r H E T E A C H E R.
MORAL INFLUENCES
EMPLOYED IN
THILE INSTRUCTION AND GOVERNMENT
OF
THiE YOUNG.
A NEW AND lEVISED EDITION.
BY JACOB ABBOTT.
7WtD Engrabfngos
NEW  YORK:
HARPER & BROTHERS, PUBLISHER
FRANKLIN S(QiUARE.
187,3.
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Entered, according to Act of Congress, iii the year one thousand
eight hundred and fifty-six, by
lArPPER & BROTHERs,
in the Clerk's Office of the District Court of the Southern District
of New York.
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P R E F A C E.
THIS book is intended to detail, in a familiar and
practical manner, a system of arrangements for the organization and management of a school, based on the
employment, so far as is practicable, of.Moral InfTuences, as a means of effecting the objects in view. Its
design is, not to bring forward new theories or new
plans, but to develop and explain, and to carry out to
their practical applications such principles as, among all
skillful and experienced teachers, are generally admitted and acted upon. Of course it is not designed for
the skillful and experienced themselves, but it is intended to embody what they already know, and to present
it in a practical form for the use of those who are beginning the work, and who wish to avail themselves of
the experience which others have acquired.
Although moral influences are the chief foundations
on which the power of the teacher over the minds and
hearts of his pupils is, according to this treatise, to rest,
still it must not be imagined that the system here recommended is one of persuasion. It is a system of authority-supreme and unlimited authority-a point essential in all plans for the supervision of the young;
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PREFACE.
but it is authority secured and maintained as    as
possible by moral measures. There will be no dispute
about the propriety of making the most of this class of
means. Whatever difference of opinion there may be
on the question whether physical force is necessary at
all, every one will agree that, if ever employed, it must
be only as a last resort, and that no teacher ought to
make war upon the body, unless it is proved that he can
not conquer through the medium of the mind.
In regard to the anecdotes and narratives which are
very freely introduced to ilustrate principles in this
work, the writer ought to state that, though they are
all substantially true-that is, all except those which
are expressly introduced as mere suppositions, he has
not hesitated to alter very freely, for obvious reasons,
the unimportant circumstances connected with them.
He has endeavored thus to destroy the personality of
the narratives without injuring or altering their moral
effect.
From the very nature of our employment, and of the
circumstances under which the preparation for it must
be made, it is plain that, of the many thousands who
are in the United States annually entering the work, a
very large majority must depend for all their knowledge
of the art, except what they acquire from their own ob servation and experience, on what they can obtain from
books. It is desirable that the class of works from
which such knowledge can be obtained should be in creased. Some excellent and highly useful specimens
have already appeared, and very many more would be
eagerly read by teachers, if properly prepared.  It s
essential, however, that they should be written by ex
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PREFACE.
perienced teachers, who have for some years been actively engaged and specially interested in the work;
that they should be written in a very practical and familiar style, and that they should exhibit principles
which are unquestionably true, and generally admitted
by good teachers, and not the new theories peculiar to
the writer himself. In a word, utility and practical effect should be the only aim.
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CONTENTS.
CHAPTER I.
INTEREST IN TEACHING.
Source of enjoyment in teaching.-The boy and the steam-engine.-His
contrivance.-His pleasure, and the source of it.-Firing at the mark.
-Plan of clearing the galleries in the British House of Commons.  Pleasure of experimenting, and exercising intellectual and moral
power.-The indifferent and inactive teacher.-His subsequent ex periments; means of awakening interest.-Offenses of pupils.-I)if  ferent ways of regarding them.
Teaching really attended with peculiar trials and difficulties.-1. Moral
responsibility foxr the conduct of pupils.-2. Multiplicity of the ob  jects of attention..................................... Page 13
CHAPTER II.
GENERAL ARRA NGEMENTS.
Objects to be aimed at in the general arrangements.-Systematizing
the teacher's work.-Necessity of having only one thing to attend to
at a time.
1. Whispering and leaving seats.-An experiment.-Method of regula  ting this. —Introduction of the new plan.-Difficulties.-Dialogue
withy -pils.-Study-card.-Construction and use.
2. Mending pens.-Unnecessary trouble from this source.-Degree of
importance to be attached to good pens.-Plan for providing them.
3. Answering questions.-Evils.-Each pupil's fair proportion of time.
-Questions about lessons.-When the teacher should refuse to an  swer them.- Rendering assistance.-When to be refused.
4. Hearing recitations.-Regular arrangement of them.-Punctuality.  Plan and schedule.-General exercises.-Subjects to be attended to
at them.
General arrangements of government. —ower to be delegated to pu  pils.-Gardiner Lyceum.-Its government.-The trial.-Real repub  lican government impracticable in schools.-Delegated power.-Ex
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periment with the writing-books.-Quarrel about the nail.-Offices
for pupils.-Cautions.-Danger of insubordination.-New plans to
be introduced gradually............................... Page 35
CHAPTER III.
INSTRUCTION.
The three important branches.-The objects which are really most im  portant.-Advanced scholars.-Examination of school and scholars
at the outset.-Acting on numbers.-Extent to which it may be car  ried.-Recitation and Instruction.
1. Recitation.-Its object.-Importance of a thorough examination of
the class.-Various modes.-Perfect regularity and order necessary.
-Example.-Story of the pencils.-Time wasted by too minute an at  tention to individuals.-Example.-Answers given simultaneously to
save time.-Excuses. —Dangers in simultaneous recitation.-Means
of avoiding them.-Advantages of this mode.-Examples.-Written
answers.
2. Instruction.-Means of exciting interest.-Variety.-Examples.  Showing the connection between the studies of school and the busi  ness of life.-Example from the controversy between general and
state governments.-Mode of illustrating it.-Proper way of meeting
difficulties.-Leading pupils to surmount them.-True way to en  courage the young to meet difficulties.-The boy and the wheel-bar  row.-Difficult examples in arithmetic.
Proper way of rendering assistance.-(1.) Simply analyzing intricate
subjects.-Dialogue on longitude.-(2.) Making previous truths per  fectly familiar.-Experiment with the multiplication table.-Latin
Grammar lesson.-Geometry.
3. General cautions.-Doing work for the scholar.-Dullness.-Interest
in all the pupils.-Making all alike.-Faults of pupils.-The teach  er's own mental habits,-False pretensions................... 75
CHAPTER IV.
MORAL  DISCIPLINE.
First impressions.-Story.-Danger of devoting too much attention to
individual instances.-The profane boy.-Case described.-Confes  sion of the boys.-Success.-The untidy desk.-Measures in conse  quence.-Interesting the molars in the good order of the school.  Securing a majority.-Example.-Reports about the desks.-The
new College building.-Modes of interesting the boys.-The irregular
class.-Two ways of remedying the evil.-Boys' love of system and
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CONTENTS.
regularity.-Object of securing a majority, and particular means of
doing it.-Making school pleasant.-Discipline should generally be
private.-In all cases that are brought before the school, public opin  ion in the teacher's favor should be secured.- Story of the rescue.  Feelings of displeasure against what is wrong.-The teacher under
moral obligation, and governed, himself, by law.-Description of the
Moral Exercise.-Prejudice.-The scholars' written remarks, and the
teacher's comments.-The spider.-List of subjects.-Anonymous
writing.-Specimens.-Marks of a bad scholar.-Consequences  of
being behindhand.-New scholars.-A satirical spirit.-Variety.
Treatment of individual offenders.-Ascertaining who they are.-Stud  ying their characters.-Securing their personal attachment.-Asking
assistance.-The whistle.-Open, frank dealing.-Example.-Dia  logue with James.-Communications in writing.......... Page 119
CHAPTER V.
RELIGIOUS INFLUENCE.
The American mechanic at Paris.-A Congregational teacher among
Quakers.-Parents have the ultimate right to decide how their chil  dren shall be educated.
Agreement in religious opinion in this country.-Principle which is to
guide the teacher on this subject.-Limits and restrictions to religious
influence in school.-Religious truths which are generally admitted
in this country.-The existence of God.-Human  responsibility.  Immortality of the soul.-A revelation.-Nature of piety.-Salvation
by Christ.-Teacher to do nothing on this subject but what he may
do by the common consent of his employers.-Reasons for explain  ing distinctly these limits.
Particular measures proposed.-Opening exercises.-Prayer.-Singing.
Direct instruction.-Mode of giving it.-Example; arrangement of
the Epistles in the New Testament.-Dialogue.-Another example;
scene in the woods.-Cautions.-Affected simplicity of language.  Evils of it.-Minute details.-Example; motives to study.-Dialogue.
-Mingling religious influence with the direct discipline of the school.
-Fallacious indications of piety.-Sincerity of the teacher..... 173
CHAPTER VI.
MOUNT VERNON SCHOOL.
Reason for inserting the description.-Advantage  f visiting schools,
d  of reading descriptions of them.-Addressed to a new scholar.
r personal duty.-Study-card.-Rule.-But one rule.-Cases when
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this rule may be waived.-1. At the direction of teachers.-2. On ex  traordinary emergencies.-Reasons for the rule.-Anecdote.-Pun  ishments.-Incidents described.-Confession.
2. Order of daily exercises.-Opening of the school.-Schedules.-Hours
of study and recess.-General exercises.-Business.-Examples.  Sections.
3. Instruction and supervision of pupils. - Classes. - Organization.
Sections.-Duties of superintendents.
4. Officers.-Design in appointing them.-Their names and duties.  Example of the operation of the system.
5. The court.-Its plan and design.-A trial described.
6. Religious instruction.-Principles inculcated.-Measures.-Religious
exercises in school.-Meeting on Saturday afternoon.-Concluding
remarks........................................Page 205
CHAPTER VII.
SCHEMING.
Ti,ne lost upon fruitless schemes.-Proper province of ingenuity and
enterprise.-Cautions.- Case supposed.-The spelling class; an ex  periment with it; its success and its consequences.-System of liter  ary institutions in this country.-Directions to a young teacher on
the subject of forming new plans.-New institutions; new school  books.-Ingenuity and enterprise very useful, within proper limits.
WVays of making known new plans.-Periodicals.-Family news  papers.-Teachers' meetings.
Rights of committees, trustees, or patrons, in the control of the school.
- Principle which ought to govern.- Case supposed.- Extent to
which the teacher is bound by the wishes of his employers..... 249
CHAPTER VIII.
REPORTS OF CASES.
Plan of the chapter.-Hats and bonnets.-Injury to clothes.-Mistakes
which are not censurable.-Tardiness; plan for punishing it.-Helen's
lesson.-Firmness in measures united with mildness of manner.-In  sincere confession: scene in a class.-Court.-Trial of a case.  Teacher's personal character.-The way to elevate the character of
the employment.-Six hours only to be devoted to school.-The
chestnut burr.-Scene in the wood.-Dialogue in school.-An ex  periment.-Series of lessons in writing.-The correspondence.-Two
kinds of management.-Plan of weekly reports.-The shopping e
cise. - Example. - Artifices in recitations. - Keeping resoluti
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notes of teacher's lecture.-Topics.-Plan and illustration of the exercise.-Introduction of music.-Tabu.-Mental analysis.-Scene in
a class............................................. Page 273
CHAPTER IX.
THE TEACHER'S FIRST DAY.
Embarrassments of young teachers in first entering upon their duties.
-Preliminary information to be acquired in respect to the school.  Visits to the parents.-Making acquaintance with the scholars.  Opening the school.-Mode of setting the scholars at work on the
first day.-No sudden changes to be made.-Misconduct.-Mode of
disposing of the cases of it.-Concl      usio     n.................... 322
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CHAPTER I.
INTEREST IN TEACHING.
~~" "
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MOST singular contrariety of opinion pre            Lvails in the community in regard to the
_ pleasantness  of the business  of teaching.
Some teachers go to their daily task merely upon compulsion; they regard it as intolerable drudgery.
Others love the work: they hover around the school-room as
long as they can, and never cease to think, and seldom to
talk, of their delightful labors.
Unfortunately, there are too many of the former class, and
the first object which, in this work, I shall attempt to accomplish, is to show my readers, especially those who have
been accustomed to look upon the business of teaching as a
weary and heartless toil, how it happens that it is, in any
case, so pleasant. The human mind is always essentially the
same. That which is tedious and joyless to one, will be so
to another, if pursued in the same way, and under the same
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circumstances. And teaching, if it is pleasant, animating,
and exciting to one, may be so to all.
I am met, however, at the outset, in my effort to show why
it is that teaching is ever a pleasant work, by the want of a
name for a certain faculty or capacity of the human mind,
through which most of the enjoyment of teaching finds its
avenue. Every mind is so constituted as to take a positive
pleasure in the exercise of ingenuity in adapting means to an
end, and in watching the operation of them-in accomplishing by the intervention of instruments what we could not accomplish without-in devising (when we see an object to be
effected which is too great for our direct and immediate power)
and setting at work some instrunmentality which may be sufficient to accomplish it.
It is said that when the steam-engine was first put into
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INTEREST IN TEACHING.
operation, such was the imperfection of the machinery, that
a boy was necessarily stationed at it to open and shut alternately the cock by which the steam was now admitted and
now shut out from the cylinder. One such boy, after patiently doing his work for many days, contrived to connect
this stop-cock with some of the moving parts of the engine
by a wire, in such a manner that the engine itself did the
work which had been intrusted to him; and after seeing that
the whole business would go regularly forward, he left the
wire in charge, and went away to play.
Such is the story. Now if it is true, how much pleasure
the boy must have experienced in devising and witnessing
the successful operation of his scheme. I do not mean the
pleasure of relieving himself from a dull and wearisome duty;
I do not mean the pleasure of anticipated play; but I mean
the strong interest he must have taken in contriving and executing hisplan.  When, wearied out with his dull, monotonous
work, he first noticed those movements of the machinery
which he thought adapted to his purpose, and the plan flashed into his mind, how must his eye have brightened, and how
quick must the weary listlessness of his employment have
vanished.  While he was maturing his plan and carrying it
into execution-while adjusting his wires, fitting them to the
exact length and to the exact position-and especially when,
at last, he began to watch the first successful operation of his
contrivance, he must have enjoyed a pleasure which very
few even of the joyous sports of childhood could have supplied.
It is not, however, exactly the pleasure of exercising ingenuity in contrivance that I refer to here; for the teacher has
not, after all, a great deal of absolute contriving to do, or,
rather, his princ?pal business is not contriving.   The greatest
and most permanent source of pleasure to the boy, in such a
case as I have described, is his feeling that he is accomplishing a great effect by a slight effort of his own; the feeling of
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power; acting through the intervention of instrumentality, so as
to multiply his power. So great would be this satisfaction,
that he would almost wish to have some other similar work
assigned him, that he might have another opportunity to contrive some plan for its easy accomplishment.
Looking at an object to be accomplished, or an evil to be
remedied, then studying its nature and extent, and devising
and executing some means for effecting the purpose desired,
is, in all cases, a source of pleasure; especially when, by the
process, we bring to view or into operation new powers, or
powers heretofore hidden, whether they are our own powers,
or those of objects upon which we act. Experimenting has
a sort of magical fascination for all. Some do not like the
trouble of making preparations, but all are eager to see the
results. Contrive a new machine, and every body will be'interested to witness or to hear of its operation. Develop any
heretofore unknown properties of matter, or secure some new
useful effect from laws which men have not hitherto employed for their purposes, and the interest of all around you will
be excited to observe your results; and, especially, you will
yourself take a deep and permanent pleasure in guiding and
controlling the power you have thus obtained.
This is peculiarly the case with experiments upon mind, or
experiments for producing effects through the medium of voluntary acts of others, making it necessary that the contriver
should take into consideration the laws of mind in forming
his plans. To illustrate this by rather a childish case: I once
knew a boy who was employed by his father to remove all
the loose small stones, which; from the peculiar nature of the
ground, had accumulated in the road before the house. The
boy was set at work by his father to take them up, and throw
them over into the pasture across the way. He soon got tired
of picking up the stones one by one, and so he sat down upon
the bank to try to devise some better means of accomplishing
his work. He at length conceived and adopted the follow
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INTEREST IN TEACHING.
ing plan: He set up in the pasture a narrow board for a target, or, as boys would call it, a mark, and then, collecting all
the boys of the neighborhood, he proposed to them an amuseminent which boys are always ready for-firing at a mark.
The stones in the road furnished the ammunition, and, of
course, in a very short time the road was cleared; the boys
workingi for the accomplishment of their leader's task, when
they supposed they were only finding amusement for themselves.
Here, now, is experimenting upon the mind-the production of useful effect with rapidity and ease by the intervention of proper instrumentality-the conversion, by means of
a little knowledge of human nature, of that which would have
otherwise been dull and fatiguing labor into a most animating sport, giving pleasure to twenty instead of tedious labor
to one.  Now the contrivance and execution of such plans is
a source of positive pleasure.  It is always pleasant to bring
even the properties and powers of matter into requisition to
promote our designs; but there is a far higher pleasure in
controlling, and guiding, and moulding to our purpose the
movements of mind.
It is this which gives interest to the plans and operation
of human governments. Governments can, in fact, do little
by actual force.  Nearly all the power that is held, even by
the most despotic executive, must be based on an adroit management of the principles of human nature, so as to lead men
voluntarily to co-operate with the leader in his plans. Even
an army could not be got into battle, in many cases, without
a most ingenious arrangement, by means of which half a dozen
men can drive, literally drive, as many thousands into the
very face of danger and death. The difficulty of leading men
to battle must have been, for a long time, a very perplexing
one to generals.  It was at last removed by the very simple
expedient of creating a greater danger behind than there is
before. Without ingenuity of contrivance like this, turning
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one principle of human nature against another, and making
it for the momentary interest of men to act in a given way,
no government could stand.
I know of nothing which illustrates more perfectly the way
by which a knowledge of human nature is to be turned to account in managing human minds than a plan which was
adopted for clearing the galleries of the British House of Commons many years ago, before the present Houses of Parliament were built.  There was then, as now, a gallery appropriated to spectators, and it was customary to require these
visitors to retire when a vote was to be taken or private business was to be transacted. When the officer in attendance
was ordered to clear the gallery, it was sometimes found to
be a very troublesome and slow operation; for those who
first went out remained obstinately as close to the doors as
possible, so as to secure the opportunity to come in again
first when the doors should be re-opened. The consequence
was, there was so great an accumulation around the doors
outside, that it was almost impossible for the crowd to get
out.  The whole difficulty arose from the eager desire of every one to remain as near as possible to the door, through
which they were to come back again. Notwithstanding the utmost efforts of the officers, fifteen minutes were sometimes
consumed in effecting the object, when the order was given
that the spectators should retire.
The whole difficulty was removed by a very simple plan.
One door only was opened when the crowd was to retire, and
they were then admitted, when the gallery was opened again,
through the other.  The consequence was, that as soon as the
order was given to clear the galleries, every one fled as fast
as possible through the open door around to the one which
was closed, so as to be ready to enter first, when that, in its
turn, should be opened. This was usually in a few minutes,
as the purpose for which the spectators were ordered to re'tire was in most cases simply to allow time for takino -- stat.
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Here it will be seen that, by the operation of a very simple
plan, the very eagerness of the crowd to get back as soon as
possible, which had been the sole cause of the difficulty, was
turned to account most effectually to the removal of it. Before, the first that went out were so eager to return, that they
crowded around the door of egress in such a manner as to
prevent others going out; but by this simple plan of ejecting
them by one door and admitting them by another, that very
eagerness made them clear the passage at once, and caused
every one to hurry away into the lobby the moment the command was given.
The planner of this scheme must have taken great pleasure in witnessing its successful operation; though the officer
who should go steadily on, endeavoring to remove the reluctant throng by dint of mere driving, might well have found
his task unpleasant. But the exercise of ingenuity in studying, th  nature of the difficulty with which a man has to contend, and bringing in some antagonist principle of human nature to remove it, or, if not an antagonist principle, a similar
principle, operating, by a peculiar arrangement of circumstances, in an antagonist manner, is always pleasant. From
this source a large share of the enjoyment which men find in
the active pursuits of life has its origin.
The teacher has the whole field which this subject opens
fully before him.  He has human nature to deal withmost
directly. His whole work is one of experimenting upon
mind; and the mind which is before him to be the subject of
his operation is exactly in the state to be most easily and
pleasantly operated upon. The reason now why some teachers find their work delightful, and some find it wearisomeness and tedium itself, is that some do and some do not take
this view of the nature of it.  One instructor is like the engine-boy, turning, without cessation or change, his everlasting stop-cock, in the same ceaseless, mechanical, and monotonous routine.  Another is like the little workman in his
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brighter moments, arranging his invention, and watching
with delight the successful and easy accomplishment of his
wishes by means of it. One is like the officer, driving by vociferations, and threats, and demonstrations of violence, the
spectators from the galleries. The other like the shrewd contriver, who converts the very desire to return, which was the
sole cause of the difficulty, to a most successful and efficient
means of its removal.
These principles show how teaching may, in some cases,
be a delightful employment, while in others its tasteless dullness is interrupted by nothing but its perplexities and cares.
The school-room is in reality a little empire of mind. If the
one who presides in it sees it in its true light; studies the nature and tendency of the minds which he has to control;
adapts his plans and his measures tQ the laws of human nature, and endeavors to accomplish his purposes for them, not
by mere labor and force, but by ingenuity and enterprise, he
will take pleasure in administering his little government. lHe
will watch, with care and interest, the operation of the moral
and intellectual causes which hle sets in operation, and find,
as he accomplishes his various objects with increasing facility
and power, that he will derive a greater and greater pleasure
from his work.
Now when a teacher thus looks upon his school as a field
in which hle is to exercise skill, and ingenuity, and enterprise;
when he studies the laws of human nature, and the character of those minds upon which he has to act; when he explores deliberately the nature of the field which he has to cultivate, and of the objects which he wishes to accomplish, and
applies means judiciously and skillfully adapted to the object, he must necessarily take a strong interest in his work.
But when, on the other hand, he goes to his employment
only to perform a certain regular round of daily toil, undertaking nothing and anticipating nothing but this dull and unchangeable routine, and when he looks upon his pupils mere
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ly as passive objects of his labors, whom he is to treat with
simple indifference while they obey his commands, and to
whom he is only to apply reproaches and punishment when
they do wrong, such a teacher never can take pleasure in the
school. Weariness and dullness must reign in both master
and scholars when things, as he imagines, are going right,
and mutual anger and crimination when they go wrong.
liz
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Scholars never can be successfully instructed by the power
of any dull mechanical routine, nor can they be properly governed by the blind, naked strength of the master; such means
must fail of the accomplishment of the purposes designed, and
consequently the teacher who tries such a course must have
constantly upon his mind the discouraging, disheartening burden of unsuccessful and almost useless labor. He is continually uneasy, dissatisfied, and filled with anxious cares, and
sources of vexation and perplexity continually arise. He attempts to remove evils by waging against them a useless and
most vexatious warfare of threatening and punishment; and
he is trying continually to drive, when he might know that
neither the intellect nor the heart are capable of being driven.
I will simply state one case, to illustrate what I mean by
the difference between blind force and active ingenuity and
enterprise in the management of school. I once knew the
teacher of a school who made it his custom to have writing
attended to in the afternoon. The school was in the country, and it was the old times when quills, instead of steel pens,
were universally used.  The boys were accustomed to take
their places at the appointed hour, and each one would set
up his pen in the front of his desk for the teacher to come
and mend them.  The teacher would accordingly pass around
the school-room, mending the pens, from desk to desk, thus
enabling the boys, in succession, to begin their task. Of
course, each boy, before the teacher came to his desk, was necessarily idle, and, almost necessarily, in mischief. Day after
day the teacher went through this regular routine.  He sauntered slowly and listlessly through the aisles, and among the
benches of the room, wherever he saw the signal of a pen.
He paid, of course, very little attention to the writing, now
and then reproving, with an impatient tone, some extraordinary instance of carelessness, or leaving his work to suppress some rising disorder. Ordinarily, however, he seeded
to be lost in vacancy of thought, dreaming, perhaps, of o'er
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INTEREST IN TEACHING.
scenes, or inwardly repining at the eternal monotony and tedium of a teacher's life. His boys took no interest in their
wvorlk, and of course made no progress. They were sometimes unnecessarily idle, and sometimes mischievous, but never usefully or pleasantly employed, for the whole hour was
passed before the pens could all be brought down. Wasted
time, blotted books, and fretted tempers were all the results
which the system produced.
The same teacher afterward acted on a very different principle.  He looked over the field, and said to himself, "What
are the objects which I wish to accomplish in this writing exercise, and how can I best accomplish them?   I wish to obtain the greatest possible amount of industrious and careful
practice in writing. The first thing evidently is to save the
wasted time."  He accordingly made preparation for mending the pens at a previous hour, so that all should be ready,
at the appointed time, to commence the work together. This
could be done quite as conveniently when the boys were engaged in studying, by requesting them to put out their pens
at an appointed and previous time. He sat at his table, and
the pens of a whole bench were brought to him, and, after
being carefully mended, were returned, to be in readiness for
the writing hour. Thus the first difficulty, the loss of time,
was obviated.
"I must make them industrious while they write," was his
next thought. After thinking of a variety of methods, he
determined to try the following: he required all to begin together at the top of the page, and write the same line, in a
hand of the same size. They were all required to begin together, he himself beginning at the same time, and writing
about as fast as he thought they ought to write in order to
secure the highest improvement. When he had finished his
line, he ascertained how many had preceded him and how
many were behind. He requested the first to write slower,
and the others faster; and by this means, after a few trials,
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THE TEACHER.
he secured uniform, regular, systematic, and industrious einmpioyment throughout the school. Probably there were, at
first, difficulties in the operation of the plan, which he had to
devise ways and means to surmount; but what I mean to
present particularly to the reader is, that he was interested in
his experimenets.  While sitting in his desk, giving his command to begin line after line, and noticing the unbroken silence, and attention, and interest which prevailed (for each
boy was interested to see how nearly with the master he
could finish his work), while presiding over such a scene he
must have been interested.  He must have been pleased with
tile exercise of his almost military command, and to witness
low effectually order and industry, and excited and pleased
attention, had taken the place of listless idleness and mutual
dissatisfaction.
