The Teacher Part 32

The teacher here stopped to inquire how many of the cla.s.s 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 cla.s.s 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 cla.s.s 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 cla.s.s, 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, ill.u.s.trating 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 n.o.blest 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 cla.s.s 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 circ.u.mstances 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 princ.i.p.al 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 a.s.sume a hostile att.i.tude 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 s.h.i.+p 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 a.s.sist 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 princ.i.p.al cla.s.ses 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 princ.i.p.al cla.s.ses, 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 circ.u.mstances. 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 p.r.o.ne to forget this, and to imagine that they must a.s.sume 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 a.s.sembled, 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 a.s.sumed 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 a.s.sumed 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 circ.u.mstances, 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 wors.h.i.+p. 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, antic.i.p.ate 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.

If this practice is adopted, it will have a most powerful influence upon the moral condition of the school. It must be so. Though many will be inattentive, and many utterly unconcerned,--yet it is not possible to bring children, even in form, into the presence of G.o.d every day, and to utter in their hearing the pet.i.tions, which they ought to present, without bringing a powerful element of moral influence to bear upon their hearts. The good will be made better,--the conscientious more conscientious still,--and the rude and savage will be subdued and softened by the daily attempt to lead them to the throne of their Creator. To secure this effect, the devotional service must be an honest one. There must be nothing feigned or hypocritical; no hackneyed phrases used without meaning, or intonations of a.s.sumed solemnity. It must be honest, heartfelt, simple prayer; the plain and direct expression of such sentiments as children ought to feel, and of such pet.i.tions as they ought to offer. We shall speak presently of the mode of avoiding some abuses to which this exercise is liable; but if these sources of abuse are avoided, and the duty is performed in that plain, simple, direct, and honest manner, in which it certainly will be, if it springs from the heart, it must have a great influence on the moral progress of the children, and in fact in all respects on the prosperity of the school.

But then independently of the _advantages_ which may be expected to result from the practice of daily prayer in school,--it would seem to be the imperious _duty_ of the teacher to adopt it. So many human minds committed thus to the guidance of one,--at a period when the character receives so easily and so permanently its shape and direction,--and in a world of probation like this, is an occasion which seems to demand the open recognition of the hand of G.o.d on the part of any individual to whom such a trust is committed. The duty springs so directly out of the att.i.tude in which the teacher and pupil stand in respect to each other, and the relation they together bear to the Supreme, that it would seem impossible for any one to hesitate to admit the duty, without denying altogether the existence of a G.o.d.

How vast the responsibility of _giving form and character to the human soul_! How mighty the influence of which the unformed minds of a group of children are susceptible! How much their daily teacher must inevitably exert upon them! If we admit the existence of G.o.d at all, and that he exerts any agency whatever in the moral world which he has produced, here seems to be one of the strongest cases in which his intervention should be sought. And then when we reflect upon the influence which would be exerted upon the future religious character of this nation, by having the millions of children training up in the schools, accustomed, through all the years of early life, to being brought daily into the presence of the Supreme, with thanksgiving, confession, and prayer, it can hardly seem possible that the teacher who wishes to be faithful in his duties, should hesitate in regard to this.

Some teacher may, perhaps, say that he cannot perform it because he is not a religious man;--he makes no pretensions to piety. But this can surely be no reason. He _ought to be_ a religious man, and his first prayer offered in school may be the first act by which he becomes so.

Entering the service of Jehovah is a work which requires no preliminary steps. It is to be done at once, by sincere confession, and an honest prayer for forgiveness for the past, and strength for time to come. A daily religious service in school may be, therefore, the outward act by which he, who has long lived without G.o.d, may return to his duty.

If, from such considerations, the teacher purposes to have a daily religious service in his school, he should by all means begin on the first day,--and when he first calls his school to order. He should mention to his pupils the great and obvious duty of imploring G.o.d's guidance and blessing in all their ways, and then read a short portion of Scripture, with an occasional word or two of simple explanation, and offer, himself, a short and simple prayer. In some cases, teachers are disposed to postpone this duty a day or two, from timidity or other causes, hoping that after becoming acquainted a little with the school, and having completed their more important arrangements, they shall find it easier to begin. But this is a sad mistake. The longer it is postponed, the more difficult and trying it will be. And then the moral impressions will be altogether more strong and salutary, if an act of solemn religious wors.h.i.+p is made the first opening act of the school.

