The Teacher Part 4

"I wish you would ask him to come here," said the teacher. "Ask him pleasantly."

The accused soon came in, and the two boys stood together before the master.

"There seems to be some difficulty between you boys, about a nail to hang your hats upon. I suppose each of you think it is your own nail."

"Yes sir," said both the boys.

"It will be more convenient for me to talk with you about this to-morrow, than to-night, if you are willing to wait. Besides, we can examine it more calmly, then. But if we put it off till then, you must not talk about it in the meantime, blaming one another, and keeping up the irritation that you feel. Are you both willing to leave it just where it is, till to-morrow, and try to forget all about it till then? I expect I shall find you both a little to blame."

The boys rather reluctantly consented. The next day the master heard the case and settled it, so far as it related to the two boys. It was easily settled in the morning, for they had had time to get calm, and were, after sleeping away their anger, rather ashamed of the whole affair, and very desirous to have it forgotten.

That day, when the hour for the transaction of business came, the teacher stated to the school, that it was necessary to take some measures to provide each boy with a nail for his hat. In order to show that it was necessary, he related the circ.u.mstances of the quarrel which had occurred the day before. He did this, not with such an air and manner as to convey the impression that his object was to find fault with the boys, or to expose their misconduct, but to show the necessity of doing something to remedy the evil, which had been the cause of so unpleasant an occurrence. Still, though he said nothing in the way of reproach or reprehension, and did not name the boys, but merely gave a cool and impartial narrative of the facts,--the effect, very evidently, was to bring such quarrels into discredit. A calm review of misconduct, after the excitement has gone by, will do more to bring it into disgrace, than the most violent invectives and reproaches, directed against the individuals guilty of it.

"Now boys," continued the master, "will you a.s.sist me in making arrangements to prevent the recurrence of all temptations of this kind hereafter? It is plain that every boy ought to have a nail appropriated expressly to his use. The first thing to be done is, to ascertain whether there are enough for all. I should like, therefore, to have two committees appointed; one, to count and report the number of nails in the entry, and also how much room there is for more; the other, to ascertain the number of scholars in school. They can count all who are here, and by observing the vacant desks, they can ascertain the number absent. When this investigation is made, I will tell you what to do next."

The boys seemed pleased with the plan, and the committees were appointed, two members on each. The master took care to give the quarrellers some share in the work, apparently forgetting, from this time, the unpleasant occurrence which had brought up the subject.

When the boys came to tell him their results, he asked them to make a little memorandum, in writing, as he might forget, before the time came for reading them. They brought him presently a rough sc.r.a.p of paper, with the figures marked upon it. He told them he should forget which was the number of nails, and which the number of scholars, unless they wrote it down.

"It is the custom among men," said he, "to make out their report, in such a case, fully, so that it would explain itself; and I should like to have you, if you are willing, to make out yours a little more distinctly."

Accordingly, after a little additional explanation, the boys made another attempt, and presently returned, with something like the following:

"The Committee for counting the nails report as follows: Number of nails 35 Room for 15."

The other report was very similar, though somewhat rudely written and expressed, and both were perfectly satisfactory to the preceptor, as he plainly showed by the manner in which he received them.

I need not finish the description of this case, by narrating, particularly, the reading of the reports, the appointment of a committee to a.s.sign the nails, and to paste up the names of the scholars, one to each. The work, in such a case, might be done in recesses, and out of school hours, and though, at first, the teacher will find, that it is as much trouble to accomplish business in this way, as it would be to attend to it directly himself,--yet after a very little experience, he will find that his pupils will acquire dexterity and readiness, and will be able to render him very material a.s.sistance in the accomplishment of his plans.

This, however, _the a.s.sistance rendered to the teacher_, is not the object. The main design is to _interest the pupils_, in the management and the welfare of the school,--to identify them, as it were, with it.

It will accomplish this object; and every teacher, who will try the experiment, and carry it into effect, with any tolerable degree of skill, will find that it will, in a short time, change the whole aspect of the school, in regard to the feelings subsisting between himself and his pupils.

Each teacher, who tries such an experiment, will find himself insensibly repeating it, and after a time he may have quite a number of officers and committees, who are entrusted with various departments of business.

He will have a secretary, chosen by ballot, by the scholars, to keep a record of all the important transactions in the school, for each day. At first, he will dictate to the secretary, telling him precisely what to say, or even writing it for him, and merely requiring him to copy it into the book provided for the purpose. Afterwards he will give him less and less a.s.sistance, till he can keep the record properly himself. The record of each day will be read on the succeeding, at the hour for business. He will have a committee of one or two to take care of the fire, and another to see that the room is constantly in good order. He will have distributors for each division of seats, to distribute books, and compositions, and pens, and to collect votes. And thus, in a short time, his school will become _regularly organized, as a society_, or _legislative a.s.sembly_. The boys will learn submission to the majority, in such unimportant things as may be committed to them: they will learn system and regularity; and every thing else that belongs to the science of political self government.