After a few days, he appointed one of the older and more
judicious scholars to give the word for beginning and ending
the lines, and he sat surveying the scene, or walking from
desk to desk, noticing faults, and considering what plans he
could form for securing more and more fully the end he had
in view. He found that the great object of interest and attention among the boys was to come out right, an4 that less
pains were taken with the formation of the letters than there
ought to be to secure the most rapid improvement.
But how shall he secure greater pains?   By stern commands and threats?  By going from desk to desk, scolding
one, rapping the knuckles of another, and holding up to ridicule a third, making examples of such individuals as may
chance to attract his special attention? No; he has learned
that he is operating upon a little empire of mind, and that
he is not to endeavor to drive them as a man drives a herd,
by mere peremptory command or half angry blows. He must
study the nature of the effect that he is to produce, and of
the materials upon which he is to work, and adopt, after mature deliberation, a plan to accomplish his purpose founded
24
I I
II I 
INTEREST IN TEACHING.
upon the principles which ought always to regulate the ac  tion of mind upon mind, and adapted to produce the intellect  ual efect which he wishes to accomplish.
In the case supposed, the teacher concluded to appeal to
A emulation. While I describe the measure he adopted, let it
be remembered that I am now only approving of the resort
to ingenuity and invention, and the employment of moral aind
intellectual means for the accomplishment of his purposes,
and not of the measures themselves. I am not sure the pldan
I am going to describe is a wise one; but I am sure that the
teacher, while trying it, must have been interested in hiAs intel lectual expe?rimen?t. Ilis business, while pursued in suchli a
way, could'not have been a mere dull and uninteresting
rotline.
He purchased, for three cents apiece, two long lead pen cils-an article of great value in the opinion of the boys of'
country schools-and he offered them, as prizes, to the boy
who would write most carefully; not to the one who shoull
write best, but to the one whose book should exhibit most ap pearance of effort and care for a week. After announcing
his plan, he watched with strong interest its operation.  He
walked round the room while the writing was in progress, to
observe the effect of his measure. lIe did not reprove those
who were writing carelessly; he simply noticed who and
how many they were.'He did not commend those who were
evidently making effort; he noticed who and how many they
were, that he might understand Itow far, and upon what sort
of minds, his experiment was successful, and where it failed.
Hle was taking a lesson in human nature-human nature as
it exhibits itself in boys-and was preparing to operate more
and more powerfully by future plans.
The lesson which he learned by the experiment was this,
that one or two prizes will not influence the majority of a
large school. A few. of the boys seemed to think that the
enc         i         s   were possibl y " within their reach, and they made vig
B
I 
TIlE TEACHER.
orous efforts to secure them; but the rest wrote on as before.
Thinking it certain that they should be surpassed by the others, they gave up the contest at once in despair.
The obvious remedy was to mnultiply his prizes, so as to
bring one of them within the reach of all. He reflected, too,
that the real prize, in such a case, is not the value of the
pencil, but the honor of the victory; and as the honor of the
victory might as well be coupled with an object of less, as
well as with one of greater value, the next week he divided
his two pencils into quarters, and offered to his pupils eight
prizes instead of two. He offered one to every five scholars,
as they sat on their benches, and every boy then saw that a
reward would certainly come within five of him.'His chance,
accordingly, instead of being one in twenty, became one in Eve.
Now is it possible for a teacher, after having philosophized
upon the nature of the minds upon which he is operating,
and surveyed the field, and ingeniously formed a plan, which
plan he hopes will, through his own intrinsic power, produce
certain effects-is it possible for him, when he comes, for the
first day, to witness its operations, to come without feeling a
strong interest in the result? It is not possible. After having formed such a plan, and made such arrangements, he will
look forward almost with impatience to the next writinghour. He wishes to see whether he has estimated the mental capacities and tendencies of his little community aright;
and when the time comes, and he surveys the scene, and observes the operation of his measure, and sees many more are
reached by it than were influenced before, he feels a strong
gratification, and it is a gratification which is founded upon
the noblest principles of our nature. He is tracing, on a
most interesting field, the operation of cause and effect. From
being the mere drudge, who drives, without intelligence or
thought, a score or two of boys to their daily tasks, he rises
to the rank of an intellectual philosopher, exploring the laws
pd successfully controlling the tendencies of mind.
I
26
i 
INTEREST IN TEACHING.
It will be observed, too, that all the time this teacher was
performing these experiments, and watching with intense interest the results, his pupils were going on undisturbed in
their pursuits. The exercises in writing were not interrupted or deranged. This is a point of fundamental importance;
for, if what I should say on the subject of exercising ingenuity and contrivance in teaching should be the means, in any
case, of leading a teacher to break in upon the regular duties
of his school, and destroy the steady uniformity with which
the great objects of such an institution should be pursued, my
remarks had better never have been written. There may be
variety in methods and plan, but, through all this variety,
the school, and every individual pupil'of it, must go steadily
forward in the acquisition of that knowledge which is of
greatest importance in the business of future life. In other
words, the variations and changes admitted by the teacher
ought to be mainly confined to the modes of accomplishing
those permanent objects to which all the exercises and arrangements of the school ought steadily to aim.  AIore on
this subject, however, in another chapter.
I will mention one other circumstance, which will help to
explain the difference in interest and pleasure with which
teachers engage in their work. I mean the different views
they take of the ofenses of their pupils. One class of teachers
seem never to make it a part of their calculation that their
pupils will do wrong, and when. any misconduct occurs they
are discontented and irritated, and look and act as if some
unexpected occurrence had broken in upon their plans. Others understand and consider all this beforehand. They seem
to think a little, before they go into their school, what sort
of beings boys and girls are, and any ordinary case of youthful delinquency or dullness does not surprise them. I do not
mean that they treat such cases with indifference or neglect,
but that they expect them, and are prepared for them.  Such a
teacher knows that boys and girls are the materials he has to
i
2'11 
THE TEACHER.
work upon, and he takes care to make himself acquainted
with these materials, just as they ate.  The other class, however, do not seem to know at all what sort of beings they
have to deal with, or, if they know, do not consider. They
expect from them what is not to be obtained, and then are
disappointed and vexed at the failure. It is as if a carpenter
should attempt to support an entablature by pillars of wood
too small and weak for the weight, and then go on, from week
to week, suffering anxiety and irritation as he sees them
swelling and splitting under the burden, and finding fault
with the wood instead of taking it to himself; or as if a plowman were to attempt to work a hard and stony piece of
ground with a poor team and a small plow, and then, when
overcome by the difficulties of the task, should vent his vexation and anger in laying the blame on the ground instead
of on the inadequate and insufficient instrumentality which
he had provided for subduing it.
It is, of course, one essential part of a man's duty, in engaging in any undertaking, whether it will lead him to act
upon matter or upon mind, to become first well acquainted
with the circumstances of the case, the materials he is to act
upon, and the means which he may reasonably expect to
have at his command. If he underrates his difficulties, or
overrates tile power of his means of overcoming them, it is
I:
28 
INTEPEST IN TEACIIING.
his mistake-a mistake for which h~e is fully responsible.
Wlhatever may be the nature of the effect which he aims at
accomplishing, he ought fully to understand it, and to appreciate justly the difficulties which lie in the way.
Teachers, however, very often overlook this. A man comes
home from his school at night perplexed and irritated by the
petty misconduct which he has witnessed, and been trying
to check. HIe does not, however, look forward and endeavor
to prevent the occasions of such misconduct, adapting his
measures to the nature of the material upon which he has
to operate, but he stands, like the carpenter at his columns,
making himself miserable in looking at it after it occurs, and
wondering what to do.
"Sir," we mighlt say to him, " what is the matter?"
"Why, I have such boys I can do nothing with them.
Were it not for thei, qiiscoiduct, I might have a very good
school."
"AWere it not for their misconduct?   Why, is there any
peculiar depravity in them which you could not have foreseen?"
"No; I suppose they are pretty much like all other boys,"
he replies, despairingly; "they are all hair-brained and unmanageable.   The plans I have formed for my school would
be excellent if my boys would only behave properly."
"Excellent plans," might we not reply, "and  yet not
adapted to the materials upon which they are to operate!
No. It is your business to know what sort of beings boys
are, and to make your calculations accordingly."
Two teachers may therefore manage their schools in totally
different ways, so that one of them may necessarily find the
business a dull, mechanical routine, except as it is occasionally varied by perplexity and irritation, and the other a prosperous and happy employment. The one goes on mechanically the same, and depends for his powver on violence, or on
29
F
I
I 
THIE TEACHER.
threats and demonstrations of violence. The other brings all
I s ingenuity and enterprise into the field to accomplish a
steady purpose by means ever varying, and depends for his
power on his knowledge of human nature, and on the adroit
adaptation of plans to her fixed and uniform tendencies.
I am very sorry, however, to be obliged to say that probably the latter class of teachers are decidedly in the minority.
To practice the art in such a way as to make it an agreeable employment is difficult, and it requires much knlowledge of human nature, much attention and skill. And, after all, there are some circumstances necessarily attending the
work which constitute a heavy drawback on the pleasures
which it might otherwise afford.   The almost universal impression that the business of teaching is attended with peculiar trials and difficulties proves this.
There must be some cause for an impression so general.
It is not right to call it a prejudice, for, although a single
individual may conceive a prejudice, whole communities very
seldom do; unless in some case which is presented at once to
the whole, so that, looking at it through a common medium,
all judge wrong together. But the general opinion in regard to teaching is composed of a vast number of separate
and iadepen(deit judgments, and there must be some good
ground for the universal result.
It is best, therefore, if there are any real and peculiar
sources of trial and difficulty in this pursuit, that they should
be distinctly known and acknowledged at the outset. Count
the cost before going to war. It is even better policy to overrate than to underrate it. Let us see, then, what the real difficulties of teaching are.
It is not, however, as is generally supposed, the copfinenient.
A teacher is confined, it is true, but not more than men of
other professions and employments; not more than a merchant, and probably not as much.  A physician is confined
in a different way,, but more closely than a teacher: hle can
30
i
II
i  
INTEREST IN TEACIING.
never leave home: he knows generally no vacation, and nothing, but accidental rest.
The lawyer is confined as much. It is true there are not
throughout the year exact hours which he must keep, but,
considering the imperious demands of his business, his personal liberty is probably restrained as much by it as that of
the teacher. So with all the other professions. Although
the nature of the confinement may vary, it amounts to about
the same in all. On tlhe other hand, the teacher enjoys, in
reference to this subject of confinement, an advantage which
scarcely any other class of men does or can enjoy. I mean
vacations. A man in any other business may force himself
away from it for a time, but the cares and anxieties of his
business will follow him wherever he goes. It seems to be
reserved for the teacher to enjoy alone the periodical luxury
of a real and enti'e release from business and care.  On the
whole, as to confinement, it seems to me that the teacher has
little ground of complaint.
There are, however, some real and serious difficulties which
always have, and, it is to be feared, always will, cluster around
this employment; and which must, for a long time, at least,
lead most men to desire some other employment for the business of life. There may perhaps be some who, by their peculiar skill, can overcome or avoid them, and perhaps the science of teaching may, at some future day, be so far improved
that all may avoid them.  As I describe Lhem, however, now,
most of the teachers into whose hands this treatise may fall
will probably find that their own experience corresponds, in
this respect, with mine.
1. The first great difficulty which the teacher feels is a
sort of miorial respon1sibility for thze conduct of others.  If his pupils do wrong, he feels almost personal responsibility for it.
As he walks out some afternoon, wearied with his labors, and
endeavoring to forget, for a little time, all his cares, he comes
upon a group of boys in rude and noisy quarrels, or engaged
31
I 
'TIlE TEACHER.
in li'is-chief of some sort, and his heart sinks within him.  It
is hard enough for any one to witness their bad conduct with
a spirit unruffled and undisturbed, but for their teacher it is
perhaps impossible. He feels responsible; in fact, hle is responsible.  If his scholars are disorderly, or negligent, or idle,
or quarrelsome, he feels conde)mnecl hi'mself'almost as if hle were
himself the actual transgressor.
This difficulty is, in a great degree, peculiar to a teacher.
A physician is called upon to prescribe for a patient; he examiines the case, and writes his prescription. When this is
done his duty is ended; and whether the patient obeys the
prescription and lives, or neglects it and dies, the physician
feels exonerated from all responsibility.   lie may, and in
some cases does, feel anxious coicei12, and may regret the infatuation by which, in some unhappy case, a valuable life
may be hazarded or destroyed. But he feels no moral reTonsibility for anothler's guilt.
It is so with all the other employments in life. They do,
indeed, often bring men into collision with other men. But,
though sometimes vexed and irritated by the conduct of a
neighbor, a client, or a patient, they feel not half the bitterness of the solicitude and anxiety which come to the teacher
through the criminality of his pupil. In ordinary cases lhe
not only feels responsible for efforts, but for their results;
and when, notwithstanding all his efforts, his pupils will do
wrong, his spirit sinks with an intensity of anxious despondency which none but a teacher can understand.
This feeling of something very like moral accountability for
tze guilt o' otler personas is a continual burden.  The teacher
in the presence of the pupil never is free fiom it. It links
him to them by a bond which perhaps he ought not to sunder, and which he can not sunder if he would. And sometimes, when those committed to his charge are idle, or faithless, or unprincipled, it wears away his spirits and his hearth
together.  I think there is nothing analogous to this moral
32
i
L 
INTEREST'r IN TEACIIING.
connection between teacher and pupil unless it be in trle
case of a parent and child.  And here, on account of the
comparative smallness of the number under the parent's care,
the evil is so much diminished that it is easily borne.
2. The second great difficulty of the teacher's employments is the inmmease multiplicity of the objects of hIas attention
a;tl care during the time he is employed in his business.
Ihis scholars are individuals, and notwithstanding all that
the most systematic can do in the way of classification, they
must be attended to in a great measure as individuals. A
merchant keeps his commodities together, and looks upon a
cargo composed of ten thousand articles, and worth a hundred thousand dollars, as one; he speaks of it as one; and
there is, in many cases, no more perplexity in planning its
destination than if it were a single box of raisins. A lawyer may have a great many important cases, but he has only
one at a time; that is, hlie attends to but one at a time.
The one may be intricate, involving many facts, and requiring to be examined in many aspects and relations. But he
looks at but few of these facts and regards but few of these
relations at a time.  The points which demand his attention
come one after another in regular succession.  His mind
may thus be kept calm.  He avoids confusion and perplexity.  But no skill or classification will turn the poor teacher's hundred scholars into one, or enable him, except to a
very limited extent, and for a very limited purpose, to regard them as one. He has a distinct and, in many respects,
a different work to do for every one of the crowd before him.
Difficulties must be explained in detail, questions must be
answered one by one, and each scholar's own conduct must
be considered by itself.  His work is thus made up of a
thousand minute particulars, which are all crowding upon
his attention at once, and which he can not group together,
or combine, or simplify.  He must, by some means or other,
attend to them in all their distracting individuality.  And,
I3 2
-01
33
I
I 
TIlE-I TEACHER.
in a large and complicated school, the endless multiplicity
and variety of objects of attention and care impose a task
under which few intellects can long stand.
I have said that this endless multiplicity and variety can
not be reduced and simplified by classification. I mean, of
course, that this can be done only to a very limited extent
compared with what may be effected in the other pursuits
of mankind. Were it not for the art of classification and
system, no school could have more than ten scholars, as I intend hereafter to show. The great reliance of the teacher
is upon this art, to reduce to some tolerable order what
would otherwise be the inextricable confusion of his business.  He must be sJstematic.  He must classify and arrange;
but, after he has done all that he can, he must still expect
that his daily business will continue to consist of a vast multitude of minute particulars, from one to another of which
the mind must turn with a rapidity which few of the other
employments of life ever demand.
These are the essential sources of difficulty with which the
teacher has to contend; but, as I shall endeavor to show in
succeeding chapters, though they can not be entirely removed, they can be so far mitigated by the appropriate
means as to render the employment a happy one. I have
thought it best, however, as this work will doubtless be read
by many who, when they read it, are yet to begin their labors, to describe frankly and fully to them the difficulties
which beset the path they are about to enter.  "The wisdom of the prudent is to understand his way." It is often
wisdom to understand it beforehand.
7'
34
I
I 
GENERAL ARRANGESIENTS.
CHAPTER II.
GENERAL ARRANGEMIENTS.
HE distraction and perplexity of the teacher's life are, as
was explained in the last chapter, almost proverbial. There
are other pressing and exhausting pursuits, which wear away
the spirit by the ceaseless care which they impose, or perplex
and bewilder the intellect by the multiplicity and intricacy
of their details; but the business of teaching, by a pre-eminence not very enviable, stands, almost by common consent,
at the head of the catalogue.
I have already alluded to this subject in the preceding
chapter, and probably the majority of actual teachers will admit the truth of the view there presented. Some will, however, doubtless say that they do not find the business of teaching so perplexing and exhausting an employment. They
take things calmly. They do one thing at a time, and that
without useless solicitude and anxiety. So that teaching,
with them, though it has, indeed, its solicitudes and cares, as
every other responsible employment must necessarily have,
is, after all, a calla and quiet pursuit, which they follow from
month to month, and from year to year, without any extraordinary agitations, or any unusual burdens of anxiety and
care.
35
I 
THE TEACIIEEI.
There are, indeed, such cases, but they are exceptions, and
unquestionably a considerable majority, especially of those
who are beginners in the work, find it such as I have described. I think it need not be so, or, rather, I think the
evil may be avoided to a ve,y great deygee.  In this chapter I
shall endeavor to show how order may be produced out of
that almost inextricable mass of confusion into which so
many teachers, on commencing their labors, find themselves
phlunged.
The objects, then, to be aimed at in the general arrangements of schools are twofold:
1. That the teacher may be left uninterrupted, to attend
to one thing at a time.
2. That the individual scholars may have constant emplioyment, and such an amount and such kinds of study as
s]:dl be suited to the circumstances and capacities of each.
I shall examine each in their order.
1. The following are the principal things which, in a vast
nimber of schools, are all the time pressing upon the teacher; or, rather, they are the things which must every where
press upon the teacher, except so far as, by the skill of his
arrangements, he contrives to remove them.
1. Giving leave to whisper or to leave seats.
2. Distributing and changing pens.
3. Answering questions in regard to studies.
4. Hearing recitations.
5. Watching the behavior of the scholars.
6. Administering reproof and punishment for offenses as
they occur.
A pretty large number of objects of attention and care, one
would say, to be pressing upon the mind of the teacher at one
and the same time-and all the time too!  I-undreds and
hundreds of teachers in every part of our country, there is no
doubt, have all these crowding upon them from morning to
nig,ht, with no cessation, except perhaps some accidental and
36 
GENERAL ARRANGE.IENTS.
momentary respite. During the winter months, while the
principal common schools in our country are in operation, it
is sad to reflect how many teachers come home every evening with bewildered and aching heads, having been vainly
trying all the day to do six things at a time, while Hie who
made the human mind has determined that it shall do but
one.   How many become discouraged and disheartened by
what they consider the unavoidable trials of a teacher's life,
and give up in despair, just because their faculties will not
sustain a six-fold task. There are multitudes who, in early
life, attempted teaching, and, after having been worried, almost to distraction, by the simultaneous pressure of these
multifarious cares, gave up the employment in disgust, and
now unceasingly wonder how any body can like teaching. I
know multitudes of persons to whom the above description
will exactly apply.
I once heard a teacher who had been very successful, even
in large schools, say that he could hear two classes recite,
mend pens, and watch his school all at the same time, and
that without any distraction of mind or any unusual fatigue.
Of course the recitations in such a case must be from memory. There are very few minds, however, which can thus
perform triple or quadruple work, and probably none which
can safely be tasked so severely. For my part, I can do but
one thing at a time; and I have no question that the true
policy for all is to learn not to do eves thing at once, but so
to classify and arrange their work that they shall have but one
thiig at once to do. Instead of vainly attempting to attend
simultaneously to a dozen things, they should so plan their
work that only one will demand attention.
Let us, then, examine the various particulars above mentioned in succession, and see how each can be disposed of, so
as not to be a constant source of interruption and derangement.
1. TVhi~Tering and leaving seats. In regard to this subject
-0 7
I
i 
TIIE TEACHER.
there are very different methods now in practice in different
schools. In some, especially in very small schools, the teacher allows the pupils to act according to their own discretion.
They whisper and leave their seats whenever they think it
necessary. This plan may possibly be admissible in a very
small school, that is, in one of ten or twelve pupils. I am
convinced, however, that it is a very bad plan even here.  No
vigilant watch which it is possible for any teacher to exert
will prevent a vast amount of mere talk entirely foreign to
the business of the school. I tried this plan very thoroughly, with high ideas of the dependence which might be placed
upon conscience and a sense of duty, if these principles are
properly brought out to action in an effort to sustain the system. I was told by distinguished teachers that it would not
be found to answer. But predictions of failure in such cases
only prompt to greater exertions, and I persevered. But I
was forced at last to give up the point, and adopt another
plan. Aly pupils would make resolutions enough; they understood their duty well enough.   They were allowed to
leave their seats and whisper to their companions whenever,
ic their honest judgment, it was necessary for the prosecution of
their studies. I knew that it sometimes would be necessary,
and I was desirous to adopt this plan to save myself the constant interruption of hearing and replying to requests. But
it would not do. Whenever, from time to time, I called them
to account, I found that a large majority, according to their
own confession, were in the habit of holding daily and deliberate communication with each other on subjects entirely
foreign to the business of the school. A more experienced
teacher would have predicted this result; but I had very
high ideas of the power of cultivated conscience, and, in fact,
still have. But then, like most other persons who become
possessed of a good idea, I could not be satisfied without carrying it to an extreme. 
Still it is necessary, in ordinary schlools, to give pupils
i)
I 
GENERAL ARRANGEMENTS.
sometimes the opportunity to whisper and leave seats.*
Cases occur where this is unavoidable. It can not, therefore, be forbidden altogether.  How, then, you will ask, can
the teacher regulate this practice, so as to prevent the evils
which will otherwise flow from it, without being continually
interrupted by the request for permission?
By a very simple method.   Appropriate particular times at
wtich all tl'is business is to be done, and forbid it altogether at  t
every other time. It is well, on other accounts, to give the
pupils of a school a little respite, at least every hour; and
if this is done, an intermission of study for two minutes each
time will be sufficient.  During this time general permission
should be given for the pupils to speak to each other, or to
leave their seats, provided they do nothing at such a time to
disturb the studies of others. This plan I have myself very
thoroughly tested, and no arrangement which I ever made
operated for so long a time so uninterruptedly and so entirely to my satisfaction as this. It of course will require some
little time, and no little firmness, to establish the new order
of things where a school has been accustomed to another
course; but where this is once done, I know no one plan so
simple and so easily put into execution which will do so
much toward relieving the teacher of the distraction and perplexity of his pursuits.
In making the change, however, it is of fundamental importance that the pupils should themselves be interested in
it. Their co-operation, or, rather, the co-operation of the
majority, which it is very easy to obtain, is absolutely essential to success. I say this is very easily obtained. Let us
suppose that some teacher, who has been accustomed to require his pupils to ask and obtain permission every time they
wish to speak to a companion, is induced by these remarks
to introduce this plan. He says, accordingly, to his school,
* There are some large and peculiarly-organized schools in cities and
large towns to which this remark may perhaps not apply.
39 
THE TEACHER.
"You know that you are now accustomed to ask me
whenever you wish to obtain permission to whisper to a
companion or to leave your seats; now I have been thinking of a plan which will be better for both you and me. By
our present plan you are sometimes obliged to wait before I
can attend to your request. Sometimes I think it is unnecessary, and deny you, when perhaps I was mistaken, and it
was really necessary. At other times, I think it very probable that when it is quite desirable for you to leave your
seat you do not ask, because you think you may not obtain
permission, and you do not wish to ask and be refused.  Do
you, or not, experience these inconveniences from our present plans?"
The pupils would undoubtedly answer in the affirmative.
'CI myself experience great inconvenience too.  I am very
frequently interrupted when busily engaged, and it also occupies a great portion of my time and attention to consider
and answer your requests for permission to speak to one another and to leave your seats. It requires as much mental
effort to consider and decide whether I ought to allow a pupil to leave his seat, as it would to determine a much more
important question; therefore I do not like our present plan,
and I have another to propose."
The pupils are now all attention to know what the new
plan is. It will always be of great advantage to the school
for the teacher to propose his new plans from time to time
to his pupils in such a way as this. It interests them in the
improvement of the school, exercises their judgment, establishes a common feeling between teacher and pupil, and in
many other ways assists very much in promoting the welfare
of the school.
, My plan," continues the teacher, "is this: to allow you
all, besides the recess, a short time, two or three minutes
perhaps, every hour" (or every half hour, according to the
character of the school, the age of the pupils, or other cir
-10 
GENERAL ARRANGEMENTS.
cumstances, to be judged of by the teacher), "during which
you may all whisper or leave your seats without asking permission."
Instead of deciding the question of the jfrequency of this
general permission, the teacher may, if he pleases, leave it
to the pupils to decide. It is often useful to leave the decision of such a question to them. On this subject, however, I shall speak in another place. It is only necessary
here to say that this point may be safely left to them, since
the time is so small which is to be thus appropriated. Even
if they vote to have the general permission to whisper every
half hour, it will make but eight minutes in the forenoon.
There being six half hours in the forenoon, and one of them
ending at the close of school, and another at the recess, only
foitr of these rests, as a military man would call them, would
be necessary; and four, of two minutes each, would make
eight minutes.  If the teacher thinks that evil would result
from the interruption of the studies so often, he may offer
the pupils three minutes rest every hour instead of two minutes every ha'lf hour, and let them take their choice; or he
may decide the case altogether himself.