Where the teacher has not sufficient confidence that the general sense of propriety among his pupils will preserve good order and decorum during the exercise, it may be better for him to _read_ a prayer, selected from books of devotion, or prepared by himself expressly for the occasion. By this plan his school will be, during the exercise, under his own observation as at other times. It may, in some schools, where the number is small, or the prevailing habits of seriousness and order are good, be well to allow the older scholars to read the prayer in rotation, taking especial care that it does not degenerate into a mere reading exercise; but that it is understood, both by readers and hearers, to be a solemn act of religious wors.h.i.+p. In a word, if the teacher is really honest and sincere in his wish to lead his pupils to the wors.h.i.+p of G.o.d, he will find no serious difficulty in preventing the abuses and avoiding the dangers which some might fear, and in accomplis.h.i.+ng vast good, both in promoting the prosperity of the school, and in the formation of the highest and best traits a individual character.

We have dwelt, perhaps, longer on this subject than we ought to have done in this place; but its importance, when viewed in its bearings on the thousands of children daily a.s.sembling in our district schools, must be our apology. The embarra.s.sments and difficulties arising from the extreme sensitiveness which exists among the various denominations of Christians in our land, threaten to interfere very seriously with giving a proper degree of religious instruction to the ma.s.s of the youthful population. But we must not, because we have no national _church_, cease to have a national _religion_. All our inst.i.tutions ought to be so administered as openly to recognise the hand of G.o.d, and to seek his protection and blessing; and in regard to none is it more imperiously necessary than in respect to our common schools.

5. After the school is thus opened, the teacher will find himself brought to the great difficulty which embarra.s.ses the beginning of his labors, i. e. how to find immediate employment at once, for the thirty or forty children who all look up to him waiting for their orders. I say thirty or forty, for the young teacher's first school will usually be a small one. His object, I think, should be, in all ordinary cases, for the first few days, twofold. First, to revive and restore, in the main, the general routine of cla.s.ses and exercises pursued by his predecessor in the same school. And secondly, while doing this, to become as fully acquainted with his scholars as possible.

It is best then, _ordinarily_, for the teacher to begin the school as his predecessor closed it, and make the transition to his own perhaps more improved method, a gradual one. In some cases a different course is wise undoubtedly,--as, for example, where a teacher is commencing a private school, on a previously well-digested plan of his own,--or where one who has had experience, and has confidence in his power to bring his new pupils promptly and at once into the system of cla.s.sification and instruction which he prefers. It is difficult however to do this, and requires a good deal of address and decision; it is far easier and safer, and in almost all cases, better in every respect for a young teacher to revive and restore the former arrangements in the main, and take his departure from them. He may afterwards make changes, as he may find them necessary or desirable, and even bring the school soon into a very different state from that in which he finds it; but it will generally be more pleasant for himself, and better for the school, to avoid the shock of a sudden and entire revolution.

The first thing then, when the scholars are ready to be employed, is to set them at work, in cla.s.ses or upon lessons, as they would have been employed had the former teacher continued in charge of the school. To ill.u.s.trate clearly how this may be done, we may give the following dialogue.

_Teacher._ "Can any one of the boys inform me what was the first lesson that the former master used to hear in the morning?"

The boys are silent, looking to one another.

_Teacher._ "Did he hear _any_ recitation immediately after school began?"

_Boys_;--faintly and with hesitation. "No sir."

_Teacher._ "How long was it before he began to hear lessons?"

Several boys simultaneously. "About half an hour." "A little while."

"Quarter of an hour."

"What did he do at this time?"

"Mended pens." "Set copies." "Looked over sums," and various other answers are perhaps given.

The teacher then makes a memorandum of this, and then inquires;

"And what lesson came after this?"

"Geography."

"All the boys in this school who studied geography may rise."