There are dangers, however. What useful practice has not its dangers?

One of these is, that the teacher will allow these arrangements to take up too much time. He must guard against this. I have found from experience that fifteen minutes each day, with a school of 135, is enough. This ought never to be exceeded.

Another danger is, that the boys will be so engaged in the duties of their _offices_, as to neglect their _studies_. This would be, and ought to be, fatal to the whole plan. Avoid it in this manner. State publicly that you will not appoint any to office, who are not good scholars, always punctual, and always prepared; and when any boy, who holds an office, is going behind hand in his studies, say to him kindly, "You have not time to get your lessons, and I am afraid it is owing to the time you spend in helping me. Now if you wish to resign your office, so as to have a little more time for your lessons, you can. In fact, I think you ought to do it. You may try it for a day or two, and I will notice how you recite, and then we can decide."

Such a communication will generally be found to have a powerful effect.

If it does not remedy the evil, the resignation must be insisted on. A few decided cases of this kind, will effectually remove the evil I am considering.

Another difficulty, which is likely to attend the plan of allowing the pupils of the school to decide some of the cases which occur, is, that it may tend to make them insubordinate; so that they will, in many instances, submit, with less good humor, to such decisions as you may consider necessary. I do not mean that this will be the case with all, but that there will be a few, who will be ungenerous enough, if you allow them to decide, sometimes, to endeavor to make trouble, or at least to show symptoms of impatience and vexation, because you do not allow them to decide always.

Sometimes this feeling may show itself by the discontented looks, or gestures, or even words, with which some unwelcome decision will be received. Such a spirit should be immediately and decidedly checked. It will not be difficult to check, and even entirely to remove it. On one occasion, when, after learning the wishes of the scholars on some subject which had been brought before them, I decided contrary to it, there arose a murmur of discontent, all over the room. This was the more distinct, because I have always accustomed my pupils to answer questions asked, and to express their wishes and feelings on any subject I may present to them, with great freedom.

I asked all those, who had expressed their dissatisfaction, to rise.

About one third of the scholars arose.

"Perhaps you understood, that when I put the question to vote, I meant to abide by your decision, and that, consequently, I ought not to have reversed it, as I did, afterwards?"

"Yes sir;" "yes sir;" they replied.

"Do you suppose it would be safe to leave the decision of important questions to the scholars in this school?"

"Yes sir;" "No sir." The majority were, however, in the affirmative.

Thus far, only those who were standing, had answered. I told them, that as they were divided in opinion, they might sit, and I would put the question to the whole school.

"You know," I continued, addressing the whole, "what sort of persons the girls, who compose this school are. You know about how many are governed, habitually, by steady principle, and how many by impulse and feeling. You know too, what proportion have judgment and foresight necessary to consider and decide independently, such questions as continually arise in the management of a school. Now suppose I should resign the school into your own hands, as to its management, and only come in to give instruction to the cla.s.ses, leaving all general control of its arrangements with you; would it go on safely or not?"

As might have been foreseen, there was, when the question was fairly proposed, scarcely a solitary vote in favor of government by scholars.

They seemed to see clearly the absurdity of such a scheme.

"Besides," I continued, "the Trustees of this school have committed it to my charge; they hold me responsible; the public hold me responsible, not you. Now if I should surrender it into your hands, and you, from any cause, should manage the trust unfaithfully, or unskilfully, I should necessarily be held accountable. I could never s.h.i.+ft the responsibility upon you. Now it plainly is not just or right, that one party should hold the power, and another be held accountable for its exercise. It is clear, therefore, in every view of the subject, that I should retain the management of this school in my own hands. Are you not satisfied that it is?"

The scholars universally answered, "Yes sir." They seemed satisfied; and doubtless were.

It was then stated to them, that the object in asking them to vote, was, in some cases, to obtain an expression of their opinion or their wishes, in order to help _me_ decide; and only in those cases where it was expressly stated, did I mean to give the final decision to them.

Still, however, if cases are often referred to them, the feeling will gradually creep in, that the school is managed on republican principles, as they call it; and they will, unless this point is specially guarded, gradually lose that spirit of entire and cordial subordination, so necessary for the success of any school. It should often be distinctly explained to them, that a republican government is one, where the power essentially resides in the community, and is exercised by a ruler, only so far as the community delegates it to him; whereas in the school, the government is based on the principle, that the power, primarily and essentially, resides in the teacher, the scholars exercising only such as he may delegate to them.