Such a change, from particular permnissions on individual requests to general permission at stated timnes, would unquestionably be popular in every school, if the teacher managed the
business properly. And by presenting it as an object of common interest, an arrangement proposed for the common convenience of teacher and pupils, the latter may be much interested in carrying the plan into effect. We must not rely,
however, entirely upon their interest in it.  All that we can
expect from such an effort to interest thlem, as I have descril)e(l and recommended, is to get a majority on our side,
so that we may have only a small minority to deal with by
other mreasures.  Still, we must calculate on having this minoritl/, ad./rn ottr? plans accordingly, or we shall be greatly disappoiiite(.  I shall, however, in another place, speak of this
41
I 
THE TEACHER.
principle of interesting the pupils in our plans for the purpose of securing a majority in our favor, and explain the
methods by which the minority is then to be governed. I
only mean here to say that, by such means, the teacher may
easily interest a large proportion of the scholars in carrying
his plans into effect, and that he must expect to be prepared
with other measures for those who will not be governed by
these.
You can not reasonably expect, however, that, immediately after having explained your plan, it will at once go into
full and complete operation. Even those who are firmly determined to keep the rule will, from inadvertence, for a day
or two, make communication with each other. They must
be trained, not by threatening and punishment, but by your
good-humored assistance, to their new duties. When I first
adopted this plan in my school, something like the following
'proceedings took place.
"Do you suppose that you will perfectly keep this rule
from this time?"
"No, sir," was the answer.
"I suppose you will not.  Some, I am afraid, may not really be determined to keep it, and others will forget. Now
I wish that every one of you would keep an exact account
to-day of all the instances in which you speak to another person, or leave your seat, out of the regular times, and be prepared to report them at the close of the school. Of course,
there will be no punishment; but it will very much assist
you to watch yourselves, if you expect to make a report at
the end of the forenoon. Do you like this plan?"
"Yes, sir," was the answer; and all seemed to enter into
it with spirit.
In order to mark more definitely the times for communication, I wrote, in large letters, on a piece of pasteboard,
" STL-)Y IHOURS," and making a hole over the centre of it,c
hung it upon a nail over my desk. At the close of each half
42
i 
GENERAL ARRAGEMIENTS.
hour a little bell was to be struck, and this card was to be
taken down. When it was up, they were, on no occasion
whatever (except some such extraordinary occurrence as sickness, or my sending one of them on a message to another, or
something clearly out of the common course) to speak to each
other; but wvere to wait, whatever they wanted, until the
St,(ly Cctd, as they called it, was taken down.
" Suppose now," said I, " that a young lady has come
into school, and has accidentally left her book in the entrythe book from which she is to study during the first half hour
of the school.  She sits near the door, and she nmight, in a
moment, slip out and obtain it. If she does not, she must
spend the half hour in idleness, and be unprepared in her lesson.  What is it her duty to do?"
" To go," " Not to go," answered the scholars, sikultaneously.
"It would be her duty not to go; but I suppose it will bevery difficult for me to convince you of it.
"The reason is this," I continued; " if the one case I have
supposed were the only one which would be likely to occur,
it would undoubtedly be better for her to go; but if it is understood that in such cases the rule may be dispensed with,
that understanding will tend very much to cause such cases
to occur. Scholars will differ in regard to the degree of inconvenience which they must submit to rather than break
the rule. They will gradually do it on slighter and slighter
occasions, until at last the rule will be disregarded entirely.
We must therefore draw a precise line, and individuals must
submit to a little inconvenience sometimes to promote the
general good."
At the close of the day I requested all in the school to
rise.  While they were standing, I called them to account in
the following manner:
" Now it is very probable that some have, from inadvertence or from design, omitted to keep an account of the num
4 
TilE TEACI-IER.
ber of transgressions of the rule which they have committed
during the day; others, perhaps, do not wish to make a report of themselves.  N-ow as this is a common and voluntary
effort, I wish to have none render assistance who do not, of
their own accord, desire to do so.  All those, therefore, who
are not able to make a report, from not having been correct
in keeping it, and all those who are unwilling to report themselves, may sit."
A very small number hesitatingly took their seats.
"' I am afraid that all do not sit who really wish not to
report themselves.:Now I am honest in saying I wish you
to do just as you please. If a great majority of the school
really wish to assist me in accomnplishing the object, why, of
course, I am glad; still, I shall not call upon any for such
assistance unless it is freely and voluntarily rendered.'
One or two more took their seats while these things were
saying. Among such there would generally be some who
would refuse to have any thing to do with the measure simply from a desire to thwart and impede the plans of the teacher.  If so, it is best to take no notice of them.  If the teacher can contrive to obtain a great majority upon his side, so
as to let them see that any opposition which they can raise
is of no consequence and is not even noticed, they will soon
be ashamed of it.
The reports, then, of those who remained standing were
c     a     l      l     e     d for; first, those who had whispered only once were
r e q u e s t e d    to sit, then those who had whispered more than
o        n        c         e         and less than five times, and so on, until at last all    were
down. In such a case the pupils might, if thought expedient, again be requested to rise for the purpose of asking some
o      the                    r        questions with reference to ascertaining whether they
had spoken most in the former or latter part of the forenoon.
The number who had spoken inadvertently, and the number
who                                   had done it by design, might be ascertained. These i.quiries accustom the pupils to render honest and faithful ac
I
44 
GENERAL ARRANGEIMENTS.
counts of themselves. They become, by such means, familiarized to the practice, and by means of it the teacher can
many times receive most important assistance.
In all this, however, the teacher should speak in a pleasant tone, and maintain a pleasant and cheerful air. The acknowledgments should be considered by the pupils not as confessions of guilt for which they are to be rebuked or punishedl, but as voluntary and free reports of the result of an ec:p)crimiient in which all were interested.
Some will have been dishonest in their reports: to diminisli the number of these, the teacher may say, after the report
is concluded,
"'Ve will drop the subject here to-day.  To-morrow we
will make another effort, when we shall be more successful.
I have taken your reports as you have offered them without
any inquiry, because I had no doubt that a great majority
of this school would be honest at all hazards.  They would
not, I am confident, make a false report even if, by a true
one, they were to bring upon themselves punishment; so that
I think I may' have confidence that nearly all these reports
have been faithful. Still it is very probable that among so
large a number some may have made a report which, they
are now aware, was not perfectly fair and honest.  I do not
wish to know who they are; if there are any such cases, I
only wish to say to the rest how much pleasanter it is for
you that you have been honest and open. The business is
now all ended; you have done your duty; and, thlough you
reported a little larger number than you would if you had
been disposed to conceal your faults, yet you go away from
school with a quiet conscience. On the other hand, how
miserable must any boy feel, if he has any nobleness of mind
whatever, to go away from school to-day thinking that he
has not been honest; that he has been trying to conceal his
faults, and thus to obtain a credit which he did not justly deserve. Always be honest, let the consequence be what it may."
45 
THE TEACHER.
The reader will understand that the object of such measures is simply to secure as large a majority aspossible to make
voluntary efforts to observe the rule. I do not expect that
by such measures universal obedience can be exacted. The
teacher must follow up the plan after a few days by other
measures for those pupils who will not yield to such inducements as these. Upon this subject, however, I shall speak
more particularly at a future time.
In my own school it required two or three weeks to exclude whispering and communication by signs. The period
necessary to effect the revolution will be longer or shorter,
according to the circumstances of the school and the dexterity of the teacher; and, after all, the teacher must not hope
entirely to exclude it. Approximation to excellence is all
that we can expect; for unprincipled and deceiving characters will perhaps always be found, and no system whatever
can prevent their existence. Proper treatment may indeed
be the means of their reformation, but before this process
has arrived at a successful result, others similar in character
will have entered the school, so that the teacher can never
expect perfection in the operation of any of his plans.
I found so much relief from the change which this plan
introduced, that I soon took measures for rendering it permanent; and though I am not much in favor of efforts to
bring all teachers and all schools to the same plans, this principle of whispering at limited and 1)rescribed times alone seenms
to me well suited to universal adoption.
The following simple apparatus has been used in several
schools where this principle has been adopted. A drawving
and description of it is inserted here, as by this means some
teachers, who may like to try the course here recommended,
may be saved the time and trouble of contriving something
of the kind themselves.
The figure a a a a on the next page is a board about 18
inches by 12, to which the other parts of the apparatus are
I 6 
GENERAL ARRANGE3IENTS.
to be attached, and which is to be secured to the wall at the
Uil   >1   height of about 8 feet, and b c d c is a
plate of tin or brass, 8 inches by 12, of
the form represented in the drawing.  At
c c, the lower extremities of the parts at
the sides, the metal is bent round, so as to
UR   clasp a wire which runs from c to c, the
ends of which wire are bent at right an                 gles, and run into the board.   The plate
will consequently turn on this axis as onl
a hinge. At the top of the plate, d, a
small projection of the tin turns inward,
and to this one end of the cord, l n)o is at                    tached. This cord passes back from d to
a small pulley at the upper part of the
board, and at the lower end of it a tassel,
loaded so as to be an exact counterpoise
to the card, is attached. By raising the
tassel, the plate will of course fall over
forward till it is stopped by the part b
striking the board, when it will be in a
horizontal position.  On the other hand,
by pulling down the tassel, the plate will
be raised and drawn upward against the
board, so as to present its convex surface,
with the words STUDY IlOURS upon it, dis                    tinctly to the school.  In the drawing it
is represented in an inclined position, being not quite drawn
up, that the parts might more easily be seen. At d there is
a small projection of the tin upward, which touches the clap per of the bell suspended above every time the plate passes
up or down, and thus gives notice of its motions.
$ Of course the construction may be varied very much, and
it may be more or less expensive, according to the wishes of
the teacher. In the first apparatus of this kind which I
47 
THE TEACIIER.
used, the plate was simply a card of pasteboard, from which
the machine took its name. This was cut out with a penknife, and, after being covered with marble-paper, a strip of
white paper was pasted along the middle with the inscription
upon it. The wire c c, and a similar one at the top of the
plate, were passed through a perforation in the pasteboard,
and then passed into the board. Instead of a pulley, the
cord, which was a piece of twine, was passed through a little staple made of wire and driven into the board. The
whole wvas made in one or two recesses in school, with such
tools and materials as I could then command. The bell was
a common table bell, with a wire passing through the handle. The whole was attached to such a piece of pine board
as I could get on the occasion. This coarse contrivance
was, for more than a year, the grand regulator of all the
movements of the school.
I afterward caused one to be made in a better manner.
The plate was of tin, gilded, the border and the letters of the
inscription being black. A parlor bell-rope was carried over
a brass pulley, and then passed downward in a groove made
in the mahogany board to which the card was attached.
A little reflection will, however, show the teacher that the
form and construction of the apparatus for marking the times
of study and of rest may be greatly varied. The chief point
is simply to secure the principle of whispering at definite and
limited times, and at those alone.  If such an arrangement
is adopted, and carried faithfully into effect, it will be found
to relieve the teacher of more than half of the confusion and
perplexity which would otherwise be his hourly lot. I have
detailed thus particularly the method to be pursued in carrying this principle into effect, because I am convinced of its
importance, and the incalculable assistance which such anll
arrangement will afford to the teacher in all his plans.   Of
course, I would not be understood to recommend its adoption
in those cases where teachers, firom their own experience,
48 
GENERAL ARRANGEMENTS.
have devised and adopted other plans which accomplish as effectually the sa,me purpose.  All that I mean is to insist upon
the absolute necessity of sonme plan, to remove this very common source of interruption and confusion, and I recommend
this mode where a better is not known.
2. The second of the sources of interruption, as I have enumerated them, is the distribution of pens and of stationery.
This business ought, if possible, to have a specific time assi(gned to it. Scholars are, in general, far too particular in
regard to their pens. The teacher ought to explain to them
that, in the transaction of the ordinary business of life, they
can not always have exactly such a pen as they would like.
They must learn to write with various kinds of pens, and
when furnished with one that the teacher himself would consider suitable to write a letter to a friend with, he must lc
content.  They should understand that the form of the letters is what is important in learning to write, not the smootl]ness and clearness of the hair lines; and Fiat though writing
looks better when executed with a perfect pen, a person may
learn to write nearly as well with one which is not absolutely perfect.  So certain is this, though often overlooked, that
a person would perhaps learn faster with chalk, upon a black
board, than with the best goose-quill ever sharpened.
I do not make these remarks to show that it is of no consequence whether scholars have good or bad pens, but only
that this subject deserves very much less of the time and attention of the teacher than it usually receives. When the
scholars are allowed, as they very often are, to come when
they please to change their pens, breaking in upon any business-interrupting any classes-perplexing and embarrassing
the teacher, however he may be employed, there is a very
serious obstruction to the progress of the scholars, which is
by no means repaid by the improvement in this branch.
To guard against these evils, a regular and well-considered
s vstem   should be adopted for the distribution of pens and sta
C
4.9
I 
THE TEACHER.
tionery, and when adopted it should be strictly and steadily
adhered to.
3. Answering questions about studies. A teacher who
does not adopt some system in regard to this subject will be
always at the mercy of his scholars. One boy will want to
know how to parse a word, another where the lesson is, another to have a sum explained, and a fourth will wish to
show his work to see if it is right. The teacher does not like
to discourage such inquiries.  Each one, as it comes up, seems
necessary; each one, too, is answered in a moment; but the
endless number and the continual repetition of them consume
his time and exhaust his patience.
There is another view of the subject which ought to be
taken. Perhaps it would not be far from the truth to estimate the average number of scholars in the schools in our
country at fifty. At any rate, this will be near enough for
our present purpose. There are three hours in each session,
according to the usual arrangement, making one hundred and
eighty minutes, which, divided among fifty, give about three
minutes and a half to each individual. If the reader has, in
his own school, a greater or a less number, he can easily correct the above calculation, so as to adapt it to his own case,
and ascertain the portion which may justly be appropriated
to each pupil. It will probably vary from two to four minutes. Now a period of four minutes slips away very fast
while a man is looking over perplexing figures on a slate, and
if he exceeds that time at all in individual attention to any
one scholar, he is doing injustice to his other pupils. I do
not mean that a man is to confine himself rigidly to the principle suggested by this calculation of cautiously appropriating no more time to any one of his pupils than such a calculation would assign to each, but simply that this is a point
which should be kept in view, and should have a very strong
influence in deciding how far it is right to devote attention
exclusively to individuals. It seems to me that it shows very
60 
GENERAL ARRANGEMENTS.
clearly that one ought to teach his pupils, as much as possi ble, i i masses, and as little as possible by private attention to
individual cases.
The following directions will help the teacher to carry
these principles into effect. When you assign a lesson, glance
over it yourself, and consider what difficulties are likely to
arise. You know the progress which your pupils have made,
and can easily anticipate their difficulties.  Tell them all to gether, in the class, what their difficulties will be, and how
they may surmount them. Give them directions how they
are to act in the emergencies which will be likely to occur.
This simple step will remove a vast number of the questions
which would otherwise become occasions for interrupting you.
With regard to other difficulties, which can not be foreseen
and guarded against, direct the pupils to bring them to the
class at the next recitation. Half a dozen of the class might,
and very probably would, meet with the same difficulty.  If
they bring this difficulty to you one by one, you have to explain it over and over again, whereas, when it is brought to
the class, one explanation answers for all.
As to all questions about the lesson —where it is, what it
is, and how long it is-never answer them.  Require each
pupil to remember for himself, and if he was absent when the
lesson was assigned, let him ask his class-mate in a rest.
You may refuse to give particular individuals the private
assistance they ask for in such a way as to discourage and
irritate them, but this is by no means necessary. It can be
done in such a manner that the pupil will see the propriety
of it, and acquiesce pleasantly in it.
A child comes t6 you, for example, and says,
"Will you tell me, sir, where the next lesson is?"
"Were you not in the class at the time?"
"Yes, sir; but I have forgotten."
"WVell, I have forgotten too. I have a great many classes
to hear, and, of course'4 great many lessons to assign, and
...
5 1 
THE TEACHER.
I never remember them.  It is not necessary for me to remember."
"May I speak to one of the class to ask about it?"
"You can not speak, you know, till the Study Card is
down; you may then."
"But I want to get my lesson now."
"I don't know what you will do, then.  I am sorry you
don't remember.
"Besides," continues the teacher, looking pleasantly, however, while he says it, "if I knew, I think I ought not to tell
you.
"Why, sir?"
"Because, you know, I have said I wish the scholars to
remember where the lessons are, and not come to me. You
know it would be very unwise for me, after assigning a lesson once for all in the class, to spend my time here at my
desk in assigning it over again to each individual one by one.
Now if I should tell you where the lesson is now, I should
have to tell others, and thus should adopt a practice which
I have condemned."
Take another case. You assign to a class of little girls a
subject of composition, requesting them to copy their writing upon a sheet of paper, leaving a margin an inch wide
at the top, and one of half an inch at the sides and bottom.
The class take their seats, and, after a short time, one of
them comes to you, saying she does not know how long an
inch is.
"Don't you know any thing about it?"
"-'No, sir, not much."
"Should you think that is more or less than an inch?"
(pointing to a space on a piece of paper much too large).
"More."
"Then you know something about it. Now I did not tell
you to make the margins exactly an inch and half an inch,
but only as near as you could judge
52
I 
GENERAL ARRANGEMENTS.
"Would that be about right?" asks the girl, showing a
distance.
" I must not tell you, because, you know, I never in such
cases help individuals; if that is as near as you can get it,
you may make it so."
It may be well, after assigning a lesson to a class, to say
that all those who do not distinctly understand what  they
have to do may remain after the class have taken their seats,
and ask: the task may then be distinctly assigned again, and
the difficulties, so far as they can be foreseen, explained.
By such means these sources of interruption and difficulty
may, like the others, be almost entirely removed.  Perhaps
not altogether, for many cases may occur where the teacher
may choose to give a particular class permission to come to
him for help.  Such permission, however, ought never to be
given unless it is absolutely necessary, and should never be
allowed to be taken unless it is distinctly given.
4. Hearing recitations. I am aware that many attempt
to do something else at the same time that they are hearing
a recitation, and there may perhaps be some individuals who
can succeed in this. If the exercise to which the teacher is
attending consists merely in listening to the reciting word for
word some passage committed to memory, it can be done.   I
hope, however, to show in a future chapter that there are
other and far higher objects which every teacher ought to
have in view in his recitations, and he who understands these
objects, and aims at accomplishing them-who endeavors to
instriuct his class, to enlarge and elevate their ideas, to awaken
a deep and paramount interest in the subject which they are
examining, will find that his time must be his own, arid his
attention uninterrupted while he is presiding at a class. All
the other exercises and arrangements of the school are, in
fact, preparatory and subsidiary to this.  Here, that is, in
the classes, the real business of teaching is to be done. ilere
the teacher comes in contact with his scholars mind with
53
I 
zf
TIlE TEACHERP.
mind, and here, consequently, he must be uninterrupted and
undisturbed. I shall speak more particularly on this subject
hereafter under the head of instruction; all I wish to secure
in this place is that the teacher should make such arrangements that hlie can devote his exclusive attention to his classes while he is actually engaged with them.
Each recitation, too, should have its specified time, which
should be adhered to with rigid accuracy. If any thing like
tle plan I have suggested for allowing rests of a minute or
tw o every half hour should be adopted, it will mark off the
forenoon into parts which ought to be precisely and carefully
observed. I was formerly accustomed to think that I could
not limit the time for my recitations without great inconvenience, and occasionally allowed one exercise to encroach
upon the succeeding, and this upon the next, and thus sometimes the last was excluded altogether.  But such a lax and
irregular method of procedure is ruinous to the discipline of
a school. On perceiving it at last, I put the bell into the
hands of a pupil, commissioning her to ring regularly, having myself fixed the times, saying that I would show my pupils that I could be confined myself to system as well as they.
At first I experienced a little inconvenience; but this soon
disappeared, and at last the hours and half hours of our artificial division entirely superseded, in the school-room, the
divisions of the clock face. I found, too, that it exerted an
extremely favorable influence upon the scholars in respect to
their willingness to submit readily to the necessary restrictions imposed upon them in school, to show them that the
teacher was subject to law as well as they.
But, in order that I may be specific and definite, I will
draw up a plan for the regular division of time, for a common school, not to be adopted, but to be imitated; that is, I
do not recommend exactly this plan, but that some plan, precise and specific, should be determined upon, and exhibitedto
the school by a diagram like the following:
54
i 
GENERAL ARRANGE3ENTS.
FORENOON.
Ix.                    X.                   *    XL                   XII.
READING.          WPATING.   N.    G.            ANITIIMNTIC.
AFTERNOON.
II.                     III.                      IV. V,
GEOGRIAPIIY.      WMIITING.   R.    G.               GRAMMAR.
I
A  drawing on a  large sheet, made by some  of the older
daIng   nalreset    aeb    oeo    h    le
scholars (for a teacher should never do any thing of this kind
which his scholars can do for him), should be made and
pasted up to view, the names of the classes being inserted in
the columns under their respective heads. At the double
lines at ten and three, Mere might be a rest of two minutes,
an officer appointed fo  the purpose ringing a bell at each
of the periods marked on the plan, and making the signal for
the rest, whatever signal might be determined upon.  It is a
good plan to have the bell touched five minutes before each
half hour expires, and then exactly at its close. The first
bell would notify the teacher or teachers, if there are more
than one in the school, that the time for their respective recitations is drawing to a close. At the second bell the new
classes should take their places without waiting to be called
for. The scholars will thus see that the arrangements of the
school are based upon system, to which the teacher himself
conforms, and not subjected to his own varying will. They
will thus not only go on more regularly, but they will themselves yield more easily and pleasantly to the necessary arrangements.
The fact is, children love system and regularity.  Each
55
LX.
X.
xi. XIII.
G. ARITIIMETIC.
READING.
WR,ITING.
]It. 
TIiiE T'EACIIEI.
one is sometimes a little uneasy under the restraint which
it i nposes upon him individually, but they all love to see its
operation upon others, and they are generally very willing
to submit to its laws, if the rest of the community are required to submit too.  They show this in their love of military parade; what allures them is chiefly the or1de? of it;
and even a little child creeping upon tlhe floor will be pleased
when he gets his playthings in a row.  A teacher may turn
th.is principle to most useful account in forming his plans for
his school, in observing that tlhe teacher is governed by them
too as well as they.
It will be seen by reference to the foregoing plan that I
have marked the time for the recesses by the letter R. at the
top.  Immediately after them, both in the forenoon and in
the afternoon, twenty minutes are left, marked G., the initial
standing for general exercise. They are intended to denote
periods during which anll the scholars are in their seats, with
their work laid aside, ready to attend to whatever the teacher may desire to bring before the wlole school. There are
so many occasions on which it is necessary to address the
whole school, that it is very desirable to appropriate a particular time for it. In most of the best schools I believe this
plan is adopted. I wvill mention some of the subjects which
wouldcl come up at such a time.
1. There are some studies which can be advantageously
attended to by. the whole school together, such as Punctuan
tion, and, to some extent, Spelling.
2. Cases of discipline which it is necessary to bring before the whole school ought to come up at a regularly-nppointed time.  By attending to them here, there will be a
greater importance attached to them.  Whatever the teacher
does wvill seem to be more deliberate, and, in fact, will be
more deliberate.
3. General remarks, bringing up classes of faults wlicli
prevail; also general directions, which may at any time be
i5 6
i 
GENEPRAL ARRANGEMENTS.
ueeded; and, in fact, anvl business relating to the general arranuements of the school.
4. Faimiliar lectures from the teacher on va,rioLus subjects.
Th'lese lectures, tliough necessarily brief and quite ftamiliar in
their formi, may still be very exact and thorough in respect
to the kinowvlede conveyed.   When they are upon scientific
subjecls they may sometimes be illustrated by experiments,
more  or less imposing, according to the ingenuity of the
teacher, the capacity of the older scholars to assist him in the
preparations, or the means and facilities at his command.
I In some of the larger i~utions of the country tlhe teacher will
have convenient apparatus at his disposal, and a room specially adapted
to the purpose of experiments.   The engraving represernts a room at
the Spingler Institute at New York.    3ut let not the teacher suppose
that these special facilities are essential to enable him to give instruction
to his pupils in such a way.  I have known a much larger balloon than
the one represented in the engraving to be constructed by the teacher
a-rd pupils of a common country school from directions in Rees's Cyclopedia, and sent up in the open air.  The aeronaut that accompanied it
was a hlien-poor thing!
57
C 2 
TIlE TEACtIER.
The design of such lectures should eo to extend the getneral
kioile7dge of the pupils in regard to those subjects on which
they will need information in tkhir progress through life.  In
regard to each of these particulars I shall speak more particularly hereafter, in the chapters to which they respectively
belong. MIy only object here is to show, in the general arrangements of the school, how a place is to be found for
them. MIy practice has been to have two periods of short
duration, each day, appropriated to these objects: the first to
the business of the sclhool, and the second to such studies or lectures as could be most profitably attended to at such a time.
We come now to one of the most important subjects which
present themselves to the teacher's attention in settling the
principles upon which he shall govern his school.   I mean
the degree of influence which the boys themselves shall have
in the management of its affairs. Shall the government of
school be a mooarclg or a 2repiublic?  To this question, after
much inquiry and many experiments, I answer, a monarchy;
in absolute, unlimited monarchy; the teacher possessing exclusive power as far as the pupils are concerned, though
strictly responsible to the committee or to the trustees under
wshom he holds his office.
While, however, it is thus distinctly understood that the
power of the teacher is supreme, that all the power rests in
him, and that hlie alone is responsible for its exercise, there
ought to be a very free and continual delegation of power to
the pupils.  As much business a    possible should be committed to them.  They should be interested as much as possible in the affairs of the school, and led to take an active
part in carrying them forward; though they should, all the
time, distinctly understand that it is only delegated power
which they exercise, and that the teacher can, at any time,
revoke what he has granted, and alter or annul at pleasure
any of their decisions.  By this plan we have the responsi
58
i 
GENERAL ARRANGEMENTS.
bility resting where it ought to rest, and yet the boys are
trained to business, and led to take an active interest in the
welfare of the school. Trust is reposed in them, which may
be greater or less, as they are able to bear. All the good effects of reposing trust and confidence, and committing the
management of important business to the pupils will be secured, without the dangers which would result from the entire surrender of the management of the institution into their
hands.
There have been, in several cases, experiments made with
reference to ascertaining how far a government strictly republican would be admissible in a school. A very fair experimlent of this kind was made some years since at the Gardiner Lyceum, in Maine.  At the time of its establishment,
nothing was said of the mode of government which it was intended to adopt. For some time the attention of the instructors was occupied in arranging the course of study, and attending, to the other concerns of the institution; and, in the
infant state of the Lyceum, few cases of discipline occurred,
and no regular system of government was necessary.
