in haste, I concluded to visit a certain school for an hour or two. In a few minutes after I had seated myself on the sofa, the '_Study Card_,' was dropped, and the general noise and confusion, indicated that recess had arrived. A line of military characters, bearing the t.i.tle of the 'Freedom's Band,' was soon called out, headed by one of their own number. The tune chosen to guide them was Kendall's march.

"'Please to form a regular line,' said the lady commander.

'Remember that there is to be no speaking in the ranks. Do not begin to step, until I strike the bell. Miss B., I requested you not to step until I gave the signal.'

"Presently the command was given, and the whole line _stepped_, for a few minutes, to all intents and purposes. Again the bell sounded;--'Some of you have lost the step,' said the general. 'Look at me, and begin again. Left! Right! Left! Right!' The line was once more in order, and I observed a new army on the opposite side of the room, performing the same manoeuvres, always to the tune of 'Kendall's March.' After a time, the recess closed, and order was again restored. In about half an hour, I approached a cla.s.s, which was reciting behind the railing. 'Miss A.,' said a teacher, 'how many kinds of magnitude are there?' _Miss A._ ('Answer inaudible.') _Several voices._ 'We can't hear.' _Teacher._ 'Will you try to speak a little louder, Miss A.?'

"Some of the cla.s.s at length seemed to guess the meaning of the young lady; but _I_ was unable to do even that, until the answer was repeated by the teacher. Finding that I should derive little instruction from the recitation; I returned to the sofa.

"In a short time the _propositions_ were read. 'Proposed that the committee be impeached, for not providing suitable pens.' 'Lost, a pencil, with a piece of India-rubber attached to it, by a blue riband,' &c. &c.

"Recess was again announced, and the lines commenced their evolutions to the tune of Kendall's March.' Thought I, 'Oh! that there were a new tune under the sun!'

"Before the close of school, some compositions were read. One was ent.i.tled 'The Magical Ring,' and commenced, 'As I was sitting alone last evening, I heard a gentle tap on the door, and immediately a beautiful fairy appeared before me. She placed a ring on my finger, and left me.' The next began, 'It is my week to write composition, but I do not know what to say. However, I must write something, so it shall be a dialogue.' Another was ent.i.tled the Magical Shoe,'

and contained a marvellous narration of adventures made in a pair of shoes, more valuable than the farfamed 'seven league boots.' A fourth began, 'Are you acquainted with that new scholar?' 'No; but I don't believe I shall like her.' And soon the 'Magical Thimble,'

the 'Magical Eye-gla.s.s,' &c., were read, in succession, until I could not but exclaim, 'How pleasing is variety!' School was at length closed, and the young ladies again attacked the piano. 'Oh!'

repeated I, to myself, '_how pleasing is variety_!' as I left the room, to the tune Of Kendall's March."]

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 ma.s.s, 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 punis.h.i.+ng 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 coa.r.s.e, 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 a.s.sumed, 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 pa.s.sion; 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 cla.s.s, 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 a.s.sumes 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 cla.s.s 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 un.o.bserved 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 a.s.sisting him in his plans, you can bind him to you. Every boy is, from the circ.u.mstances 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 a.s.sist 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 pa.s.sions 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.