With these limitations and restrictions, and with this express understanding, in regard to what is, in all cases, the ultimate authority, I think there will be no danger in throwing a very large share of the business which will, from time to time, come up in the school, upon the scholars, for decision. In my own experience, this plan has been adopted with the happiest results. A small red morocco wrapper lies constantly on a little shelf, accessible to all. By its side, is a little pile of papers, about one inch by six, on which any one may write her motion, or her _proposition_, as they call it, whatever it may be, and when written, it is enclosed in the wrapper, to be brought to me at the appointed time for attending to the general business of the school.

Through this wrapper, all questions are asked, all complaints entered, all proposals made. Is there discontent in the school? It shows itself by "_propositions_" in the wrapper. Is any body aggrieved or injured? I learn it through the wrapper. In fact it is a little safety valve, which lets off, what, if confined, might threaten explosion,--an index,--a thermometer, which reveals to me, from day to day, more of the state of public opinion in the little community, than any thing beside.

These propositions are generally read aloud; some cases are referred to the scholars for decision; some I decide myself; others are laid aside without notice of any kind; others still, merely suggest remarks on the subjects to which they allude.

The principles, then, which this chapter has been intended to establish, are simply these: in making your general arrangements, look carefully over your ground, consider all the objects which you have to accomplish, and the proper degree of time and attention, which each deserves. Then act upon system. Let the ma.s.s of particulars which would otherwise crowd upon you in promiscuous confusion, be arranged and cla.s.sified. Let each be a.s.signed to its proper time and place; that your time may be your own,--under your own command,--and not, as is too often the case, at the mercy of the thousand accidental circ.u.mstances, which may occur.

In government, be yourself supreme, and let your supremacy be that of _authority_. But delegate power, as freely as possible, to those under your care. Show them that you are desirous of reposing trust in them, just so far as they show themselves capable of exercising it. Thus interest them in your plans, and make them feel, that they partic.i.p.ate in the honor or the disgrace of success or failure.

I have gone much into detail in this chapter, proposing definite measures by which the principles I have recommended, may be carried into effect. I wish, however, that it may be distinctly understood, that all I contend for, is the _principles_ themselves; no matter what the particular measures are, by which they are secured. Every good school must be systematic; but they need not all be on precisely the same system. As this work is intended almost exclusively for beginners, much detail has been admitted, and many of the specific measures here proposed, may perhaps be safely adopted, where no others are established. There may also perhaps be cases, where teachers, whose schools are already in successful operation, may engraft, upon their own plans, some things which are here proposed. If they should attempt it, it must be done cautiously and gradually. There is no other way by which they can be safely introduced or even introduced at all. This is a point of so much importance, that I must devote a paragraph to it, before closing the chapter.

Let a teacher propose to his pupils, formally, from his desk, the plan of writing propositions, for example, and procure his wrapper, and put it in its place;--and what would be the result? Why, not a single paper, probably, could he get, from one end of the week to the other.

But let him, on the other hand, when a boy comes to him to ask some question, the answer to which many in the school would equally wish to hear, say to the inquirer:

"Will you be so good as to write that question, and put it on my desk, and then, at the regular time, I will answer it to all the school."

When he reads it, let him state, that it was written at his request, and give the other boys permission to leave their proposals or questions on his desk, in the same way. In a few days, he will have another, and thus the plan may be gently and gradually introduced.

So with officers. They should be appointed among the scholars, only _as fast as they are actually needed_, and the plan should thus be cautiously carried only so far as it proves good on trial. Be always cautious about innovations and changes. Make no rash experiments on a large scale, but always test your principle in the small way, and then, if it proves good, gradually extend its operation, as circ.u.mstances seem to require.

By thus cautiously and slowly introducing plans, founded on the systematic principles here brought to view, a very considerable degree of quiet, and order, and regularity may be introduced into the largest and most miscellaneous schools. And this order and quiet are absolutely necessary, to enable the teacher to find that interest and enjoyment in his work, which were exhibited in the last chapter; the pleasure of _directing and controlling mind_, and doing it, not by useless and anxious complaints, or stern threats and painful punishments; but by regarding the scene of labor in its true light, as a community of intellectual and moral beings, and governing it by moral and intellectual power. It is, in fact, the pleasure of exercising power. I do not mean arbitrary, personal authority, but the power to produce, by successful but quiet contrivance, extensive and happy results;--the pleasure of calmly considering every difficulty, and without irritation or anger, devising the proper moral means to remedy the moral evil: and then the interest and pleasure of witnessing its effects.