Before long,, however, complaints were made that the students at the Lyceum were guilty of breakling windows in an
old building used as a town-house. The principal called the
students together, mentioned the reports, and said that he did
not know, and did not wish to know who were the guilty individuals. It was necessary, however, that the thing should
be examined into, and that restitution should be made, and,
relying on their faithfulness and ability, he should leave them
to manage the business alone. For this purpose, he nominated
one of the students as judge, some others as jurymen, and ap
pointed the other officers necessary in the same manner. He
told them that, in order to give them time to make a thorough investigation, they were excused from farther exercises
during the day.
The principal then left them, and they entered on the
59
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TIlE TEACIIER.
trial.  The result was that they discovered the guilty indiv-iduals, ascertained the amount of mischief done by each,
and sent to the selectmen a message, by which they agreed
to pay a sum equal to three times the value of the injury sustained.
The students were soon after informed that this mode of
bringing offenders to justice would hereafter be always pursued, and arrangements were made for organizing a 7-eJular
republicani gotore?r?i7eit among the young men.  Bly this govcrnment all laws which related to the internal police of the
institution were to be made, all officers were appointed, and
all criminal cases were to be tried.  The students finding the
part of a judge too difficult for them to sustain, one of the
professors was appointed to hold that office, and, for similar
reasons, another of the professors was made president of the
-:-islative assembly.  The principal was the executive, with
li,Cwer to l)er?loi, but not to sentence, or even atccuse.
Some time after this a student was indicted for profane
swearing; lie wvas tried, convicted, and punished.  After
this he evinced a strong hostility to the government.  lte
made great exertions to bring it into contempt, and when
the next trial came on, hlie endeavored to persuade the witnesses that giving evidence was dishonorable, and he so far
succeeded that the defendant was acquitted for want of evidence, when it was generally understood that there was proof
of his guilt, which would have been satisfactory if it could have
been brought forward.  For some time after this the prospect was rather unfavorable, thloulgh many of tlhe students
themselves opposed with great earnestness these efforts, and
were much alarmed lest they should lose their free government through the perverseness of one of their number. The
attorney general, at this juncture, conceived the idea of indieting the individual alluded to for an attempt to overturn
the government. IHe obtained the approbation of the prncipal, and the grand jury found a bill.  The court, as the
C) 0
I 
GENERAL ARRANGEMENTS.
case was so important, invited some of the trustees, who
were in town, to attend the trial. The parent of the defendant was also informed of the circumstances and requested to
be present, and he accordingly attended. The prisoner was
tried, found guilty, and sentenced, if I mistake not, to expulsion. At his earnest request, however, to be permitted to
remain in the Lyceum and redeem his character, he was pardoned and restored, and from that time he became perfectly
exemplary in his conduct and character. After this occurrence the system went on in successful operation for some
time.
The legislative power was vested in the hands of a general
committee, consisting of eight or ten, chosen by the students
from their own number.   They met about once a week to
transact such business as appointing officers, making and repealing regulations, and inquiring into the state of the Lyceum. The instructors had a negative upon all their proceedings, but no direct and positive power. They could pardon, but they could assign no punishments, nor make laws
inflicting any.
Now such a plan as this may succeed for a short time, and
under very favorable circumstances; and the circumstance
which it is chiefly important should be favorable is, that the
man who is called to preside over such an association should
possess such talents of geoeraIlship that he can really manage
the institution hinisef; while the power is nominally and a)pl,a;a'ceit  in the hands of the boys.  Should this not be the
case, or should the teacher, from any cause, lose his personal
influence in the school, so that the institution should really
be surrendered into the hands of the pupils, things must be
on a very unstable footing.  And, accordingly, where such
a plan has been adopted, it has, I believe, in every instance,
been ultimately abandoned.
iecal self-government is an experiment sufficiently hazardous among men, though Providence, in making a daily sup
61 
THIIE TEACIIERP.
ply of food necessary for every human being, has imposed a
most powerful check upon the tendency to anarchy and confusion. Let the populace of Paris or of London materially
interrupt the order and break in uponi the arrangements
of the community, and in eight-and-forty hours nearly the
whole of the mighty mass will be in the hands of the devourer, hunger, and they will be soon brought to submission.
On the other hand, a month's anarchy and confusion in a college or an academy would be delight to half the students, or
else times have greatly changed since I was within college
walls.
Although it is thus evident that the important concerns
of a literary institution can not be safely committed into the
hands of the students, very great benefits will result from
calling upon them to act upon and to decide questions relative to the school within such limits and under such restrictions as are safe and proper. Such a practice will assist the
teacher very much if he manages it with any degree of dexterity; for it will interest his pupils in the success of the
school, and secure, to a very considerable extent, their cooperation in the government of it.  It will teach them selfcontrol and self-government, and will accustom them to submit to the majority-that lesson which, of all others, it is
important for a republican to learn.
In endeavoring to interest the pupils of a school in the
work of co-operating with the teacher in its administration,
no little dexterity wvill be necessary at the outset.  In all
probability, the formal announcement of this principle, and
the endeavor to introduce it by a sudden revolution, would
totally fail. Boys, like men, must be gradually prepared for
power, and they must exercise it only so far as they are prepared.  This, however, can very easily be done.  The teachcr should say nothing of his general design, but, when some
suitable opportunity presents, he should endeavor to lead hijs
pupils to co-operate with him in some particular instance.
Ot
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GENERAL ARRANGEMENTS.
For example, let us suppose that he has been accustomed
to distribute the writing-books with his own hand when the
wvriting-hour arrives, and that he concludes to delegate this
simple business first to his scholars. He accordingly states
to them, just before the writing exercise of the day on which
he proposes the experiment, as follows:
"I have thought that time will be saved if you will help
me distribute the books, and I will accordingly appoint four
distributors, one for each division of the seats, who may come
to me and receive the books, and distribute them each to his
own division.  Are you willing to adopt this plan?"
The boys answer "Yes, sir," and the teacher then looks
carefully around the room, and selects four pleasant and popular bo)s-boys who he knows would gladly assist him, and
who wouldcl, at the same time, be agreeable to their schoolmates. This latter point is necessary in order to secure the
popularity and success of the plan.
Unless the boys are very different from any I have ever
met witlh, they will be pleased with the duty thus assigned
them.  They will learn system and regularity by being taught
to perform this simple duty in a proper manner. After a
week, the teacher may consider their term of service as having expired, and thanking them in public for the assistance
they have rendered him, he may ask the scholars if they are
w-illing to continue the plan, and if the vote is in favor of it,
as it unquestionably would be, each boy probably hoping that
he should be appointed to the office, the teacher may nominate four others, including, perhaps, upon the list, some boy
popular iamong his companions, but whom he has suspected
to be not very friendly to himself or the school.  I think the
most scrupulous statesman would not object to securing influence by conferring office in such a case. If difficulties arise
firom thle operation of such a measure, the plan can easily be
modified to avoid or correct them. If it is successful, it may
be continued, and the principle may be extended, so as in the
63 
TIIE TEACItER.
end to affect very considerably all the arrangements and the
whole management of the school.
Or, let us imagine the following scene to have been the
commencement of the introduction of the principle of limited
self-government into a school.
The preceptor of an academy was sitting at his desk, at the
close of school, while the pupils were putting up their books
and leaving the room.  A boy came in with angry looks, and,
with his hat in his hands bruised and dusty, advanced to tihe
master's desk, and complained that one of his companions
had thrown down his hat upon the floor, and had almost
spoiled it.
The teacher looked calmly at the mischief, and then asked
how it happened.
"I don't know, sir. I hung it on my nail, and hlie pulled
it down."
"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. lBesides, wve can examine it more calmnly then.  But if we put.
it off till then, you must not talk about it in the mean time,
blaming one another, and keeping up the irritation that you
feel.  Are you both willing to leave it just where it is till tomorrow, 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
64
i
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GENERAL APRRANGEMENTS.
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 general
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 circumstances 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
fiult with the boys, or to expose their misconduct, but to show
the necessity of doing something to remedy the evil which
had(l been the cause of so unpleasant an occurrence.  Still,
though hle said nothing in the way of reproof 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 br,ng such quarrels into discredit.  A calm review of miscoilnduct, 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 at the
time.
"N'ow, boys," continued the master, "will you assist 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;
tele other to ascertain the number of scholars in school.  They
cani count,all who are here, and, by observing the vacant
(Ic?:~1  they can ascertain the number absent. When this inv-csti ation is made, I will tell you what to do next."
Thle boyos seemed pleased with the plan, and the committee., were appointed, two members on each.  The master
65 
THE TEACIIER.
took care to give the quarrelers some share in the work, apparently forgetting, from this time, the unpleasant occurrence
which had brought up the subject.
When the boys came to inform him of the result of their
inquiries, he asked them to make a little memorandum of it
in writing, as he might forget the numbers, he said, before
the time came for reading them. The boys brought him,
presently, a rough scrap 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,
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 more.................. 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 assign 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
66
i 
GENERAL ARRANGEMIENTS.
will be able to render him very material assistance in the accoimplishlment of his plans.
This, lhowever-the assistance rendered to the teacher-is
not the main object of the adoption of such measures as this.
The main design is to interest the pupils in the management
and the w-elfare of the school-to identify them, as it were,
with it.  And such measures as the above will accomplish
this object; and every teacher vwho 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
'tL number of offilcrs and committees who are intrusted with
v:olrious departments of business.  Hle 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
hle will dictate to the secretary, thus directing him precisely
what to say, or even writing it for him, and then merely requiring him to copy it into the book provided for the purpose. Afterward he will give the pupil less and less assistance, till he can keep the record properly himself.  The record of each day will be read on the succeeding day at the
hour for business.  The teacher will perhaps have a committee to take care of the fire, and another to see that the
room is constantly in good order. HIe will have distributors
for each division of seats, to distribute books, and comipositions, and pens, and to collect votes.  And thus, in a short
time, his school will become regjulctr'ly oiai2ized as a society o)
lejgisl<cttie a&sse22ibflg.  The boys will learn submission to the
majority in suich unimportant things as may be committed
to them; they will learn system and regularity, and every
thinglse, indeed, that belongs to the science of political selfgove   ent.
67 
TIIE TEACILE.
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 o135, is enllough.
This ought never to be exceeded.
Another danger is, that the boys will be so engaged in the
duties of their og'ces as to neglect their studies.  This would
be, and ought to be, fatal to the whole plan.  This danger
may be avoided in the following mnanner.  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 behindhand in his studies,
say to him kindly, "You have not time to get your lessons,
and I am afraid it is owing, to the fact that you spend so much
time in helping me.  Novw if you wish to resign your office,
so as to have 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 a school to take some part in this way
in the administration of it 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 thlat there will be a few who will be ungenerous
enough, if you allow them to decide sometimes what shall
be done, to endeavor to make trouble, or at least to show
symptoms of impatience and vexation because you do n6t
allow them alwvays to decide. 
68
t 
GENERAL ARRANGEIlENTS.
Sometimes this feeling may show itself by the discontented looks, or gestures, or even words with which some unwelcome regulation or order on the part of the teacher will be
received. Such a spirit should be immediately and decidedly checked whenever it appears. It will not be difficult to
check, and even entirely to remove it.  On one occasion
when, after learning the wish 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 afterward?"
"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;"'",\o, 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.
Y,You, know," I continued, addressing the whole, "what
sort of persons the girls who compose this school are.  You
klnow about how many are governed habitually by steady
principle, and how many by impulse and feeling. You know,
too, what proportion have judg,ment and foresight necessary
to consider and decide independently such questions as continually arise in the management of a school.  Now suppose
I shouild resign the school into your own hands as to its
69 
TIlE TEACIIE,.
management, and only come in to give instruction to the
classes, 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 vze responsible, not you, Now if I should surrender it into your hands, and you, from any cause, should
manage the trust unfaithfully or unskillfully, I should necessarily be held accountable.   I could never shift 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 feelingc, 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 prin
70 
GENERAL ARRANGEMENTS.
ciple that the power, primarily and essentially, resides in the
teacher, the scholars exercising only such as he may delegate
to their.
AVith 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 wvill, from time
to time, come up in the school, upon the scholars themselves
for decision. In my own experience this plan has been adoptcd wNithl the happiest results.  In the MIount Vernon School 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 incl by six, on which any one may write her motion, or
her ]rol)ositiol, as the scholars call it, whatever it may be,
and when written it is inclosed 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 "proopositions'
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 explosionan 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 whicih von have to accomplish, and the proper degree
of time and attention which each deserves.  Then act upon
71 
THE TEACIIEPI.
svstem.  Let the mass of particulars which would otherwise
crowd upon you in promiscuous confusion be arranged and
classified. Let each be assigned to its proper time and place,
so 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 circumstances which may occur.
In a word, be, in the government of your school, 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 mgke them
feel that they participate 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 recommendcd may be carried into effect. I wish, however, that it may
be distinctly understood that all I contend for is the p?ipcilkes themselves, no matter what the particular measures are
hy which they are secured.  Every good school must be systimatic, but all need not be on precisely the same system.
Ys this work is intended almost exclusively for beginners,
mluch 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 ingraft 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, as explained above, and procure his wrapper, and put it in its
I- t?
i, 
GENERAL ARRANGEMIENTS.
place, and what would be the result? WIhy, not a single pa per, probably, could he get, from one end of the wveek 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."
WVhen 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
fewv days hlie 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
Lhould thus be cautiously carried only so far as it proves good
on trial. Be always cautious about innovations and changes.
Mlake 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 circumstances seem to require.
By thus cautiously and slowly introducing plans, founded
o       n       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 directiicy at    id cont)ollng min id, and doing it, not by useless and
anxious complaints, or stern threats and painful punishments,
bu        t 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 pozeower.. I do not mean arbitrary, personal authority, but the power to produce, by successful but quiet con                             D
7 '
R 
TTHE TEACIIER,.
trivance, extensive and happy results; the pleasure of callmly 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.
I
74
i
I 
INSTRUCTIODN.
CHAPTER IIL
LNSTRTUCTION-.
E come now to consider the
subject of Instruction.
."-  AX 2'~P2.   There are three kinds of
k,4       E        i {thuman  knowledge  which
.'    ~                   stand  strikingly  distinct
--    A::  firom all the rest.  They lie
, S.2.- at the foundation.  Tliey
constitute the roots of tlie
, —-i-_'l__         tree. In other words, th(y
-—' —~        ii  are the mieans by whvlich ali
-Ad~  ~    ~.; ~other knowledge is attaiii                 *  -?i'-" ed.  I need not say that I
~   ~k?'imean lReading, AlWriting, and Calculation.
Aid,~j.'?    Teachers do not perhaps always consider
.;?.,  how entirely and essentially distinct these three
h'bi ranhees of learning are from all the rest.  They
are arts; the acquisition of them is not to be considered as knowledge, so much as the means by which knowledge may be obtained.  A child who is studying Geography,
or History, or Natural Science, is learning facts-gaining information; on the other hand, the one who is learning to
write, or to read, or to calculate, may be adding little or nothing to his stock of knowledge. He is acquiring skill, which,
at some future time, he may make the means of increasing
his knowledge to any extent.
This distinction ought to be kept constantly in view, and
the teacher should feel that these three fundamental branches
stand by themselves, and stand first in importance. I do not
75 
THE TEACHER.
mean to undervalue the others, but only to insist upon the
superior value and importance of these. Teaching a pupil
to read before he enters upon the active business of life is like
giving a new settler an axe as he goes to seek his new home
in the forest. Teaching him a lesson in history is, on the
other hand, only cutting down a tree or two for him. A
knowledge of natural history is like a few bushels of grain
gratuitously placed in his barn; but the art of ready reckoning is the plow which will remain by him for years, and help
him to draw out from the soil a new treasure every year of
his life.
The great object, then, of the common schools in our country is to teach the whole population to read, to write, and to
calculate. In fact, so essential is it that the accomplishment
of these objects sh,ould be secured, that it is even a question
whether common schools should not be confined to them. I
say it is a question, for it is sometimes made so, though public
opinion has decided that some portion of attention, at least,
should be paid to the acquisition of additional knowledge.
But, after all, the amount of knowledge which is actually acquired at schools is very small. It must be very small. The
true policy is to aim at making all the pupils good readers,
writers, and calculators, and to consider the other studies of
the school important chiefly as practice in turning these arts
to useful account. In other words, the scholars should be
taught these arts thoroughly first of all, and in the other
studies the main design should be to show them how to use,
and interest them in using, the arts they have thus acquired.
A great many teachers feel a much stronger interest in the
one or two scholars they may have in Surveying or in Latin
than they do in the large classes in the elementary branches
which fill the school. But a moment's reflection will show
that such a preference is founded on a very mistaken view.
Leading forward one or two minds from step to step in an
advanced study is certainly far inferior in real dignity and
1-6
i 
INSTRUCTION.
importance to opening all the stores of written knowledge to
fifty or a hundred.   The man who neglects the interests of
his school in these great branches to devote his time to two
or three, or half a dozen older scholars, is unjust both to his
employers and to himself.
It is the duty, therefore, of every teacher who commences
a common district school for a single season to make, when
hlie commences, an estimate of the state of his pupils in reference to these three branches.  HIow do they all write?  HIow
do they all read?  How do they calculate?  It would be
well if he would make a careful examination of the school in
this respect. Let them all write a specimen. Let all read,
and let him make a memorandum of the mannlier, noticing
how many read fluently, how many with difficulty, how many
know only their letters, and how many are to be taught these.
Let him ascertain, also, what progress they have made in
arithmetic-how many can readily perform the elementary
processes, and what number need instruction in these.  After
thus surveying the ground, let him form his plan, and lay
out his whole strength in carrying forward as rapidly as possible the wJhole school in these studies.  By this means he is
acting most directly and powerfully on the intelligence of
the whole future community in that place.  I-e is opening
to fifty or a hundred minds stores of knowledge which they
will go on exploring for years to come.  WVhat a descent
now from such a work as this to the mere hearing of the
recitation of two or three boys in Trigonometry!
I repeat it, that a thorough and enlightened survey of the
whole school should be taken, and plans formed for elevating
the whole mass in those great branches of knowledge which
are to be of immediate practical use to them in future life.
If the school is one more advanced in respect to the age
,and studies of the pupils, the teacher should, in the same
ma-nner, before he forms his plans, consider well what are
the great objects which he has to accomplish.  lIe should
I
'I' 7 
TIlE TEACIIEIP.
ascertain what is the existing state of his school both as to
knowl,edge and character; how  long, generally, his pupils
are to remain under his care; what are to be their future
stations and conditions in life, and what objects he can reasonably hope to effect for them while they remain under his
influence. By means of this forethought and consideration
he will be enabled to work understandingly.
It is desirable, too, that what I have recommended in reference to the whole school should be done in respect to tihe
case of each individual.  AWhen a new pupil comes under
y-our charge, ascertain (by other means, lhowever, than formnl examination) to what stage his education has advanced,
and' deliberately consider what objects you can reasonably
expect to effect for him while he remains under your care.
You can not, indeed, always form your plans to suit so exactly your general views in regard to the school and to individuals as you could wish.  But these general views will, in
a thousand cases, modify your plans, or affect in a greater or
less degree all your arrangements. They will keep you to a
steady purpose, and your work will go on far more systematically and regularly than it would do if, as in fact many
teachers do, you were to come headlong into your school,
take things just as you find them, and carry them forward
at random without end or aim.
This survey of your field being made, you are prepared to
commence definite operations, and the great difficulty in car r-;ing your plans into effect is how to act more efficiently
on the gJreatest laumbers at (a tile.  The whole business of pub lic instruction, if it goes on at all, must go on by the teach lr's skill in multiplying his power, by acting on nuiibers at
o,fce.  In most books on education we are taught, almost
exclusively, how to operate on the indiridual.  It is the er ror into which theoretic writers almost always fall.  We
meet in every periodical, and in every treatise, and, in fact,
in almost every conversation on the subject, with remarks
i
1 8
I
k 
INSTRIUCTION.
which sound very well by the fireside, but they are totally
inefficient and useless in school, from their being apparently
based upon the supposition that the teacher has but one pu pil to attend to at a time. The great question in the man agemient of schools is not how you can take one scholar, and
lead him forward most rapidly in a prescribed course, but
lhow yout can classify and arrange  u,?nbers, comprising every
possible variety both as to knowledge and capacity, so as to
catrrv them all forward effectually together.
The extent to which a teacher may multiply his power by
acting on numbers at a time is very great.  In order to es timate it, we must consider carefully what it is when carried
to the greatest extent to which it is capable of being carried
under the most favorable circumstances.  Nrow it is possible
for a teacher to speak so as to be easily heard by three hundred persons, and three hundred pupils can be easily so seated
as to see his illustrations or diagrams.  oNow suppose that
three hundred pupils, all ignorant of the method of reducing
f'actions to a common denominator, and yet all old enough
to learn, are collected in one room. Suppose they are all attentive and desirous of learning, it is very plain that the process may be explained to the whole at once, so that half an
hour spent in that exercise would enable a very large proportion of them to understand the subject. So, if a teacher is
explaining to a class in Grammar the difference between a
noun and verb, the explanation would do as well for several
hundred as for the dozen who constitute the class, if arrangements could only be made to have the hundreds hear it; but
there are, perhaps, only a hundred pupils in the school, and
oif these a large part understand already the point to be explained, and another large part are too young to attend to it.
I wishl the object of these remarks not to be misunderstood.
I do not recommend the attempt to teach on so extensive a
scale; I admit that it is impracticable; I only mean to show
in what the impracticability consists, namely, in the difficulty
1-9
1
t 
TIlE TEACIIEI.
cii makingi such arrangements as to derive the full benefit
f'oni  the instructions renderedcl.  The instructions of the
teacher arc, i. t?e?iatui-e of t/ziijg3, available to the extent I
have represented, but in actual practice the full benefit can
not be derived.  XNow, so far as we thus fall short of this full
benefit, so far there is, of course, waste; and it is difficeult or
impossible to make such arrangemnents as will avoid the waste,
in this manner, of a large portion of every effort which the
teacher makes.
verey small class instructedl by an able teacher is like a
factory of a hundred spindles, with a water-wheel of power
sufficient for a thousand.  In such a case, even if the owner,
from wanvat of capital or any other cause, can not add the
other nine hundred, he ought to know howv much of his power is in fact unemployed, and make arrangements to bring it
into useful exercise as soon as he can. The teacher, in the
same manner, should understand what is the full beneficial
effect which it is possible, in t/zeory, to derive from his instructions.  HIe should understand, too, that just so far as he
falls short of this full effect there is waste. It may be unavoidable; part of it unquestionably is, like the friction of machinery, unavoidable. Still, it is waste; and it ought to be
so understood, that, by the gradual perfection of the machinery, it may be more and more fully prevented.
Always bear in mind, then, when you are devoting your
time to two or three individuals in a class, that your are losing a large part of your labor. Your instructions are conducive to good effect only to the one tenth or one twentieth of
the extent to which, under more favorable circumstances,
they might be made available. And though you can not alwvays avoid this loss, you ought to be aware of it, and so to
shape your measures as to diminish it as much as possible.
AVe come now- to consider the particular measures to bE
adopted in giving instruction.
so
t
li 
INSTPUCTION.
The objects which are to be secured in the management
of the classes are twofold:
1. Rlecitation.
2. Instruction.
These two objects are, it is plain, entirely distinct.  Un der the latter is included all the explanation, and assistance,
and additional information which the teacher may give his
pupils, and under the former, such an eaamiiationi of indi -iduals as is necessary to secure their careful attention to
their lessons.  It is unsafe to neglect either of these points.
If the class meetings are mere recitatioas, they soon become
dull and mechanical; the pupils generally take little interest
in their studies, and imbibe no literary spirit.  Their intellectual progress will, accordingly, suddenly cease the moment
they leave school, and so cease to be called upon to recite
lessons.  On the other hand, if instruction is all that is aimed
at, and recitation (by which I mean, as above explained, such
an examination of individuals as is necessary to ascertain
that they have faithfully performed  the tasks assigned) is
neglected, the exercise soon becomes not much more than a
lecture, to which those, and those only, will attend who please.
The business, therefore, of a thorough examination of the
class must not be omitted.   I do not mean that each individual scholar must every day be examined, but simply that
the teacher must, in some way or other, satisfy himself by
reasonable evidence that the whole class are really prepared.
A great deal of ingenuity may be exercised in contriving
means for effecting this object in the shortest possible time.
I know of no part of the field of a teachler's labors which
may be more facilitated by a little ingenuity thanil this.
One teacher, for instance, has a spelling lesson to hear.
He begins at the head of the line, and putting one word to
each boy, goes regularly down, each successive pupil calculating the chances whether a word which he can accidentally spell will or will not come to him.  If he spells it, the
81
D 2 
TIlE TEACIIER.
teacher can not tell whether he is prepared or not. That
word is only one among fifty constituting the lesson.  If he
misses it, the teacher can not decide that he was unprepared.
it might have been a single accidental error.
Another teacher, hearing the same lesson, requests the boys
to bring their slates, and, as he dictates the words one after
another, requires all to write them. After they are all written, he calls upon the pupils to spell them aloud as they have
written them, simultaneously, pausing a moment after each,
to give those who are wrong an opportunity to indicate it by
some mark opposite the word misspelled.  They all count the
number of errors and report them.  I-e passes down the
class, glancing his eye at the work of each one to see that
all is right, noticing particularly those slates which, from the
c}aracter of the boys, need a more  careful inspection.  A
t<hclher who had never tried this experiment would be sur1,.ised at the rapidity with which such work will be performed by a class after a little practice.
Now how different are these two methods in their actual
results[  In the latter case the whole class are thoroughly
examined.  In the former not a single member of it is.  Let
me not be understood to recommend exactly this method of
teaching spelling as the best one to be adopted in all cases.
I only bring it forward as an illustration of the idea that a
little machllery, a little ingenuity in contriviing ways of acting on the t/cole ratl-her than on individuals, will very much
promote the teacher's designs.
In order to facilitate such plans, it is highlyv desirable that
the classes should be trained to military precision and exactness in these manipulations.  What I mean by this may perhaps be best illustrated by describing a case: it will show, in
another branch, how much will be gained by acting upon
numbers at once instead of upon each individual in succession.
Imagine, then, that a teacher requested all the pupils of
his school who could write to take out their slates at the
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I 
INSTRUCTION.
hour for a general exercise. As soon as the first bustle of
opiening and shutting the desks was over, he looked around
the room, and saw some ruling lines across their slates, others wiping them all over on both sides with sponges, others
scribbling, or writing, or making figures.
All those," says he, speaking, however, with a pleasant
tone and with a pleasant look, "wvho have taken out any
thing besides slates, may rise."
Several, in various parts of the room, stood up.
'"All those who have written any thing since they took
out their slates may rise too, and those who have wiped their
slates."
5Vhen all were up, he said to them, thoughl not with a
frowin or a scowl, as if they had committed a great offense,
"Suppose a company of soldiers should be ordered to form
a lIie, and instead of simply obeying that order they should
all set at work, each in his own way, doing something else.
One man at one end of the line begins to load and fire his
gun; another takes out his knapsack and begins to eat his
luncheon; a third amuses himself by going as fast as possible through the exercise; and another still, begins to marcell
about hither and thlither, facing to the right and left, and
performing all the evolutions he can think of.  What should
you say to such a company as that?"
The boys laughed.
" It is better," said the teacher, "when numbers are actin, under the direction of one, that they should all act exactly
together.  In this way we advance much faster than we otherwise should. Be careful, therefore, to do exactly what I command,!and nothing more.
~'Pi~orle ca place o,l your slates large enough to write a single
lile," added the teacher, in a distinct voice.  I print his orders in Italics, and his remarks and explanations in Roman
letters.
"' Prepare to write.
81,
a 
TIItE TEACHER.
"I mean by this," he continued, " that you place your
slates before you with your pencils at the place where you
are to begin, so that all may commence precisely at the same
instant."
The teacher who tries such an experiment as this will find
at such a juncture an expression of fixed and pleasant attention upon every countenance in school. All will be intent,
all will be interested. Boys love order, and system, and acting in concert, and they will obey with great alacrity such
commands as these if they are good-humoredly, though decidedly expressed.
The teacher observed in one part of the room a hand raised,
indicating that the boy wished to speak to him. He gave
him liberty by pronouncing his name.
"I have no pencil," said the boy.
A dozen hands all around him were immediately seen fumbling in pockets and desks, and in a few minutes several pencils were reached out for his acceptance.
The boy looked at the pencils and then at the teacher; lihe
did not exactly know whether he was to take one or not.
"All those boys," said the teacher, pleasantly, "who have
taken out pencils, may rise.
"Have these boys done right or wrong?"
"Right;" "AWrong;" "Right," answered their companions, variously.
"Their motive was to help their class-mate out of his difficulties; that is a good feeling, certainly."
"' Yes, sir, right;" " Right."
"But I thought you promised me a moment ago," replied
the teacher, "not to do any thing unless I commanded it.
Did I ask for pencils?"
A pause.
"I do not blame these boys at all in this case; still, it is
better to adhere rigidly to the principle of exact obedience
when numbers are acting together. I thank them, therefore,
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INSTRUCTION.
for being so ready to assist a companion, but they must put
their pencils away, as they were taken out without orders."
NOow such a dialogue as this, if the teacher speaks in a
good-humored, though decided manner, would be universally
well received in any school.   Whenever strictness of discipline is unpopular, it is rendered so simply by the ill-humnored and ill-jtudged means by which it is attempted to be introduced.  But all children will love strict discipline if it is
pleasantly, though firmly maintained.  it is a great, though
very prevalent mistake, to imagine that boys and girls like a
lax and inefficient government, and dislike the pressure of
steady control.  AVhat they dislike is sour looks and irritating language,  and they therefore very naturally dislike every
thing introduced or sustained by means of them.  If, however, exactness and precision in all the operations of a class
and of the school are introduced and enforced in the proper
manner, that is, by a firm, but mild and good-humored authority, scholars will universally be pleased with them.  They
like to see the uniform appearance, the straight line, the simultaneous movement.  They like to feel the operation of systern, and to realize, while they are at the school-room, that
they- form a community, governed by fixed and steady laws,
firmly but kindly administered. On the other hand, laxity
of discipline, and the disorder which will result from it, will
only lead the pupils to contemn their teacher and to hate
their school.
By introducing and maintaining such a discipline as I have
described, great facilities will be secured for examining the
classes. For example, to take a casedifferent from the one
before described, let us suppose that a class have been performing a number of examples in Addition.  They come together to the recitation, and, under one mode of managing
classes, the teacher is immediately beset by a number of the
pupils with excuses.   One had no slate; another was absent
when the lesson was assigned; a third performed the work,
85 
THIlE TEACIlEP.
but it got rubbed out, and a fourth did not know what was
to be done. The teacher stops to hear all these, and to talk
about them, fretting himself, and fretting the delinquents
by his impatient remarks. The rest of the class are waiting,
and, having nothing good to do, the temptation is almost irresistible to do something bad. One boy is drawing pictures
on his slate to make his neighbors laugh, another is whispering, and two more are at play. The disorder continues while
the teacher goes round examining slate after slate, his whole
attention being engrossed by each individual, as the pupils
come to him successively, while the rest are left to themselves, interrupted only by an occasional harsh, or even angiT, but utterly useless rebuke from him.
But, under another mode of managing classes and schools,
a very different result would be produced.
A boy approaches the teacher to render an excuse; the
teacher replies, addressing himself, however, to the whole
class, "I shall give all an opportunity to offer their excuses
presently.  No one must come till he is called."
The class then regularly take their places in the recitation
seats, the prepared and unprepared together.  The following
commands are given and obeyed promptly. They are spoken
pleasantly, but still in the tone of command.
"The class may rise.
'All those that are not fully prepared with this lesson
may sit."
A number sit; andl others, doubtful whether they are prepared or not, or thinking that there is something peculiar in
their cases, which they wvish to state, raise their hands, or
make any other signal which is customary to indicate a wish
to speak. Such a signal ought always to be agreed upon,
and understood in school.
The teacher shakes his head, saying,' I wvill hear yorf
presently. If there is, on any account whatever, any doubt
whether you are prepared, you must sit.
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I 
INSTRUCTION.
"Those that are standing may read their answers to No. 1.
Unit figure?"
Boys. "Five."
TeacAcec. "Tens?"
B. "Six."
f. " Hundreds?"
B.   Seven."
Wl'ile these numbers are thus reading, the teacher looks
at the boys, and can easily see whether any are not reading
their own answers, but only following the rest. If they have
been trained to speak exactly together, his ear will also at
once detect any erroneous answer which any one may give.
Hie takes down the figures given by the majority on his own
slate, and reads them aloud.
"'This is the answer obtained by the majority; it is undoubtedly right.  Those who have different answers may
sit."
These directions, if understood and obeyed, would divide
the class evidently into two portions. Those standing have
their work done, and done correctly, and those sitting have
some excuse or error to be examined. A new lesson may
now be assigned, and the first portion may be dismissed,
which in a well-regulated school will be two thirds of the
class. Their slates may be slightly examined as they pass
by the teacher on their way to their seats to see that all is
fair; but it will be safe to take it for granted that a result
in whichl  a majority agree will be ight.  Truth is consistent
w-ithl itself, but error, in such a case, never is.  This the
teacher can at any time show by comparing the answers
that are wrong; they will always be found, not only to differ from the correct result, but to contradict each other.
The teacher may now, if he pleases, after the majority of
the class have gone, hear the reasons of those who were unprepared, and look for the errors of those whose work was
incorrect; but it is better to spend as little time as possible
I
87 
TIlE TEACIIER.
in such a way. If a scholar is not prepared, it is not of much
consequence whether it is because he forgot his book or mistook the lesson; or if it is ascertained that his answer is incorrect, it is ordinarily a mere waste of time to search for the
particular error.
"I have looked over my work, sir," says the boy, perhaps,
"and I can not find where it is wrong."  Hie means by it
that he does not believe that it is wrong.
"It is no matter if you can not," would be the proper reply, " since it certainly is wrong; you have made a mistake
in adding somewhere, but it is not worth while for me to
spend two or three minutes apiece with all of you to ascertain where. Try to be careful next time."
Indeed the teacher should understand and remember what
many teachers are very prone to forget, namnely, that the
mere fact of finding anl arithmetical error in a pupil's work
on the slate, and pointing it out to him, has very little effet in correcting the false habit in his mind from which it
arose.
The cases of those who are unprepared at a recitation
ought by no means to be passed by unnoticed, although it
would be unwise to spend much time in examining each in
detail.
"It is not of much consequence," the teacher might say,
"whether you have good excuses or bad, so long as you are
not prepared. In future life you will certainly be unsuccessful if you fail, no matter for what reason, to discharge the
duties which devolve upon you. A carpenter, for instance,
would certainly lose his custom if he should not perform his
work faithfully and in season. Excuses, no matter how reasonable, will do him little good. It is just so in respect to
punctuality in time as well as in respect to performance of
duty. WVhat we want is that every boy should be in his
place at the proper moment; not that he should be late, and
have good excuses for it. When you come to be men, tardi
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INSTRUCTION.
ness will alw.-avs be punished.  Excuses will not help the
_-__-_..........:-__   matter at all.  Suppose, here              -__    =       =W= after, when you are about to
take a journey, you reach the
pier  five  minutes  after  the
Hi__ __  steamer has gone, what good
____ Ha___           will excuses do you?   There
_G o d        ~ >    you are, left hopelessly behind,
,, ""W ~  ~no matter if your excuses are
the best in the world.  So in
this school. I want good puncLtuality aniid  ood recitations, not good excuses.   I hope eveiy one wil' be prepared to-morrow."
it is not probable, however, that every one would be prepared the next day in such a case, but by acting steadily
on these principles the number of delinquencies would be so
much diminishled that the very few which should be left
could easily be examined in detail, and the remedies applied.
Simultaneous recitation, by which I mean the practice of
addressing a question to all the class to be answered by all
together, is a practice which has been for some years rapidly
extending in our schools, and, if adopted with proper limits
and restrictions, is attended wvithll great advantage.   The
teacher must guard against somne dangers, however, which
will be likely to attend it.
1. Some will answer very eagerly, instantly after the question is completed.  They wish to show their superior readiness.  Let the teacher mention this, expose kindly the motive
which leads to it, and tell them it is as irregular to answer
before the rest as after them.
2. Some will defer their answers until they can catch those
of their comrades for a guide. Let the teacher mention this
fault, expose the motive which leads to it, and tell them that
if they do not answer independently and at once, they had
better not answer at all.
I
I
89
.1 
TIIE TEACHIIER.
3. Some will not answer at all.  The teacher can see by
looking around the room who (do not, for they can not counterfeit the proper motion of tile lips with promptness and decision unless they know what the answer is to be.  lIe dught
occasionally to say to such a one, "I perceive you do not answer," and ask him questions individually.
4. In some cases there is danger of confusion in the answers, from the fact that the question may be of such a nature that the answer is long, and may by different individuals
blie differently expressed. This evil must be guarded against
by so shaping the question as to admit of a reply in a single
w-ord.  In reading large numbers, for example, each figure
may be called for by itself, or they may be given one after
another, the pupils keeping exact time.  WThen it is desirable to ask a question to which the answer is necessarily long
it may be addressed to an individual, or the whole class may
write their replies, which may then be read in succession.
In a great many cases where simultaneous answering is
practiced, after a short time the evils above specified are allowed to grow, until at last some half a dozen bright members of a class answer for all, the rest dragging after them,
echoing their replies, or ceasing to take any interest in an
exercise which brings no personal and individual responsibility upon them.  To prevent this, the teacher should exercise double vigilance at such a time.  He should often address questions to individuals alone, especially to those most
likely to be inattentive and careless, and guard against the
ingress of every abuse which might, without close vigilance,
appear.
With these cautions, the method here alluded to wvill be
found to be of very great advantage in many studies; for
example, all the arithmetical tables may be recited in this
way; words may be spelled, answers to sums given, columns  
of ]g(rures added, or numbers multiplied, and many questionr
in history, geography, and other miscellaneous studies an
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INSTRUCTION.
swered, especially the general questions asked for the purpose
of a review.
But, besides being useful as a mode of examination, this
plan of answering questions simultaneously is a very important means of fixing in the mind any facts which the teacher
may communicate to his pupils. If, for instance, lie says
some day to a class that Vasco de Gama was the discoverer
of thie passage round the Cape of Good Hope, and leaves it
here, in a few days not one in twenty will recollect the name.
But let him call upon them all to spell it simultaneously, and
then to pronounce it distinctly three or four times in concert, and the word will be very strongly impressed upon their
minds.  The reflecting teacher will find a thousand cases in
the instruction of his classes, and in his general exercises in
the school, in which this principle will be of great utility.  It
is universal in its application.  What we say we fix, by the
very act of saying it, in the mind.   Hence, reading aloud,
though a slower, is a far more thorough method of acquiring
knowledge than reading silently, and it is better, in almost
all cases, whether in the family, or in Sabbath or common
schools, when general instructions are given, to have the leading points fixed in the mind by questions answered simultaneously.
But we are wandering a little from our subject, which is,
in this part of our chapter, the methods of examiniing a class,
not of giving or fixing instructions.
Another mode of examining classes, which it is important
to describe, consists in requiring written answers to the questions asked.  The form and manner in which this plan may
be adopted is various. The class may bring their slates to
the recitation, and the teacher may propose questions successivelyN, the answers to which all the class may write, numbering them carefully.  After a dozen answers are written,
the teacher may call at random for them, or he may repeat
a (qLcstion, and ask each pupil to read the answer he had
91 
TIlE TEACIIER.
written, or he may examine the slates.  Perhaps this method
may be very successfully employed in reviews by dictating to
the class a list of questions relating to the ground they have
gone over for a week, and then instructing themin to prepare
answers written out at length, and to bring them in at the
next exercise.  This method may be made more formal still
by requiring a class to write a full and regular abstract of
all they have learned during a specified time. The practice
of thus reducing to writing what has been learned will be
attended with many advantages so obvious that they need
not be described.
It will be perceived that three methods of examining classes have now been named, and these will afford the teacher
the means of introducing a very great variety in his mode of
conducting his recitations, while he still carries his class forward steadily in their prescribed course. Each is attended
with its peculiar advantages.  The sitgle re)lies, coming from
individuals specially addressed, are more rigid, and more to
be relied upon, but they consume a great deal of time, and,
while one is questioned, it requires much skill to keep up interest in the rest.  The simultaneous answers of a class awaken
more general interest, but it is difficult, without special care,
to secure by this means a special examination of all. The
twritten replies are more thorough, but they require more time
and attention, and while they habituate the pupil to express
himself in writing, they would, if exclusively adopted, fail to
accustom him to an equally important practice, that of the
oral communication of his thoughts. A constant varibety, of
which these three methods should be the elements, is unquestionably the best mode. WVe not only, by this means, secure
in a great degree the advantages which each is fitted to produce, but we gain also the additional advantage and interest
of variety.
By these, and perhaps by other means, it is the duty of
the teacher to satisfy himself that his pupils are really atten
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INSTRUCTION.'
tire to their duties.  It is not perhaps necessary that every
individual should be every day minutely examined; this is,
in many cases, impossible; but the system of examination
should be so framed and so administered as to be daily felt
by all, and to bring upon every one a daily responsibility.
We come now to consider the second general head which
was to be discussed in this chapter.
The study of books alone is insufficient to give knowledge
to the young. In the first stage, learning to read a book is
of no use whatever without the voice of the living teacher.
The child can not take a step alone.  As the pupil, however,
adv-ances in his course, his dependence upon his teacher for
guidance and help continually diminishes, until at last the
scholar sits in his solitary study, with no companion but his
books, and desiring, for a solution of every difficulty, nothing
but a larger library. In schools, however, the pupils have
made so little progress in this course, that they all need more
or less of the oral assistance of a teacher. Difficulties must
be explained; questions must be answered; the path must be
smoothed, and the way pointed out by a guide who has traveled it before, or it will be impossible for the pupil to go on.
This is the part of our subject which we now approach.
The great principle which is to guide the teacher in this
part of his duty is this: Assist you?r pupils ii such a way as to
lead thenm, as soon as possible, to (do without assistance. This is
fundamental. In a short time they will be away from your
reach; they will have no teacher to consult; and unless you
teach them how to understand books themselves, they must
necessarily stop suddenly in their course the moment you
cease to help them forward. I shall proceed, therefore, to
consider the subject in the following plan:
1. Means of exciting interest in study.
2. The kind and degree of assistance to be rendered.
3. Miscellaneous siuggestions.
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THE TEACIIER.
1. Interesting the pupils in their studies. There are various principles of human nature which may be of great avail
in accomplishing this object. Making intellectual effort and
acquiring knowledge are always pleasant to the human mind,
unless some peculiar circumstances render them otherwise.
The teacher has, therefore, only to remove obstructions and
sources of pain, and the employment of his pupils will be of
itself a pleasure.
"I am  going to give you a new exercise to-day," said a
teacher to a class of boys in Latin. "I am going to have
you parse your whole lesson in writing. It will be difficult,
but I think you may be able to accomplish it."
The class looked surprised.  They did not know wNhatpaisii! iin writing could be.
" You may first, when you takle your seats, and are ready
to prepare the lesson, write upon your slates a list of the ten
first nouns that you find in the lesson, arranging them in a
column. Do you understand so far?"
"Yes, sir."
" Then rule lines for another column, just beyond this. In
rsing nouns, what is the first particular to be named?"
" What the noun is from."
" Yes; that is, its nominative.  Now you may write, at
the head of the first column, the word Nouns, and at the head
of the second, 2AToM., for nominative.  Then rule a line for
the third column. What shall this contain?" "The declension."   "Yes;  and the fourth?"   " Gender."   "The
fifth?" " Number."
In the same manner the other columns were designated.
The sixth was to contain case; the seventh, the word with
which the noun was connected in construction; and the
eighth, a reference to the rule.
" Now I wish you," continued the teacher, " to fill up such
a table as this with ten nouns. Do you understand how-I
mean?"
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INSTRUCTION.
'I Yes, sir;" " No, sir," they answered, variously.
'~ All who do understand may take their seats, as I wish
to give as little explanation as possible. The lmore you can
depend upon yourselves, the better."
Those who saw clearly what was to be done left the class,
and the teacher continued his explanation to those who were
left behind. Jie made the plan perfectly clear to them by
taking a particular noun and running it through the table,
showing what should be written opposite to the word in all
the columns, and then dismissed them.
The class separated, as every class would, in such a case,
with a strong feeling of interest in the work before them.  It
was not so difficult as to perplex them, and yet it required
attention and care.  They were interested and pleased
pleased with the effort which it required them to make, and
they anticipated, with interest and pleasure, the time of coming again to the class to report and compare their work.
lVhen the time for the class came, the teacher addressed
them somewhat as follows:
"Before looking at your slates, I am going to predict what
the faults are. I have not seen any of your work, but shall
judge altogether from my general knowledge of school-boys,
and the difficulties I know they meet with. Do you think I
shall succeed?"
The scholars made no reply, and an unskillful teacher
would imagine that time spent in such remarks would be
wholly wvasted. By no means. The influence of them was
to awkalen universal interest in the approaching examination
of the slates.  Every scholar would be intent, watching, with
eager interest, to see whether the imagined faults would be
found upon his work. The class was, by that single pleasant
remark, put into the best possible state for receiving the criticisms of the teacher.
"The first fault which I suppose will be found is that some
are unfinished."
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THE TEACHER.
The scholars looked surprised. They did not expect to
have that called a fault.
"How many plead guilty to it?"
A few raised their hands, and the teacher continued:
"I suppose that some will be found partly effaced. Tlhe
slates were not laid away carefully, or they were not clean,
so that the writing is not distinct. How many find this the
case with their work? 
"I suppose that, in some cases, the lines will not be perpendicular, but will slant, probably toward the left, like writing.
" I suppose, also, that, in some cases, the writing will be
careless, so that I can not easily read it. I-Iow many plead
guilty to this?"
After mentioning such other faults as occurred to him,
relatingr chiefly to the form of the table, and the mere mechanical execution of he work, he said,
"I think I shall not look at your slates to-day.   You can
all see, I have no doubt, how you can considerably improve
them in mechanical execution in your next lesson; and I
suppose you would a little prefer that I should not see your
first imperfect efforts.  In fact, I should rather not see them.
At the next recitation they probably will be much better."
One important means by which the teacher may make his
scholars careful of their reputation is to show them, thus,
that he is careful of it himself.
i-ow in such a case as this, for it is, except in the principles which it is intended to illustrate, imaginary, a very
strong interest would be awakened in the class in the work
assigned them.   Intellectual effort in new  and constantly
varied mocles is in itself a pleasure, and this pleasure the
teacher may deepen and increase very easily by a little dexterous management, designed to awaken curiosity and concentrate attention. It ought, however, to be constantly borne
in mind that this variety should be confined to the modes of
pursuing an object-the object itself being permanent., and
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INSTRUCTION.
onstant, and steadily pursued.  For instance, if a little class
are to be taught simple addition, after the process is once ex plained, which may be done, perhaps, in two or three lessons,
they will need many days of patient practice to render it fa ianiliar, to impress it firmly in their recollection, and to ena hle them to work withl rapidity.  Now this object must be
steadily pursued.  It would be very unwise for the teaci,er
to say to himself, Ily class are tired of addition; I must car ry them on to subtraction, or give themn some other study.
it wvould be equally unwise to keep them many days perform ing example after example in monotonous succession, each
lesson a mere repetition of the last.  Iie must steadily pursue his object of familiarizing them fully with this elementsaTly process, but he may give variety and spirit to the work
by changing occasionally the modes.   One week he may di(tate examples to them, and let them come together to conlpare their results, one of the class being appointed to keel)
i list of all who are correct each day.  At another time
each one may write an example, which hle may read aloud
to all the others, to be performed and brought in at the next
tinme.  Again, he may let them work on paper with pen and
ink, that hlie may see how few mistakes they make, as mistakes in ink can not be easily removed.  He may excite interest by devising ingenious examples, such as finding out
how much all the numbers from one to fifty will make when
added together, or the amount of the ages of the whole class,
or any such investigation, the result of which they might feel
an interest in learning.  Thus the object is steadily pursued,
thloulgh the means of pursuing it are constantly changing.
We have the advantage of regular progress in the acquisition
of knowledge truly valuable, while this progress is made with
all the spirit and interest which variety can give.
The necessity of making such efforts as this, however, to
keep up the interest of the class in their work, and to make
it pleasant to them, will depend altogether upon cireum
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97 
TIlE TEACIIEP.
stances; or, rather, it will vary much with circumstances.
A class of pupils somewhat advanced in their studies, and
understanding and feeling the value of knowledge, will need
very little of such effort as this; while young and giddy children, who have been accustomed to dislike books and school,
and every thing connected with them, will need more. It
ought, however, in all cases, to be made a means, not an
end-the means to lead on a pupil to an interest ii progress
ija oiiowledye itself, which is, after all, the great motive which
ought to be brought as soon and as extensively as possible to
operate in the school-room.
Another way to awaken interest in the studies of the school
is to bring out, as frequently and as distinctly as possible, the
connection between these studies and the practical business
of life. The events which are occurring around you, and
which interest the community in which you are placed, may,
by a little ingenuity, be connected in a thousand ways with
the studies of the school. If the practice, which has been
already repeatedly recommended, of appropriating a quarter
of an hour each day to a general exercise, should be adopted,
it wvill afford great facilities for doing this.
There is no branch of study attended to in school which
may, by judicious efforts, be made more effectual in accomplishing this object, leading the pupils to see the practical
utility and the value of knowledge, than composition. If
such subjects as are suitable themes for i)moral essays are assigned, the scholars will indeed dislike the work of writing,
and derive little benefit from it. The mass of pupils in our
schools are not to be writers of moral essays or orations, and
they do not need to form that style of empty, florid, verbose
declamation which the practice of writing composition in our
schools, as it is too frequently managed, tends to form. Assign practical subjects-subjects relating to the business of
the school, or the events taking place around you. Is there
a question before the community on the subject of the loca
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esy *8  X    
tion of a new school-liouse?  Assign it to your pupils as a
question for discussion, and direct them not to write empty
declamation, but to obtain from their parents the real argu ments in the case, and to present them distinctly and clearly,
and in simple language, to their companions. Was a build ing burned by lightning, in the neighborhood?  Let those who
sanw the scene describe it, their productions to be read by the
teacher aloud, and let them see that clear descriptions please,
and that good legible writing can be read fluently, and that
correct spelling, and punctuation, and grammar make  the
article go smoothly and pleasantly, and enable it to produce
its full effect. Is the erection of a public building going for w-anrd in the neighborhood of your school?   You can make
it a v-ery firuitful source of subjects and questions to give interest and impulse to the studies of the school-room.   Your
classes in geomietry may measure, your arithmeticians may
calculate and make estimates, your writers may describe its
progwess from week to week, and anticipate the scenes which
it will in future years exhibit.
By such means the practical bearings and relations of the
studies of the school-room may be constantly kept in view;
but I ought to guard the teacher, while on this subject, most
distinctly against the danger of making the school-room a
scene of literary amucment instead of study.   These means
of awakening interest and relieving the tedium of the uninterruptedcl and monotonous study of text-books must not encroach on the regular duties of the school. They must be
brought forward with judgment and moderation, and made
subordinate and subservient to these regular duties.  Their
design is to give spirit and interest, and a feeling of practical
utility to what the pupils are doing; and if resorted to with
these restrictions and within these limits, they will produce
powerful, but safe results.
Another way to excite interest, and that of the right kind,
in school, is not to remove difficulties, but to teach the pupils
INSTRUCTION.
ML 
THIE TEACIIERs
how to surmouiit them.  A text-book so contrived as to make
study mere play, and to dispense with thought and effort, is
the worst text-book that can be made, and the surest to be,
in the end, a dull one.  The great source of literary enjoymnent, which is the successful exercise of intellectual power,
is, by such a mode of presenting a subject, cut off. Secure,
therefore, severe study. Let the pupil see that you are aiming to secure it, and that the pleasure whichi you expect that
they will receive is that of firmly and patiently encountering
and overcoming difficulty; of penetrating, by steady and persevering effort, into regions from which the idle and the inefficient are debarred, and that it is your province to lead
them forward, not to carry them.  They will soon understand this, and like it.
Neever underrate the difficulties which your pupils will have
to encounter, or try to persuade them that what you assign
is ceasy.  Doing easy things is generally dull work, and it is
especially discouraging and disheartening for a pupil to spend
his strength in doing what is really difficult for him when
his instructor, by calling his work easy, gives him no credit
for what may have been severe and protracted labor. If a
thing is really hard for the pupil, his teacher ought to know
it and admit it.  The child then feels that he has some sympathy.
It is astonishing how great an influence may be exerted
over a child by his simply knowing that his efforts are observed and appreciated.  You pass a boy in the street wheeling a heavy load in a barrow; now simply stop to look at
him, with a countenance which says, "That is a heavy load;
I should not think that boy could wheel it;" and how quick
will your look give fresh strength and vigor to his efforts.
On the other hand, when, in such a case, the boy is faltering
under his load, try the effect of telling him, " WVliy, that is
not heavy; you can wheel it easily enough; trundle it along."
The poor boy will drop his load, disheartened and discour
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INSTRUCTION.
aged, and sit down upon it in despair.  It is so in respect to
the action of the young in all cases. They are animated and
incited by being told ill the Tij/ht Rcay that they have sometlling difficult to do.  A boy is performing some service for
you. Hle is watering your horse, perhaps, at a well by the
road-side as you are traveling.  Say to him, "Hold up the
pail high, so that the horse can drink  it is not heavy."  He
wvill be discouraged, and will be ready to set thle pail dowv-n.
Say                                      to him,  on the  other               hand,  " I had better dismount myself.  I don't think you can hold the pail up.  It is very
heavy;" and his eye will brighten up at once.'" Oh no, sir,"
he wN-ill reply, "I can hold it very easily."  tHence, even if
the work you are assigning to a class is easy, do not tell them
so unless you wvish to destroy all their spirit and interest in
doing it; and if you wish to excite their spirit and interest,
make your work difficult, and let them see that you know it
is so; not so difficult as to tax their powers too heavily,
butt enough so to require a vigorous and persevering effort.
Let them distinctly understand, too, that you know it is difficult, that you mean to make it so, but that they have your
sympathy and encouragement in the efforts which it calls
them to make.
You may satisfy yourself that human nature is, in this respect, what I have described by some such experiment as the
[
101
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TIIE TEACHER.
following. Select two classes not very familiar with elementary arithmetic, and offer to each of them the following example in addition:
1 2 3 4  5 6 7  8 9
2 3 4  5 6 7  8 9  1
3 4 5 6 7  8 9  1 2
etc., etc.
The numbers may be continued, according to the obvious
law regulating the above, until each one of the nine digits
has commenced the line.  Or, if you choose Multiplication,
let the example be this:
Multiply 123456789
by 123456789
NXow, when you bring the example to one of the classes,
address the pupils as follows:
"I have contrived for you a very difficult sum. It is the
most difficult one that can be made with the number of figures contained in it, and I do not think that any of you can
do it, but you may try. I shall not be surprised if every answer should contain mistakes."
To the other class say as follows:
"I have prepared an example for you, which I wish you
to be very careful to perform correctly. It is a little longer
than those you have had heretofore, but it is to be performed
upon the same principles, and you can all do it correctly, if
you really try."
Now  under such circumstances the first class will go to
their seats with ardor and alacrity, determined to show you
that they can do work, even if it is difficult; and if they succeed, they come to the class the next day with pride and
pleasure.  They have accomplished something which you admnit it was not easy to accomplish.  On the other hand, the
second class will go to their seats with murmuring looks and
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INSTRUCTION.
wnords, and with a hearty dislike of the task you have assign ed them.  They know that they have something to do, which,
liowvever easy it may be to the teacher, is really difficult for
them; and they have to be perplexed and wearied with the
work, without having, at last, even the little satisfaction of
know-ing that the teacher appreciates the difficulties with
which they had to contend.
2. AVe now come to consider the subject of rendering assistance to the pupil, which is one of the most important and
delicate parts of a teacher's worl.  The great difference
which exists among teachers in regard to the skill they possess in this part of their duty, is so striking that it is very
often noticed by others; and perhaps skill here is of more
avail in deciding the question of success or failure than any
thing besides.   The first great principle is, however, simple
and effectual.
(1.) DicidIe ad subdivide a d#icult pviocess, itntil your steps are
so s?or?t t/ait the 1)e1il can ectsily take them.
Most teachers forget the difference between the pupil's capacity and their own, and they pass rapidly forward, through
a difficult train of thought, in their own ordinary gait, their
unfortunate followers vainly trying to keep up with them.
The case is precisely analogous to that of the father, who
walks with the step of a man, while his little son is by his
side, wearying and exhausting himself with fruitless efforts
to reach his feet as far, and to move them as rapidly as a
full-grown man.
But to show what I mean by subdividing a difficult process so as to make each step simple, I will take a case which
may serve as an example. I will suppose that the teacher
of a common  school undertakes to show his boys, who, we
will suppose, are acquainted with nothing but elementary
arithmetic, how  longitude is determined by means of the
eclipses of Jupiter's satellites; not a very simple question,
but still one which, like all others, may be, merely by the
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TCTIl     E TEACIIE.
pov.-er of the subdivision alluded to, easily explained.   I will
sttp)ose that the subject lhas come up at a general exercise;
perhaps the question was asked in writing by one of the older
Ioys.  I will present the explanation chiefly in the form of
question and answer, that it may be seen that the steps are
so short that the boys may take them themselves.
'Which way," asks the teacher, " are the IZocky MIountains from us?"
1'~ aest," answer two or three of the boys.
In such cases as this, it is very desirable that the answers
should be general, so that throughout the school there should
be a spirited interest in the questions and replies.  This will
never be the case if a small number of the boys only take part
in the answers, and many teachers complain that when they
try this experiment they can seldom induce many of the pupils to take a part.
The reason ordinariy is that they say that any of the
boys may answer instead of that all of them may.   The
boys do not get the idea that it is wished that a universal
reply should come from all parts of the room, in which every
one's voice should be heard. If the answers were feeble in
the instance we are supposing, the teacher would perhaps
say,
'"'I only heard one or two answers; do not more of youL
know where the Rocky Mountains are?  Will you all think
and answer together?  Whichl way are they from us?"
"W'5Xest," answer a large number of boys.
"You do not answer fully enough yet; I do not think
more than forty answered, and there are about sixty here.
I should like to have every ogle  in the roomi answer, and all
precisely together."
He then repeats the question, and obtains a full response.
A similar effort will always succeed.
"X'Now does the sun, in going round the earth, pass over
the Rocky  l Iountains, or over us, first?"
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IN-STRUCTION.
To this question the teacher hears a confused answer.
Some do not reply; some say, "Over the PRocky MIountains;"' others, "Over us;" and others still, "The sun does
not move at all."
It is true that the sun, strictly speaking, does not move;
tlh  earth turns round, presenting the various countries in
succession to the sun, but the effect is precisely the same as
it wnoulld be if the sun moved, and, accordingly, I use that
language.  NoNow how long does it take the sun to pass round
the earth?"
' Tw enty-four hours."
Does he go toward the west or toward the east fi'om
us?"
' Toward the wvest."
But it is not necessary to give the replie; the questions
alone will be suflicient.  The reader wvill observe that they
inevitably lead the pupil, by short and simple steps, to a clear
understanding of the point to be explained.
"AVill the sun go toward or from the Rocky MAountains
after leaving us?"
"I-Iovw long did you say it takes the sun to go round the
lobe and come to us again?"
' ilow long to go half round?"       Quarter round?"
HIow long will it take him to go to the Ilocky Mountains?"
.No answ-cr.
"You can not tell. It would depend upon the distance.
Suppose, then, the Rocky Mountains were half round the
,lobe, how long would it take the sun to go to them?"
Suppose they were quarter round?"
The whole distance is divided into portions called dercees-3G0 in all.  How many will the sun pass in going
h.alf round?"  "In going quarter round?"
"Niinety degrees, then, make one quarter of the circumference of the globe.  This, you have already said, will take
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105 
TIIE TEACI-IER.
six hours. In one hour, then, how many degrees will the
sun pass overT"
Perhaps no answer. If so, the teacher will subdivide the
question on the principle we are explaining, so as to make
the steps such that the pupils can take them.
" Howv many degrees will the sun pass over in three hours?"
" Forty-five."
"How large a part of that, then, will he pass in one
hour?"
One third of it."
" And what is one third of forty-five?"
The boys would readily answer fifteen, and the teacher
would then dwell for a moment on the general truth thus deduced, that the sun, in passing round the earth, passes oer
fifteen degrees Every hour.
" Suppose, then, it takes the sun one hour to go from us
to the River Mississippi, how many degrees west of us would
the river be?"
Having thus familiarized the pupils to the fact that the
motion of the sun is a proper measure of the difference of
longitude between two places, the teacher must dismiss the
subject for a day, and when the next opportunity of bringing. it forward occurs, he would, perhaps, take up the subject
of the sun's motion as a measure of time.
"Is the sun ever exactly over our heads?"
"' Is he ever exactly south of us?"
"When he is exactly south of us, or, in other words, exactly opposite to us in his course round the earth, he is said
to be in our meridian; for the word meridian means a line
drawn exactly north or south from any place."
There is no limit to the simplicity which may be imparted, even to the most difficult subjects, by subdividing the
steps.  This point, for instance, the meaning of meridian,
may be the subject, if it were necessary, of many questiofis,
which would render it simple to the youngest child. The
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INSTRUCTION.
teacher may point to the various articles in the room, or
buildings, or other objects without, and ask if they are or
are not in his meridian.  But to proceed:
'When the sun is exactly opposite to us, in the south, at
the highest point to which he rises, what o'clock is it?"
"WAhen the sun is exactly opposite to us, can he be opposite to the Rocky Mountains?"
Does he get opposite to the Rocky Mountains before or
after hlie is opposite to us?"
'When  he is opposite to the Rocky Mountains, what
o'clock is it there?"
"Is it twelve o'clock here, then, before or after it is twelve
o'clock there?"
'Suppose the River Mississippi is fifteen degrees from us,
how long is it twelve o'clock here before it is twelve o'clock
tlhere?"
"Wh Aen it is twelve o'clock here, then, what time will it be
there?"
Some will probably answer "one," and some "eleven."
If so, the step is too long, and may be subdivided thus:,
"WA hen it is noon here, is the sun going toward the Mississippi, or has he passed it?"
" Then has noon gone by at that river, or has it not yet
come?"
" Then will it be one hour before or one hour after noon?"
"Then will it be eleven or one?"
Such minuteness and simplicity would, in ordinary cases,
not be necessary. I go into it here merely to show how, by
simply subdividing the steps, a subject ordinarily perplexing
may be made plain. The reader will observe that in the
above there are no explanations by the teacher-there are
not even leading questions; that is, there are no questions
the form of which suggests the answers desired. The pupil
goes on from step to step simply because he has but ore short
step to take at a time.
107 
"' Call it be noon, then," continues the teacher, " here and
at a place fifteen degrees west of us at the same time?"
"Can it be noon here and at a place ten miles west of us
at the same time?"
It is unnecessary to continue the illustration, for it will be
very evident to every reader that, by going forward in this
way, the whole subject may be laid out before the pupils so
that they shall perfectly understand it.  They can, by a series
of questions like the above, be led to see, by their own reasoning, that time, as denoted by the clock, must differ in every
two places not upon the same meridian, and that the difference mlust be exactly proportional to the difference of longitude.  So that a watch which is right in one place can not,
strictly speaking, be right in any other place east or west of
tl e first; and that, if the time of dlay at two places can be
c mpared, either by taking l chronometer from  one to ant her, or by observing some celestial phenomenon, like the
c(lipses of Jupiter's satellites, and ascertaining precisely the
tmne of their occurrenlce, according to the reckoning at both,
tire distance east or west by degrees may be determined.   Thec
reader will observe, too, that the method by which this explanation is made is strictly in accordance with the principle
I am illustrating, which is by simply (dividiig the proce's into
short steips.  There is no ingenious reasoning on  the part of
the teacher, no happy illustrations, no apparatus, no diagrams.  It is a pure process of mathematical reasoning, made
clear and easy by simple aactlysis.
In applying this miethod, however, the teaclecr should be
very careful not to subdivide too much. It is best that the
pupils should walk as fast as they can. The object of the
teacher should be to smooth the path not much more than
barely enough to enable the pupil to go on. HIe should not
endeavor to make it very easy.
(2.) Truths must not only be taught to the pupils, but
they must befixed, and nmade familia?'.  This is a point which
seems to lb)e very generally overlooked.
108
,rile TEACIIEI',. 
INSTRUCTION.
"Can you say the Multiplication Table?" said a teacher
to a boy who was standing before him in his class.
Yes, sir."
' AVWell, I should like to have you say the line beginning
nine times one."
The boy repeated it slowly, but correctly.
"Now I should like to have you try again, and I will, at
thie same time, say another line, to see if I can put you out."
The boy looked surprised.   The idea of his teacher's trying to perplex and embarrass him was entirely new.
You must not be afraid," said the teacher.  "You will
undoubtedly not succeed in getting through, but you will not
be to blame for the failure. I only try it as a sort of intellectual experiment."
The boy accordingly began again, but was soon completely confused by the teacher's accompaniment.  lie stopped in
the middle of his line, saying,
"I could say it, only you put me out."
"WVell, now try to say the Alphabet, and let me see if I
can put you out there."
As might have been expected, the teacher failed. The boy
went regularly onward to the end.
"You see, now," said the teacher to the class who had witnessed the experiment, "that this boy knows his Alphabet
iii a different sense from that in which he knows his Multiplication Table. In the latter, his knowledge is only imperfectly his own; hlie can make use of it only under favorable
circumsitances.   In the former it is entirely his own; circumstances have no control over him."
A child has a lesson ia Latin Grammar to recite. She
hesitates and stammers, miscalls the cases, and then corrects
herself, and, if she gets through at last, she considers herself
as having recited well, and very many teachers would consider it well too.  If she hesitates a little longer than usual
in trying to summon to her recollection a particular word,
109 
THE TEACHEIl.
she says, perllaps, "Don't tell me," and if she happens at
last to guess right, she takes her book with a countenance
beaming with satisfaction.
Suppose you had the care of an infant school," might the
instructor say to such a scholar, " and were endeavoring to
teach a little child to count, and she should recite her lesson
to you in this way,' One, two, four-no, three-one, two,
three-      stop, don't tell me-five-no, four-four-five  --  -  I shall think in a minute-six-is that right? five,
six,' &c.  Should you call that reciting well?"
nothing is more common than for pupils to say, when they
fail of reciting their lesson, that they could say it at their
seats, but that they can not now say it before the class.
W~hen such a thing is said for the first time it should not be
severely reproved, because nine children in ten honestly think
that if the lesson wvere learned so that it could be recited any
where, their duty is discharged.   But it should be kindly,
though distinctly explained to them, that in the business of
life they must have their knowledge so much at command
that they can use it at all times and in all circumstances, or
it will do them little good.
One of the most common cases of difficulty in pursuing
mathematical studies, or studies of any kind where the succeeding lessons depend upon those which precede, is the fact
that the pupil, though he may understand what precedes, is
not familiar with it.  This is very strikingly the case with
Geometry. The class study the definitions, and the teacher
supposes they fully understand them; in fact, they do understand them, but the name and the thing are so feebly connected in their minds that a direct effort and a short pause are
necessary to recall the idea when they hear or see the word.
When they come on, therefore, to the demonstrations, which
in themselves would be difficult enough, they have double
duty to perform. The words used do not readily suggest tlhe
idea, and the connection of the ideas requires careful study.
iio 
INSTRUCTION.
Under this double burden many a young geometrician sinks
discouraged.
A class should go on slowly, and dwell on details so long
as to fix firmly and make perfectly familiar whatever they
undertake to learn.  In this manner the knowledge they acquire will become their own.  It will be incorporated, as it
wnere, into their very minds, and they can not afterward be
deprived of it.
The exercises which have for their object this rendering
familiar what has been learned may be so varied as to interest the pupil very much, instead of being tiresome, as it might
at first be supposed.
Suppose, for instance, a teacher has explained to a large
class in grammar the difference between an adjective and an
adverb; if he leave it here, in a fortnight one half of the pupils would have forgotten the distinction, but by dwelling
upon it a few lessons he may fix it forever. The first lesson milght be to require the pupils to write twenty short sentences containing only adjectives.  The second to write twenty'containing only adverbs.  The third to write sentences in
two forms, one containing the adjective, and the other expressingr the same idea by means of the adverb, arranging
them in two columns, thus:
JI  rHis writing is good.
Again, they may make out a list of adjectives, with the adv-erbs derived from each in another column.  Then they may
classify adverbs on the principle of their meaning, or according to their termination.   The exercise may be infinitely
varied, and yet the object of the whole may be to make per.cet;' famiii7cir, and to fix forever in the mind the distinction explained.
These twao points seem to me to be fundamental, so far as
assisting pupils through the difficulties which lie in their way
is concerned. Diminish the difficulties as far as is necessary
iL 1 1
I-le writes well.
. 
TIIE TEACIIER.
by shortening and simplifying the steps, and make thorough
work as you go on.  These principles, carried steadily into
practice, will be effectual in leading any mind through any
difficulties which may occur.   And though they can not,
perhaps, be fully applied to every mind in a large school, yet
they can be so far acted upon in reference to the whole mass
as to accomplish the object for a very large majority.
3. General cautions.   A  few miscellaneous suggestions,
which we shall include under this head, will conclude this
chapter.
(1.) Never do any thingl for a scholar, but teach him to
do it for himself. How many cases occur in the schools of
our country where the boy brings his slate to the teacher,
saying he can not do a certain sum.   The teacher takes the
slate and pencil, performs the work in silence, brings the result, and returns the slate to the hands of his pupil, who
walks off to his seat, and goes to work on the next example,
perfectly satisfied with the manner in whicli he is passing
on. A man who has not done this a hundred times himself
will hardly believe it possible that such a practice can prevail, it is so evidently a mere waste of time both for master
and scholar.
(2.) Never get out of patience with dullness.  Perhaps I
ought to say, never get out of patience with any thing. That
would, perhaps, be the wisest rule.  But, above all things,
remember that dullness and stupidity-and you will certainly find them in every school —are the very last things to get
out of patience with. If the Creator has so formed the mind
of a boy that he must go through life slowly and with difficulty, impeded by obstructions which others do not feel, and
depressed by discouragements which others never know, his
lot is surely hard enough without having you to add to it
the trials and suffering which sarcasm and reproach fiomn
you can heap upon him. Look over your school-room, therefore, and wherever you find one whom you perceive the Crc
112 
INSTRUCTION.
ator to have endued with less intellectual power than others,
fix your eye upon him with an expression of kindness and
s-ympatlhy.  Suclh a boy will have suffering enough from tlhei
selfish tyranny of his companions; he oughit to find in you t
protector and friend. One of the greatest enjoyments which
a teacher's life affords is the interest of seeking out suchl  a
one, bowved down wvith burdens of depression and discouragement, unaccustomed to sympathy and kindness, and expecting nothing for the future but a weary continuation of the
cheerless toils which have imbittered the past; and the pleasture of taking off the burden, of surprising the timid, dishieartcued sufferer by kind words and chleering looks, and of seeing in his countenance the expression of ease and even of
happiness gradually returning.
(3.) The teacher should be interested in all his scholars,
and aimi equally to secure the progress of all. Let there be
no neglected ones in the school-room.  We should always
remiember that, however unpleasant in countenance and manners that bashful boy in the corner may be, or however repulsive in appearance, or unhappy in disposition, that girl,
seeming to be interested in nobody, and nobody appearing
interested in her, they still have, each of them, a mother, who
loves her owvn child, and takes a deep and constant interest
in its history.  Those mothers have a right, too, that their
ciildren should receive their full share of attention in a school
which has been established for the colmmon and equal benefit of all.
(4-.) Do not hope or attempt to make all your pupils alike.
P'ro-vidence has determined that human minds should differ
firom each other for the very purpose of giving variety and
interest to this busy scene of life.  Nrow if it were possible
f, i t teachler so to plan his operations as to send his pupils
fiir'it uoni the community formed on the same model, as if
e-,-ere made 1-Ly machinery, hlie would do so much toward
sponingt one of the wisest of the plans which the Almighty
I I 1)
t' 
TIIE TEACIIER.
has formed for making this world a happy scene. Let it be
the teacher's aim to co-operate withl, not vainly to attempt
to thwart, the designs of Providence.   WTe should bring out
those powers with which the Creator has endued the minds
placed under our control.  We must open our garden to such
influences as shall bring forward all the plants, each in a way
corresponding to its own nature. It is impossible if it were
w-ise, and it would be foolish if it were possible, to stimulate,
by artificial means, the rose, in hope of its reaching the size
nd- magnitude of the apple-tree, or to try to cultivate the fig
and the orange where wheat only will grow.  No; it should
be the teacher's main design to shelter his pupils from every
deleterious influence, and to bring every thing to bear upon
the comnmunity of minds before him which will encourage in
each one the development of its own native powers. For the
rest, he must remember that his province is to cultivate, not
to create.
Error on this point is very common. Miany teachers, even
among those who have taken high rank through the success
with which they have labored in the field, have wasted much
time in attempting to do what never can be done, to form
the character of those brought under their influence after a
certain uniform model, which they have conceived as the
standard of excellence. Their pupils must write just such a
hand, they must compose in just such a style, they must be
similar in sentiment and feeling, and their manners must be
formed according to a fixed and uniform model; and when,
in such a case, a pupil comes under their charge whom Providence has designed to be entirely different from the beau
ideal adopted as the standard, more time, and pains, and
anxious solicitude is wasted in vain attempts to produce the
desired conformity than half the school require beside.
(5.) Do not allow the faults or obliquities of character, or
the intellectual or moral wants of any individual of your pupius to engross a disproportionate share of your time. I have
114 
INSTRUCTION.
already said that those who are peculiarly in need of sympathly or help should receive the special attention they seem
to require; what I mean to say now is, do not carry this to
tn extreme.   When a parent sends you a pupil who, in consequence of neglect or mismanagement at home, has become
w-il( and ungovernable, and full of all sorts of wickedness, he
has no right to expect that you shall turn your attention
away fioml the wide field which, in your whole school-room,
lies before you, to spend your time, and exhaust your spirits
and strength in endeavoring to repair the injuries which his
own neglect has occasioned.   When you open a school, you
do not engage, either openly or tacitly, to make every pupil
whlo may be sent to you a learned or a virtuous man.   You
d(o engage to give them all faithful instruction, and to bestow
upon each such a degree of attention as is consistent with the
claims of the rest.  But it is both unwise and unjust to neglect the many trees in your nursery which, by ordinary attention, may be made to grow straight and tall, and to bear
good fruit, that you may waste your labor upon a crooked
stick, from which all your toil can secure very little beauty
or fruitfulness.
Let no one now understand me to say that such cases are
to be neglected.  I admit the propriety, and, in fact, have
urged the duty, of paying to them a little more than their
due share of attention.  What I now condemn is the practice, of which all teachers are in danger, of devoting such a
disproportionate and unreasonable degree of attention to them
as to encroach upon their duties to others.  The school, the
whole school, is your field, the elevation of tMe mass in knowledg'e and virtue, and no individual instance, either of dullness
or precocity, should draw you away from its steady pursuit.
(6.) The teacher should guard against unnecessarily imbibing those faulty mental habits to which his station and
employment expose him. Accustomed to command, and to
hold intercourse with minds which are immature and feeble
115 
TIIE TEAClIEI',.
compared with our own, we gradually acquire hlabits that
the rough collisions and the friction of active life prevent
from gathering around other men.  Narrow-miinded prejudclices and prepossessions are imbibed through the facility
with which, in our own little community, we adopt and
maintain opinions. A too strong confidence in our own
views on every subject almost inevitably comes from never
hearing our opinions contradicted or called in question, and
we express those opinions in a tone of authority, and even
sometimes of arrogance, whiclh weve acquire in the school-room,
for there, when w-e speak, nobody can reply.
These peculiarities show themselves first, and, in fact, most
commonly, in the school-room; and the opinions thus formed very often relate to the studies and management of the
school.  One has a peculiar mode of teaching spelling, which
is successful almost entirely through the magic influence of
his interest in it, and he thinks no other mode of teaching
this branch is even tolerable.  Another must have all his
pupils write on the angular system, or the anti-angular system, and lie enters with all the zeal into a controversy on
the subject, as if the destiny of the whole rising generation
depended upon its decision.  Tell him that all that is of any
consequence in any handwriting is that it should be legible,
rapid, and uniform, and that, for the rest, it would be better
that every human being should write a dificrent hand, and
lie looks upon you with astonishment, wondering that you
can not see the vital importance of the question whether the
vertex of an o should be pointed or round.  So in every thing.
ie has his WCuy in every minute particular-a way from which
he can not deviate, and to which hlie wishes every one else to
conform.
This set, formal mannerism is entirely inconsistent with
that commanding intellectual influence which the teacher
should exert in the administration of his school.  Ile should
work with what an artist calls boldness and freedom of touch.
116 
INSTRUCTION.
Activity and enterprise of mind should characterize all his
measures ifl' hlie wishes to make bold, original, and efficient
men.
(7.) Assume no false appearances in your school either as
to knowledge or character. Perhaps it may justly be said
to be the co,mmon practice of teachers in this country to affect a dignity of deportment in the presence of their pupils
which in other cases is laid aside, and to pretend to superiority in knowledge and an infallibility of judgment which no
sensible man would claim before other sensible men, but
which an absurd fashion seems to require of the teacher.  It
can, however, scarcely be said to be a fashion, for the temptation is almost exclusively confined to the young and the ignorant, lwho think they must make up by appearance what
they want in reality.  Very few of the older, and more experienceld, and successful instructors in our country fall into
it at all; but some young beginner, whose knowledge is very
limited, and who, in manner and habits, has only just ceased
to be a boy, walks into his school-room with a countenance
of forced gravity, and w-ith a dignified and solemn step, which
is ludicrous even to himself.  I describe accurately, for I describe from recollection.  This unnatural, and forced, and ludicrous dignity cleaves to him like a disease through the
whole period of his duty.  In the presence of his scholars he
is always under restraint, assuming a stiff and formal dignity
wvhichl is as ridiculous as it is unnatural.  I-e is also obliged
to resort to arts which are certainly not very honorable to
conceal his ignorance.
A scholar, for example, brings him a sum in arithmetic
which he does not know how to perform.  This may be the
case with a most excellent teacher, and one well qualified
for his business.  In order to be successful as a teacher, it is
not necessary to understand every thing. Instead, however,
of saying frankly, "I do not understand that example; I will
examine it.,"' hle looks at it embarrassed and perplexed, not
117
i 
THE TEACHER.
knowing, how hlie shall escape the exposure of his ignorance.
I-is first thought is to give some general directions to the
pupil, and send him to his seat to make a new experiment,
hoping that in some way or other, he scarcely knows how,
he wvill get through; and, at any rate, if he should not, the
teacher thinks that hle himself at least gains time by the
manceuvre, and he is glad to postpone his trouble, though lihe
knows it must soon return.
All efforts to conceal ignorance, andl all affectation of
knowledge not possessed, are as unwise as they are dishonest. If a scholar asks a question which you can not answer,
or brings you a difficulty which you can not solve, say
firankly, "I do not know." It is the only way to avoid continual anxiety and irritation, and the surest means of securing real respect. Let the scholars understand that the superiority of the teacher does not consist in his infallibility, or
in his universal acquisitions, but in a well-balanced mind,
where the boundary between knowledge and ignorance is distinctly marked; in a strong desire to go forward in mental
improvement, and in fixed principles of action and systematic habits.  You may even take up in school a study entirely new to you, and have it understood at the outset that
you know no more of it than the class commencing, but that
you can be their guide on account of the superior maturity
and discipline of your powers, and the comparative case with
which you can meet and overcome difficulties.  This is the
understanding which ought always to exist between master
and scholars. The fact that the teacher does not know every thing can not long be concealed if he tries to conceal it,
and in this, as in every other case, IC.NEsTY IS TIIE BEST
POLICY.
118 
MORAL DISCIPLINE,
CHAPTER IV.
MIORAL DISCIPLINE.
NDER the title which I have placed at the head of this chapter I intend to discuss the methods by which the teacher is
to secure a moral ascendency over his pupils, so that he may
lead them to do what is right, and bring them back to duty
when they do what is wrong.  I shall use, in what I have to
say, a very plain and familiar style; and as very much depends not only on the general principles by which the teacher is actuated, but also on the tone and manner in which, in
cases of discipline, he addresses his pupils, I shall describe
particular cases, real and imaginary, because by this method
I can better illustrate the course to be pursued. I shall also
present and illustrate the various principles which I consider
important, and in the order in which they occur to my mind.
1. The first duty, then, of the teacher when he enters his
school is to beware of the danger of making an unfavorable
imipression at first upon his pupils.  AIany years ago, when
i was a child, the teacher of the school where nay early studis w-ere performed closed his connection with the establishment, and after a short vacation another was expected.  On
the appointed day the boys began to collect. some fi'om cnr
119 
THE TEACHER.
osity, at an early hour, and many speculations were started
as to the character of the new instructor.   We were stand
ing near a table wvith our hats on-and our position, and the
exact appearance of the group, is indelibly fixed on my memory-when a small and youthful-looking man  entered tlhe
room, and walked up toward us.  Supposing him to be some
stranger, or, rather, not making any supposition at all, we
stood looking at him as lie approached, and were thunderstruck at hearing him accost us with a stern voice and sterner brow, "Take off your hats.  Take off your hats and go to
your seats."  The conviction immediately rushed upon our
minds that this must be our new teacher. The first emotion
was that of surprise, and the second was that of the ludicrous, though I believe we contrived to smother the laugh
until we got out into the open air.
So long since was this little occurrence that I have entirely forgotten the name of the teacher, and have not the slightest recollection of any other act in his administration of the
school. But this recollection of his first greeting of his pu!;ils, and the expression of his countenance at the moment,
will go with me to the end of life.  So strong are first imI ressions.
Be careful, then, when you first see your pupils, that you
nleet them with a smile.  I do not mean a pretended cordiality, which has no existence in the heart, but think of the relation which you are to sustain to them, and think of the
very interesting circumstances under which, for some months
at least, your destinies are to be united to theirs, until you
can not help feeling a strong interest in them. Shut your
eyes for a day or two to their faults, if possible, and take an
interest in all their pleasures and pursuits, that the first attitude in which you exhibit yourself before them may be one
which shall allure, not repel.
2. In endeavoring to correct the faults of your pupils, do
not, as many teachers do, seize only upon those articualcr cadets
120 
MORAL DISCIPLINE.
of transgression wrhich may happen to come under your notice. These individual instances are very few, probably, cornFared with the vwhlole number of faults against which you
oulght to exert an  influence.  And though you perhaps ought
nlot to neglect those which may accidentally come under your
notice, yet the observing and punishing such cases is a very
small part of your duty.
You accidentally hear, I will suppose, as you are wvalking
home fiom school, two of your boys in earnest conversation,
and one of them uses profane language.  Now the course to
be pursued in such a case is, most evidently, not to call the
boy to you the next day and punish him, and there let the
matter rest.  This would, perhaps, be better than nothing.
Ilut the chief impression which it would make upon the individual and upon the other scholars would be, "I must take
care how I clet the gzaster lhear?He use such language again."
A wise teacher, who takes enlarged and extended views of
his duty in regard to the moral progress of his pupils, would
Iact very differently. He would look at the whole subject.
Does this fault," he would say to himself, "prevail among
m-y pupils?  If so, how extensively?  It is comparatively
of little consequence to punish the particular transgression.
The great point is to devise some plan to reach the whole
evil, and to correct it if possible."
In one case where such a circumstance occurred, the teacher
managed it most successfully in the followingo manner.
Hle said nothing to the boy, and, in fact, the boy did not
know that he was overheard. He allowed a day or two to
elapse, so that the conversation might be forgotten, and then
took an opportunity one day, after school, when all things had
gone on pleasantly, and the school was about to be closed, to
briug forward the whole subject.  He told the boys that he
had sometk.i-g, to saw to them after they had laid by their
bcoks and wera ready to go home.  The desks wvere soon
closed, and every face in the room was turnted toward the
F
121 
THIE TEACIIER.
master with a look of fixed attention. It was almost evening.  The sun had gone down.   The boys' labors were over.
Their duties for the day were over; their mninds were at
rest, and every thing was favorable for making a deep and
permanent impression.
"A few days ago," says the teacher, when all was still, "I
accidentally overheard some conversation between two of the
boys of this school, and one of them swvore."
There was a pause.
"Perhaps you expect that I am now going to call the boy
out and punish him. Is that what I ought to do?"
There was no answer.
"I think a boy who uses bad language of any kind does
what he knows is wrong.  He breaks God's commands.  I-e
does what he knows would be displeasing to his parents, and
he sets a bad example. Ile does wrong, therefore, and justly deserves punishment."
There were, of course, many boys who felt that they were
in danger.  Every one who had used profane language was
aware that he might be the one who had been overheard,
and, of course, all were deeply interested in what the teacher
was saying.
"He might, I say," continued the teacher, "justly be punished; but I am not going to punish him; for if I should, I
am afraid that it would only make him a little more careful
hereafter not to commit this sin when I could possibly be
within hearing, instead of persuading him, as I wish to, to
avoid such a sin in future altogether. I am satisfied that that
boy would be far happier, even in this world, if he would
make it a principle always to do his duty, and never, in any
case, to do wrong.   And then, when I think how soon he
and all of us will be in another world, where we shall all be
judged for what we do here, I feel strongly desirous of persuading him to abandon entirely this practice. I am afraid
that punishing him now would not do that.
122 
IO RAL D)ISCIPLINE.
"Besides," continues the teacher, "I think it very proba ble that there are many other boys in this school who are
sometimes guilty of this fault, and I have thought that it
would be a great deal better and happier for us all if, instead
of punishing this particular boy whom I have accidentally
overheard, and who probably is not more to blame  than
many other boys in school, I should bring up the whole subject, and endeavor to persuade all the boys to reform."
I am aware that there are, unfortunately, in our country
a great many teachers from whose lips such an appeal as
this would be wholly in vain.  The man who is accustomed
to scold, and storm, and punish with unsparing severity every
transgression, under the influence of irritation and anger,
must not expect that hlie can win over his pupils to confidence
in him and to the principles of duty by a word.   But such
an appeal will not be lost when it comes from a man whose
daily and habitual management corresponds with it.  But to
return to the story:
The teacher made some farther remarks, explaining the
nature of the sin, not in the language of execration and affected abhorrence, but calmly, temperately, and without any
disposition to make the worst of the occurrence which had
taken place.  In concluding what he said, he addressed the
boys as follows:
" Now, boys, the question is, dclo you wish to abandon this
habit or not? If you do, all is well. I shall immediately forget all the past, and will do all I can to help you resist and
overcome temptation in future. But all I can do is only to
help you; and the first thing to be done, if you wmish to engage inll this work of reform, is to acknowledge your fault;
and I should like to know how many are willing to do this."
" I wish all those who are willing to tell me whether they
use profane language would rise."
Every individual but one rose.
"I am very glad to see so large a number," said the
I -,- "I 
TIlE TEACItER.
teacher; " and I hope you wvill find that the work of confessing and forsaking your faults is, on the whole, pleasant, not
painful business.  Nowv those who can truly and honestly say
that they never do use profane language of any kind may
take their seats."
Three only of the whole number, which consisted of not
far from twenty, sat down.  It was in a sea-port town, where
the temptation to yield to this vice is even greater than would
be, in the interior of our country, supposed possible.
Those w-ho are now standing," pursued the teacher, " adn'it that they do, sometimes at least, commit this sin.  I suppose all, however, are determined to reform; for I do not
know what else should induce you to rise and acknowledge it
here, unless it is a desire hereafter to break yourselves of the
habit. But do you suppose that it will be enough for you
merely to resolve here that you will reform?"
''No, sir," said the boys.
"IAhy not?  If you now sincerely determine never more
to use a profane word, will you not easily avoid it?"
The boys were silent.  Some said faintly, " No, sir."
It will not be easy for you to avoid the sin hereafter,"
continued the teacher, "even if you do now sincerely and
resolutely determine to do so. You have formed the habit
of sin, and the habit will not be easily overcome.  But I have
detained you long enough now.  I will try to devise some
methodl by which you may carry your plan into effect, and
to-morrow I wvill tell you what it is."
So the boys were dismissed for the day;  the pleasant
countenance and cheerful tone of the teacher conveying to
them the impression that they were engaging in the common
effort to accomplish a most desirable purpose, in which they
were to receive the teacher's help, not that he wvas pursuing
them, with threatening and punishment, into the forbidden
practice into which they had wickedly strayed.  Great caution
is, however, in such a case, necessary to guard against the
124
Is 
MORItAL DISCIPLNI.N2
danger that the teacher, in attempting to avoid the tones of irri tation and anger, should so speak of the sin as to blunt his pu pils' sctuse of its guilt, and lull their consciences into a slumber.
_  the appointed time on the following day the subject
was again broulght before the school, and some plans proposed by whichl the resolutions now formed might be more
certainly kept.  These plans were readily and  cheerfully
adopted by the boys, and in a short time the vice of proftehness was, in a great degree, banished from the school.
I hope the reader will keep in mind the object of the above
illustration, which is to show that it is the true policy of
the teacher not to waste his time and strength in contending
against stc/ ctcc?dlei2tat iostciics of transgression as may chance
to fall under his notice, but to take an enlarged and extended
view of the whole ground, endeavoring to remove Whole classes
ot'j~t?lts-to elevate and improve,zultitu(ces togetleM.e
By these means, his labors will not only be more effectual,
blut far more pleasant.  You can not come into collision with
an individual scholar, to punish him for a mischievous spirit,
or even to rebuke him for some single act by which he has
given you trouble, without an uncomfortable and uneasy
ifeling, which makes, in ordinary cases, the discipline of a
school tlhec most unpleasant part of a teacher's duty.  But
you can plan a campai,gn against a whole class of faults, and
put into operation a system of measures to correct them, and
watch from day to day the operation of that system with all
the spirit and interest of a game. It is, in fact, a game where
your ingenuity and moral power are brought into the field,
in opposition to the evil tendencies of the hearts which are
under your influence.  You will notice the success or the
failure of the means you may put into operation with all the
interest with which the experimental philosopher observes
the curious processes he guides, though your interest may be
nmuch purer and higher, for he works upon matter, but you
are experimenting upon mind.
125 
TilE TEACITER.
IPemembler, then, as for the first time you take your new
st.tion at the head of your school, that it is not your duty
siiply to watch with an eagle eye for those accidental instances of transgression which may chance to fall under your
notice. You are to look over the whole ground. You are
to) make yourself acquainted, as soon as possible, with the
classes of character and classes of faults which may prevail in
our dominions, and to form deliberate and well-digested
pians for improving the oneind correcting the other.
And this is to be the course pursued not only with great
(delilnquencies, such as those to which I have already alluded,
but to every little transgression against the rules of order and
propriety.  You can correct them far more easily and pleasantly ili the mass than in detail.
To illustrate this principle by another case.  A teacher,
who takes the course I am condemning, approaches the seat
of one of his pupils, and asks to see one of his books.  As
the boy opens his desk, the teacher observes that it is in complete disorder.  Books, maps, papers, play-things, are there
in promiscuous confusion, and, from the impulse of the moment, the displeased teacher pours out upon the poor boy a
torrent of reproach.
" AWhat a looking desk! Why, John, I am really ashamed
of you!  Look!" continues he, holding up the lid, so that the
boys in the neighborhood can look in; "see what a mass of
disorder and confusion.  If ever I see your desk in such a
state again, I shall most certainly punish you."
The boys around laugh, very equivocally, however, for,
with the feeling of amusement, there is mingled the fear that
the angry master may take it into his head to inspect their
domains. The boy accidentally exposed looks sullen, and begins to throw his books into some sort of arrangement, just
enough to shield himself from the charge of absolutely disobeying the injunction that he has received, and there tlle
matter ends.
126 
MOPRAL  DISCIPLINE.
Another teacher takes no apparent notice of the confusion
which hlie thus accidentally wvitnesses.  "'I must take up,"
thinks he to himself, "' the subject of order before the whole
school.  I have not yet spoken of it."  He thanks the boy
for the book he borrowed, and goes away.  IHe makes a
memorandum of the subject, and the boy does not know that
the condition of his desk was noticed; perhaps he does riot
even know that there was any thing amiss.
A day or two after, at a time regularly appropriated to
such subjects, he addresses the boys as follows:
" In our efforts to improve the school as much as possible,
there is one subject which we must not forget.  I mean the
order of the desks."
The boys all begin to open their desk lids.
"You may stop a moment," says the teacher.  " I shall
give you all an opportunity to examine your desks presently.
"I do not know what the condition of your desks is.  I
have not examined them, and have not, in fact, seen the inside of more than one or two. As I have not brought up
this subject before, I presume that there are a great many
vwhich can be arranged better than they are.  Will you all
now look into your desks, and see whether you consider them
in good order?  Stop a moment, however.  Let me tell you
what good order is.  All those things which are alike should
be arranged together.  Books should be in one place, papers
in another, and thus every thing should be classified.  Again,
every thing should be so placed that it can be taken out without disturbing other things.  There is another principle, also,
which I will mention: the various articles should have constc(tt places, that is, they should not be changed from day to
day. 13By this means you soon remember where every thing
belongs, and you can put away your things much more easily
every night than if you had every night to arrange them in
a new way.  Now will you look into your desks, and tell me
whether they are, on these three principles, well arrangel?"
1 2 -i
I 
Tlu. TEACIII).
"'he boys of most schools, where this subject hadl not been
regularly attended to, would nearly all answer in the negative.
I will allow you, then, some time to-day, fifteen minutes
to arrange your desks, and I hope you will try to keep them
in good order hereafter.  A few days hence I shall examine
thlem.  If any of you wish for assistance or advice from me
in putting tlhei in order, I shall be happy to render it."
ly such a plan, whichl will occupy but little more time
than the irritating and useless scolding which I supposed in
the other case, howv much more will be accomplished.  Such
an address w-ould of itself, probably, be the means of putting
in order, and keeping in order, at least one half of the desks
in the room, and following up the plan in the same manner
and in the same spirit with which it was begun would secure
the rest.
I repeat it, therefore, make it a principle in all cases to
aim as much as possible at the correction of those faults which
are likely to be general by general measures.  You avoid by
this means a vast amount of irritation and impatience, both
on your own part and on the part of your scholars, and you
produce twenty times the useful effect.
3. The next principle which occurs to me as deserving the
teacher's attention in the outset of his course is this:
Interest your scholars in doing something themselves to elevate the moral character of the school, so as to secure a deci(ldec(l  cj'it ( ho wc ill, of tclii' o0c accor(I, co-opec'ate wcith you.
Let your pupils understand, not by any formal speech
which you make to that effect, but by the manner in which,
from time to time, you incidentally allude to the subject, that
you consider the school, when you commence it, as at par, so
to speak- that is, on a level with other schools, and that
your various plans for improving and amending it are not to
be considered in the light of finding fault, and punishling
transgressions, and controlling evil propensities, so as just to
keep things in a tolerable state, but as efforts to improve and
1 2,1; 
MORAL DISCIPLINE.
carry forward the institution to a still higher state of excel lence. Such is the tone and manner of some teachers that
they never appear to be more than merely satisfied. When
the scholars do right, nothing is said about it. The teacher
seems to consider that a matter of course. It does not ap pear to interest or please him at all. Nothing arouses him
but when they do wrong, and that only excites him to anger
and frowns.  Now in such a case there can, of course, be no
stimulus to effort on the part of the pupils but the cold and
heartless stimulus of fear.
Now it is wrong for the teacher to expect that things will
go right in his school as a matter of course. All that he can
expect as a matter of course is, that things should go on as
well as they do ordinarily in schools-the ordinary amount
of idleness, the ordinary amount of misconduct. This is the
most that he can expect to come as a matter of course.  He
should feel this, and then all he can gain which will be better than this will be a source of positive pleasure; a pleasure which his pupils have procured for him, and which, consequently, they should share. They should understand that
the teacher is engaged in various plans for improving the
school, in which they should be invited to engage, not from
the selfish desire of thereby saving him trouble, but because
it will really be happy employment for them to engage in
such an enterprise, and because, by such efforts, their own
moral powers will be exerted and strengthened in the best
possible way.                        a
In another chapter I have explained to what extent, and
in what manner, the assistance of the pupils may be usefully
and successfully employed in carrying forward the general
arrangements of the school.  The same principles will apply
here, though perhaps a little more careful and delicate management is necessary in interesting them in subjects which
relate to moral discipline.
One important method of accomplishing this end is to pre                               2~~~~~I
F2
I.'2 9
I 
THE TEACIHER.
sent these plans before the minds of the scholars as experiments-moral experiments, whose commencement, progress,
and results they may take a great interest in witnessing.
Let us take, for example, the case alluded to under the last
head-the plan of effecting a reform in regard to keeping
desks in order. Suppose the teacher were to say, when the
time had arrived at which he had promised to give them an
opportunity to put the desks in order,
"I think it would be a good plan to keep some account of
our efforts for improving the school in this respect. We
might make a record of what we do to-day, noting the day
of the month and the number of desks which may be found
to be disorderly. Then, at the end of any time you may
propose, we will have the desks examined again, and see how
many are disorderly then.  We can thus see how much improvement has been made in that time. Should you like to
adopt the plan?"
If the boys should appear not much interested in the proposal, the teacher might, at his own discretion, waive it. In
all probability, however, they would like it, and would indicate their interest by their countenances, or perhaps by a
response.  If so, the teacher might proceed.
" You may all examine your desks, then, and decide whethcr they are in order or not.  I do not know, however, but
that we ought to appoint a committee to examine them; for
perhaps all the boys would not be honest, and report their
desks as they really arQ."
" Yes, sir;" " yes, sir," say the boys.
" Do you mean that you will be honest, or that you would
like to have a committee appointed?"
There was a confused murmur. Some answer one, and
some the other.
"I think," proceeds the teacher, " the boys will be honest,
and report their desks just as they are. At any rate, the
number of dishonest boys in this school can not be so large
130 
MORAL  DISCIPLINE.
as materially to affect the result. I think we had better
take your own statements. As soon as the desks are all ex amined, those who have found theirs in a condition which
does not satisfy them are requested to rise and be counted."
The teacher then looks around the room, and selecting
some intelligent boy who has influence among his companions, and whose influence he is particularly desirous of enlisting on the side of good order, says, "Shall I nominate some
one to keep an account of the number?"
"Yes, sir," say the boys.
'" Well, I nominate William Jones.   How  many are in
favor of requesting William Jones to perform this duty?"
"It is a vote.  William, I will thank you to write upon a
piece of paper that on the 8th of December the subject of
order in the desks was brought up, and that the boys resolved
on making an effort to improve the school in this respect.
Then say that the boys reported all their desks which they
thought were disorderly, and that the number was thirty-five;
and that after a week or two, the desks are to be examined
again, and the disorderly ones counted, that we may see how
much we have improved.  After you have written it you
may bring it to me, and I will tell you whether it is right."
"How many desks do you think will be found to be disorderly when we come to make the examination?"
The boys hesitate.
The teacher names successively several numbers, and asks
whether they think the real number will be greater or less.
He notices their votes upon them, and at last fixes upon one
which seems to be about the general sense of the school.
Then the teacher himself mentions the number which he supposes will be found to be disorderly.   His estimate will ordinarily be larger than that of the scholars, because he
knows better how easily resolutions are broken. This number, too, is recorded, and then the whole subject is dismissed.
Now, of course, no reader of these remarks will understand
~
131
t 
THE TEACHER.
me to be recommending, by this imaginary dialogue, a particular course to be taken in regard to this subject, far less
the particular language to be used. All I mean is to show
by a familiar illustration how the teacher is to endeavor to
enlist the interest and to excite the curiosity of his pupils in
his plans for the improvement of his school, by presenting
them as moral experiments, which they are to assist him in
trying-experiments whose progress they are to watch, and
whose results they are to predict. If the precise steps which
I have described should actually be taken, although it would
occupy but a few minutes, and would cause no thought and
no perplexing care, yet it would undoubtedly be the means
of awakening a very general interest in the subject of order
throughout the school. All'would be interested in the work
of arrangement.
All would watch, too, with interest the progress and the
r sult of the experiment; and if, a few days afterward, the
teacher should accidentally, in recess, see a disorderly desk,
a good-humored remark made with a smile to the by-stand  e   "I suspect my prediction will turn out the correct one,"
would have far more effect than the most severe reproaches, or the tingling of a rap over the knuckles with a ratan.
I know from experience that scholars of every kind can be
led by such measures as these, or rather by such a spirit as
this, to take an active interest, and to exert a most powerful influence in regard to the whole condition of the institution. I have seen the experiment successful in boys' schools
and in girls' schools, among very little children, and among
the seniors and juniors at college.
In one of the colleges of New England a new and beautiful edifice was erected. The lecture-rooms were fitted up
in handsome style, and the officers, when the time for the
occupation of the building approached, were anticipating with
regret what seemed to be the unavoidable defacing, and citting, and marking of the seats and walls. It was, however,
132 
MOPALf DISCIPLINE.
thought that if the subject was properly presented to the
students, they would take an interest in preserving the property from injury. They were accordingly addressed somewhat as follows:
"It seems, young gentlemen, to be generally the custom
in colleges for the students to ornament the walls and benches of their recitation-rooms with various inscriptions and caricatures, so that after the premises have been for a short time
in the possession of a class, every thing within reach, whichi
will take an impression from a penknife or a trace from a
pencil, is covered with names, and dates, and heads, and inscriptions of every kind.  The faculty do not know what you
wish in this respect in regard to the new accommodations
which the trustees have now provided for you, and which
you are soon to enter.  They have had them fitted up for
you handsomely, and if you wish to have them kept in good
order, we will assist you. If the students think proper to
express by a vote, or in any other way, their wish to keep
them in good order, we will engage to have such incidental
133 
TIlE TEACHER.
injuries as may from time to time occur immediately repaired. Such injuries will, of course, be done; for, whatever may be the wish and general opinion of the whole, it is
not to be expected that every individual in so large a collmmunity will be careful. If, however, as a body, you wish to
have the building preserved in its present state, and will, as
a body, take the necessary precautions, we will do our part."
The students responded to this appeal most heartily. They
passed a vote expressing a desire to preserve the premises in
order, and for many years, and, for aughit I know, to the
present hour, the whole is kept as a room occupied by gentlemen should be kept. At some other colleges, and those,
too, sustaining the very highest rank among the institutions
of the country, the doors of the public buildings are sometimes studded with nails as thick as they car possibly be driven,
and then covered with a thick coat of sand dried into the paint,
as a lprotection fromn the knives of the students!!
The particular methods by which the teacher is to interest
his pupils in his various plans for their improvement  can
not be fully described here. In fact, it does not depend so
much on the methods he adopts as upon the view which he
himself takes of these plans, and the tone and m?nanner in which
he speaks of them to his pupils.
A teacher, for example, perhaps on the first day of his labors in a new school, calls a class to read. They pretend to
form a line, but it crooks in every direction. One boy is
leaning back against a desk; another comes forward as far
as possible, to get near the fire; the rest lounge in every position and in every attitude. John is holding up his book
high before his face to conceal an apple from which he is endcleavoring to secure an enormous bite. James is, by the same
sagacious device, concealing a whisper which hlie is addressing to his next neighbor, and Moses is seeking amusement
by crowding and elbowing the little boy who is unluckily
standing next him.
13-t 
MORAL DISCIPLINE.
"What a spectacle!" says the master to himself, as he
looks at this sad display.  "What shall I do?"   The first
impulse is to break forth upon them at once with all the artillery of reproof, and threatening, and punishment.   I have
seen, in such a case, a scolding and frowning master walk up
and down before such a class with a stern and angry air,
commanding this one to stand back, and that one to come forward, ordering one boy to put down his book, and scolding
at a second for having lost his place, and knocking the knees
of another with his ruler because he was out of the line. The
boys scowl at their teacher, and, with ill-natured reluctance,
they obey just enough to escape punishment.
Another teacher looks calmly at the scene, and says to
himself, " What shall I do to remove effectually these evils?
If I can but interest the boys in reform, it will be far more
easy to effect it than if I attempt to accomplish it by the
mere exercise of my authority."
In the mean time things go on during the reading in their
own way.  The teacher simply observes.  HIe is in no haste
to commence his operations. I-e looks for the faults; watches, without seeming to watch, the movements which he is attempting to control.  He studies the materials with which
he is to waork, and lets their true character develop itself.
IIe tries to find something to approve in the exercise as it
proceeds, and endeavors to interest the class by narrating
some fact connected with the reading, or making some explanation which interests the boys.  At the end of the exercise he addresses them, perhaps, as follows:
"I have observed, boys, in some military companies, that
the officers are very strict, requiring implicit and precise
obedience. The men are required to form a precise line."
(Here there is a sort of involuntary movement all along the
line, by which it is very sensibly straightened.)  "They make
all the men stand erect" (at this word heads go up, and straggling feet draw in all along the class), "in the true military
-i 35 
TIIE TEACIIER.
posture. They allow nothing to be done in the ranks but to
attend to the exercise" (John hastily crowds his apple into
his pocket), "and thus they regulate every thing in exact
and steady discipline, so that all things go on in a most systematic and scientific manner. This discipline is so admirable in some countries, especially in Europe, where much
greater attention is paid to military tactics than in our country, that I have heard it said by travelers that some of the
soldiers who mount guard at public places look as much like
statues as they do like living men.
" Other commanders act differently. They let the men do
pretty much as they please. So you gill see such a company
lounging into a line when the drum beats, as if they took
little interest in what was going on.  While the captain is
giving his commands, one is eating his luncheon, another is
talking with his next neighbor. Part are out of the line;
part lounge on one foot; they hold their guns in every position; and, on the whole, present a very disorderly and unsoldier-like appearance.
"I have observed, too, that boys very generally prefer to
see the strict companies, but perhaps they would prefer to
belong to the lax ones."
"No, sir;" "No, sir," say the boys.
"Suppose you all had your choice either to belong to a
company like the first one I described, where the captain
was strict in all his requirements, or to one like the latter,
where you could do pretty much as you pleased, which should
you prefer?"
Unless I am entirely mistaken in my idea of the inclinations of boys, it would be very difficult to get a single honest
expression of preference for the latter. They would say with
one voice,
"' The first."
"I suppose it would be so.  You would be put to some
inconvenience by the strict commands of the captain, but
136 
MIORAL DISCIPLINE.
then you would be more than paid by the beauty of regularity and order which you would all witness.  There is nothing
so pleasant as regularity, and nobody likes regularity mire
than boys do. To show this, I should like to have you now
form a line as exact as you can."
After some unnecessary shoving and pushing, increased by
thie disorderly conduct of a few bad boys, a line is formed.
3Iost of the class are pleased with the experiment, and the
teacher takes no notice of the few exceptions.   The time to
attend to tenem will come by-and-by.
"Il Hands down." The boys obey.
"Shoulders back."
"There; there is a very perfect line."
"Do you stand easily in that position?"
" Yes, sir."
"I believe your position is the military one now, pretty
nearl[; and military men study the postures of the human
body for the sake of finding the one most easy; for they wish
to preserve as much as possible of the soldiers' strength for
the time of battle. I should like to try the experiment of
your standing thus at the next lesson.  It is a very great
improvement upon your common mode.  Are you willing to
do it?"
'Yes, sir," say the boys.
'You will get tired, I have no doubt; for the military
position, though most convenient and easy in the end, is not
to be learned and fixed in practice without effort.  In fact,
I dlo not expect you will succeed the first day very well.
You will probably become restless and uneasy before the end
of the lesson, especially the smaller boys. I must excuse it,
I suppose, if you do, as it will be the first time."
By such methods as these the teacher will certainly secure
a majority in favor of all his plans. But perhaps some experienced teacher, who knows from his own repeated difficulties with bad boys what sort of pirits the teacher of dis
13 i
I 
TIlE TEACHIER.
trict schools has sometimes to deal with, may ask, as he reads
this,
"Do you expect that such a method as this will succeed
in keeping your school in order?  Why there are boys in
almost every school whom you would no more coax into
obedience and order in this way than you would persuade
the northeast wind to change its course by reasoning."
I know there are. And my readers are requested to bear
in mind that my object is not to show how the whole government of the school may be secured, but how one important advantage may be gained, which will assist in accomplishing the object. All I should expect or hope for, by such
measures as these, is to interest and gain over to our side the
7acjority.  What is to be done with those who can not be
reached by such kinds of influence I shall endeavor presently
to show. The object now is simply to gain the mnajorityto awaken a general interest, which you can make effectual
in promoting your plans, and thus to narrow the field of discipline by getting those right who can be got right by such
measures.
Thus securing a majority to be on your side in the general
administration of the school is absolutely indispensable to
success. A teacher may, indeed, by the force of mere authority, so control his pupils as to preserve order in the schoolroom, and secure a tolerable progress in study, but the progress will be slow, and the cultivation of moral principle
must be, in such a case, entirely neglected. The principles
of duty can not be inculcated by fear; and though pain and
terror must in many instances be called in to coerce an individual offender, whom milder measures will not reach, yet
these agents, and others like them, can never be successfully
employed as the ordinary motives to action. They can not
produce any thing but mere external and heartless obedience
in the presence of the teacher, with an inclination to throw off
iall restraint when the pressure of stern authority is removed.
138 
MORAL DISCIPLINE.
AVe should all remember that our pupils are but for a very
short time under our direct control. Even when they are in
school the most untiring vigilance will not enable us to watch,
except for a very small portion of the time, any one individual. 3iany hours of the day, too, they are entirely removed
fiom our inspection, and a few months will take them away
from us altogether.   Subjecting them, then, to mere external
restraint is a very inadequate remedy for the moral evil to
which they are exposed.  What we aim at is to bring forwaard and strengthen an internal principle which will act
when both parent and teacher are away, and control where
external circumstances are all unfavorable.
I have thus far, under this head, been endeavoring to show
the importance of securing, by gentle measures, a majority
of the scholars to cc-operate with the teacher in his plans.
The particular methods of doing this demand a little attention.
(1.) The teacher should study human nature as it exhibits
itself in the school-room by taking an interest in the sports
and enjoyments of the pupils, and connecting, as much as
possible, what is interesting and agreeable with the pursuits
of the school, so as to lead the scholars to like the place. An
attachment to the institution, and to the duties of it, will
give the teacher a very strong hold upon the community of
mind which exists there.
(2.) Every thing which is unpleasant in the discipline of
the school should be attended to, as far as possible, privately.
Sometimes it is necessary to bring a case forward in public
for reproof or punishment, but this is seldom required. In
some schools it is the custom to postpone cases of discipline
till the close of the day, and then, just before the boys are
dismissed at night, all the difficulties are settled.  Thus, day
after day, the impression which is last made upon their minds
is rcceived from a season of suffering, and terror, and tears.
Now such a practice may be attended with many advant
139 
TIIE TEACIIEP,.
ages, but it seems to be, on the whole, unwise.  Awing the
pupils, by showing them the painful consequences of doing
wrong, should be very seldom resorted to. It is far better
to allure them by showing them the pleasures of doing right.
Doing right is pleasant to every body, and no persons are so
easily convinced of this, or, rather, so easily led to see it, as
children. Now the true policy is to let them experience the
pleasure of doing their duty, and they will easily be allured
to it.
In many cases, where a fault has been publicly committed,
it seems, at first viewv, to be necessary that it should be publicly punished; but the end will, in most cases, be answered
if it is noticed publicly, so that the pupils may know that it
received attention, and then the ultimate disposal of the case
may be made a private affair between the teacher and the
individual concerned. If, however, every case of disobedience, or idleness, or disorder, is brought out publicly before
the school, so that all witness the teacher's displeasure and
feel the effects of it (for to witness it is to feel its most unpleasant effects), the school becomes, in a short time, hardened to such scenes. Unpleasant associations become connected with the management of the school, and the scholars are
prepared to do wrong with less reluctance, since the consequence is only a repetition of what they are obliged to see
every day.
Besides, if a boy does something wrong, and you severely
reprove him in the presence of his class, you punish the class
almost as much as you do him. In fact, in many cases you
punish them more; for I believe it is almost invariably more
unpleasant for a good boy to stand by and listen to rebukes,
than for a bad boy to take them. Keep these things, therefore, as much as possible out of sight.  Never bring forward
cases of discipline except on mature deliberation, and for a
distinct and well-defined purpose. 
(3.) Never bring forward a case of discipline of this kind
140 
MORAL  DISCIPLINE.
unless you are sure that public opinion will go in your favor.
If a case comes up in which the sympathy of the scholars is
excited for the criminal in such a way as to be against yourself, the punishment will always do more harm than good.
.Now this, unless there is great caution, will often happen.
In fact, it is probable that a very large proportion of the
punishments which are ordinarily inflicted in schools only
prepare the way for more offenses.
It is, however, possible to bring forward individual cases
in such a way as to produce a very strong moral effect of the
right kind. This is to be done by seizing upon those peculiar emergencies which will arise in the course of the administration of a school, and which each teacher must watch for
and discover himself. They can not be pointed out. I may,
however, give a clearer idea of what is meant by such emergencies by an example. It is a case which actually occurred
as here narrated.
In a school where nearly all the pupils were faithful and
docile, there were one or two boys who were determined to
find amusement in those mischievous tricks so common in
schools and colleges. There was one boy, in particular, who
was the life and soul of all these plans. Devoid of principle, idle as a scholar, morose and sullen in his manners, he
was, in every respect, a true specimen of the whole class of
mischief-maklers, wherever they are to be found.  HIis mischief consisted, as usual, in such exploits as stopping up the
keyhole of the door, upsetting the teacher's inkstand, or fixing something to his desk to make a noise and interrupt the
school.
It so happened that there was a standing feud between
the boys of his neighborhood and those of another situated
a mile or two from it.  BLy his malicious activity he had
stimulated this quarrel to a high pitch, and was very obnoxious to the boys of the other party.  One day, when taking
a walk, the teacher observed a number of boys with excited
141
I 
TIlE TEACIIER.
looks, and armed with sticks and stones, standing around a
shoemaker's shop, to which his poor pupil had gone for refuge
from them. They had got him completely within their power, and were going to wait until he should be wearied with
his confinement and come out, when they were going to inflict upon him the punishment they thought he deserved.
The teacher interfered, and by the united influence of authority, management, and persuasion, succeeded in effecting
a rescue. The boy would probably have preferred to owe
his safety to any one else than to the teacher whom he had
so often tried to tease, but he was glad to escape in any
way.  The teacher said nothing about the subject, and the
boy soon supposed it was entirely forgotten.
But it was not forgotten. The teacher knew perfectly well
that the boy would before long be at his old tricks again, and
was reserving this story as the means of turning the whole
current of public opinion against such tricks, should they again
occur.
One day he came to school in the afternoon, and found the
room filled with smoke; the doors and windows were all
closed, though, as soon as he came in, some of the boys opened
them.  He knew by this circumstance that it was roguery,
not accident, which caused the smoke.   He appeared not to
notice it, however, said he was sorry it smoked, and asked
the mischievous boy-for he was sure to be always near in
such a case-to assist him in putting up the wood of the fire
more compactly. The boy supposed that the smoke was understood to be accidental, and perhaps secretly laughed at the
dullness of his master.
In the course of the afternoon, the teacher ascertained by
private inquiries that his suspicions were correct as to the
author of the mischief. At the close of school, when the
studies were ended, and the books laid away, hlie said to the
scholars that he wanted to tell them a story.
He then, with a pleasant tone and manner, gave a very
142 
MORAL DISCIPLINE.
minute, and, to the boys, a very interesting narrative of his
adventure two or three weeks before, when he rescued this
boy from his danger.  He called him, however, simply a boy,
without mentioning his name, or even hinting that he was a
member of the school. No narrative could excite a stronger
interest among an audience of school-boys than such a one
as this, and no act of kindness from a teacher would make
as vivid-an impression as interfering to rescue a trembling
captive from such a situation as the one this boy had been in.
The scholars listened with profound interest and attention,
and though the teacher said little about his share in the affair, and spoke of what he did as if it were a matter of course
that hlie should thus befriend a boy in distress, an impression
very favorable to himself must have been made. After lihe
had finished his narrative, he said,
"Now should you like to know who this boy was?"
"Yes, sir," " Yes, sir," said they, eagerly.
"It was a boy that you all know."
The boys looked around upon one another. Who could
it be?
"1 -He is a member of this school."
There was an expression of fixed, and eager, and increasing, interest on every face in the room.
"He is here now," said the teacher, winding up the interest and curiosity of the scholars, by these words, to the
highest pitch.
"But I can not tell you his name; for what return do
you think he made to me?  To be sure it was no very great
favor that I did him; I should have been unworthy the name
of teacher if I had not done it for him, or for any boy in my
school. But, at any rate, it showed my good wishes for him;
it showed that I was his friend; and what return do you
think he made me for it? Why, to-day he spent his time
between schools in filling the room with smoke, that he
might torment his companions here, and give me trouble, and
143
I 
THiE TEACHER.
anxiety, and suffering when I should come. If I should tell
you his name, the whole school would turn against him for
his ingratitude."
The business ended here, and it put a stop, a final stop, to
all malicious tricks in the school.  Now it is not very often
that so fine an opportunity occurs to kill, by a single blow,
the disposition to do willful, wanton injury, as this circumstance afforded; but the principle illustrated by it, bringing
forward individual cases of transgression in a public manner,
only for.the sake of the general effect, and so arranging what
is said and done as to produce the desired effect upon the
public mind in the highest degree, may very frequently be
acted upon.   Cases are continually occurring, and if the
teacher will keep it constantly in mind, that when a particular case comes before the whole school, the object is an influcnce upon the whole, and not the punishment or reform of
the guilty individual, he will insensibly so shape his measures
as to produce the desired result.
(4.) There should be a great difference made between the
?,-easures whichI you tale to prevent wrong, and the feelings of
/ispleasure wlich you express against the wrong when it is done.
The former should be strict, authoritative, unbending; the
latter should be mild and gentle. Your measures, if uniform
ind systematic, will never give offense, however powerfully
you may restrain and control those subject to them.  It is
the morose look, the harsh expression, the tone of irritation
and fretfulness, which is so unpopular in school. The sins
of childhood are by nine tenths of mankind enormously overrated, and perhaps none overrate them more extravagantly
than teachers. We confound the trouble they give us with
their real moral turpitude, and measure the one by the other.
Now if a fault prevails in school, one teacher will scold and
fret himself about it day after day, until his scholars are tired
both of school and of him; and yet lhe will do nothing effectnal to iremnove it.  Another will take efficient and decided
144 
MORAL DISCIPLLNE.
measures, and yet say very little on the subject, and the whole
evil will be removed without suspending for a moment the
good-humor and pleasant feeling which should prevail in
school.
The expression of your displeasure on account of any thing
that is wrong will seldom or never do any good.  The scholars consider it scolding; it is scolding; and though it may,
in many cases, contain many sound arguments and eloquent
expostulations, it operates simply as a punishment. It is unpleasant to hear it. General instruction must indeed be given,
but not general reproof.
(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 di.miss school earlier than usual on some particular occasion,
or to allow them an extra holiday. Show by the manner iii
which you consider and speak of the question that your maini
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, goodhumored 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. Hle looks at his watch, and shows by his manner
that he is desirous of finishing what he is saying, but that he
blows that the striking of the bell will cut short his story.
C'
I11e:
14,5 
THE TEACHER.
Perhaps he says not a wvord 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 half an hour's
scolding about whispering without leave, or a dozen public
punishments. At least so I found 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 law
yourself as well as require submission of others.
(6.) Lead your pupils to see that they must share with you
the credit or the disgrace which success or failure in the management of the school 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, each for his own, blt
very few were ready to be diligent and faithful when in it,
I
146 
.IORAL DISCIPLINE.
though it would seem that that might have been rather a
more effectual means of establishing the point.  If the schol ars are led to understand that the school is to a great extent
their institution, that they must assist to sustain its charac ter, and that they share the honor of its excellence, if any
hlonor 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
generally be taken up in reference to imaginary cases, or cases
-whlich 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 introduced firom time to time, when some prevailing or accidental
fault in school calls for reproof, 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:
5V'hen the time has arrived, a subject is assigned, and
small papers are distributed to the whole school, that all may
write somethling concerning it.  These are then read and
commented on by the teacher, and become the occasion of
any remarks which he may wish to make.   The interest of
the pupils is strongly excited to hear the papers read, and
the instruction which the teacher may give produces a deeper
effect when ingrafted thus upon something which originates
in the mninds of the pupils.
To take a particular case.  A teacher addresses his scholars thus: " The subject for the moral exercise to-fay 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.
14 i 
THE TEACHEE.
"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 wvent 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 all 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 could be remembered immiediately 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'dIreadful ugly' are vulgar, and not in good 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."
148
I
I 
MIORAL DISCIPLINE.
"A prejudice is usually founded on some unpleasant as sociation connected with the subject of it.  The best way to
overcome the prejudice, therefore, is to connect some pleas ant 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 an imial, perhaps, for example, the idea of their crawling upon
her, w-hichl is certainly not a very pleasant one for any body.
Now the way to correct suchl a prejudice is to try to connect
some pleasant thoughts with the sighit of the animal.
"I once found a spider in an empty apartment hanging in
its web on the wall, with a large ball of eoggs which it had*
suspended by its side. ]Iy companion and myself cautiously
b)rought up a tumbler under the web, and pressed it suddenly
a~,ai'.st the wall, so as to inclose 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
walkel off with our prize to a table t6 see what the spider
would do.
" At first it tried to climb up the side of the tumbler, but
its feet slipped on account of the smoothness of the 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
149
r7, -I 
TIlE TEACIIEP,.
firom it in every direction to the parts of the book wvhichl 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 antipa
thy to a spider, seeing one perform such a wvork as this would
entirely remove it, but it would certainly soften it. It would
teind to remove it.  It would connect an interesting and pleas
ant 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 whiih 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 uipon
her to crawl over her face.
150 
MORAL DISCIPLINE.
"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 or 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 formn 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."
151
r 
TIIE TEACHER.
i  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 four 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 fool'scap. I only attended her school two quarters; with prejudice I went,
and with prejudice I came awvay.
"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 s)pot."
' 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 treat degree."
"The disposition to judge favorably of a fraud in such a
case would not be prejudice; or, at least, if it were so, it
would not be a sufficient ground to justify us in withholding
)blame. Well-grounded confidence in such a person, if there
was reason for it, ought to have such an effect, but not prejudice."
The above may be considered as a fair specimen of the or,
115 —, 
MIORAL DISCIPLLNE.
dinary operation of such an exercise. It is taken as an illus  tration, 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  for  ward in such a way are, of course, very numerous. They
are such as the following:
1. DUTIES TO P.ARENTS.-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 TIlE SCHOOL.-Good practices which ought to be
persevered in. Any little incidents the scholars may have noticed illus trating 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. TIE S-BBATII.-Any thing the scholars may have known to be
done on the Sabbath which they doubt whether right or wrong. Ques tions in regard to the subject. Various opinions they have heard ex pressed. Difficulties they have in regard to proper ways of spending
the Sabbath.
(8.) AVe have one other method to describe by which a
favorable moral influence may be exerted in school.  The
method can, hownever, go into full effect only where there are
G2
1 iv3 
TIIE TEACHER.
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  lie 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.
The following articles, which were really offered for such
a purpose in the MIount Vernon school, will serve as specinens to illustrate the actual operation of the plan.  One or
two of them were written by teachers. I do not know the
authors of the others   I do not offer them as remarkable
compositions: every teacher will see that tiey are not so.
The design of inserting them is merely to show that the ordinary literary ability to be found in every school may be
turned to useful account by simply opening a channel for it,
and to furnish such teachers as may be inclined to try the
experiment the means of making the plan clealy understood
by their pupils.
MARKS OF A BAD SCHOLAR.
"At the time when she should be ready to take her -eat
at school, she commences preparation for leaving home. To
1 0'4 
MIORAL 1 DISCIPLINE.
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.
lbhen called to recitations, she recollects that some task
was assigned, whichl, 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 questionl.  In these, as in all exercises, there is an inattention to
general instructions. UTnless what is said be addressed particularly to herself, her eyes are directed toward 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 forward or backward.  When she has occasion to leave her seat,
15l
a 
' TIE TEACI'IEI~.
it is in a sauntering, lingering gait-perhliaps 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 BEHINDIIAND.
" The following incident, which I witnessed on a late journey, illustrates an important principle, and I will relate it.
"When our steam-boat started from the wharf, all our
passengers had not come.  After we had proceeded a few
rds, 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 determiiied to stop for him; but stopping an immense steam-boat,
nioving swiftly through the water, is not to be done in a
moment; so we took a grand sweep, wheeling majestically
around an English ship which was at anchor in the harbor.
As we came toward the wharf again, we saw the man in a
small boat coming off from it. As the steam-boat 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 steam-boat, 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
156
I
n 
MIORAL DISCIPLINE.
boat began to rise, the stern plowing 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.   Ie 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 a
while, they hoisted up the stern of the boat, and he got safely
on board.
"floral.-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."
NEWV SCIOLARS.
"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 writh 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:
"LiXss X. HIow do you like the looks of Miss A., who entered school to-day?
"M'iss Y. I don't think she is very pretty, but she looks as
if she might be a good scholar.
157
II 
TIIE TEACHER.
"Jliss 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!
"fIss Y. I wonder if she has a taste for Arithmetic?
"XIiss X. She does not look as if she had much taste for
any thing.  See how strangely she arranges her hair!
"Jfiss 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!
"ifiss A. 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 principally from thoughtlessness. The
young ladies do not seem to realize that there is any thing
for them to do.  They feel enough at homne 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
wshile.  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 Sync' came up to the remembrance
of the two friends. After speaking of several individuals
w,ho were among their former acquaintances, one asked,' Do
you remember Miss W.?''Yes,' replied the former,'I re
ii58
I 
IMORAL DISCIPLINE.
member her as the fear, terror, and abhorrence of all who
llknew her.'  I knew the lady by report, and asked why she
was so regarded.  Thie reply was,'Because she was so se-vere, so satirical in her remarks upon others.  She spared
neither friend nor foe.'
"The friends resumed their conversation.'Did you know,'
said the one whlo had first spoken of Miiss 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 wvas expressing, and apparenltly really feeling sorrow for
hlaving wounded the feelings of others, those who knew her
would not venture to express any sympathly, for, very likely,
the next moment thzat 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.  AMiss W. possessed a fine and well-cultivated mind, great penetration, and
a tact at discriminating character rarely equaled. 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.  AWVeaknesses and foibles met with unmerciful severity, and well-meaning intentions and kind actions
did not avlways 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' grewv with her growth, and strengthened with her strength,'
until she became what I have described.          LAUIA."
Though such a satirical spirit is justly condemned, a little
'59 
TIlE TEACIEPR.
good-humored raillery may sometimes be allowed as a mode
of attacking faults in school which can not 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 title 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 MIarch.
"'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. MIiss 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 manceuvres, 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 class which was reciting behind the railing.'liss A.,' said a teacher,' how many
kinds of magnitude are there?'  2Iliss A. (Answer inaudible.)
Several voices.'We can't hear.'  Teacier.'Will you try to
speak a little louder, MIiss A.?'
" Some of the class at length seemed to guess the meaning
of the young lady, but I was unable to do even that untilthe answer was repeated by the teacher. Finding that I
160
i 
MORAL DISCIPLINE.
should derive little instruction from the recitation, I returned
to the sofa.
"In a short time the prOpOsitiO's 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 ribbon,' &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 entitled'The M/agic RIing,' 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 entitled the'Magical Shoe,'
and contained a marvelous narration of adventures made in
a pair of shoes more valuable than the far-famed'sevenleague boots.'  A  fourth began,'Are you acquainted with
that new schlolar?''No; but I don't believe I shall like
her.' And soon the'Magical Thimble,' the'Magical Eyeglass,' &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,' hoow pleasing is varietj!' as I left the
room to the tune of Kendall's March."
Bv means like these, and others similar to them, 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 olject of this chapter thus far.  The first point
161 
TIlE TEACHER.
brought up was the desirableness of making at first a favorable impression; the second, the necessity of taking general
viewvs 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 can not. 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.
The teacher must always expect that there will be such
cases. They are always to be found in the best and most
skillfully-managed schools.  The  following suggestions will
perhaps assist the teacher in dealing with them.
(1.) The first point to be attended to is to ascertain who
they are.  Not by appearing suspiciously to wNatch any individuals, for this would be almost sufficient to make them
bad, if they were not so before.  Observe, however; notice,
fromn 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 be 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 openly disobeys your commands and opposes your
wishes while in school, and makes himself a continual source
of trouble and annoyance during play-hours by bullying and
162 
3ITOP-\,   DIS('!!kll.
hectoring every gentle and timid schoolmate.   On another
sits a more sly rogue, whose demure and submissive look is
.ssumed to conceal a mnischief-making disposition.  Here is
one lwhose 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 then a third,
who will stand sullen and silent before you when hle has done
wrong, and is not to be touched by kindness nor awed by
authority.
N-ow 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 light 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 toward them, the gentleness with which he
speaks of their faults, and the unbending decision with which
0
163 
TIlE TEACIEIIL.
he restrains them  from wrong, wvill 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 thlorough examination of character.
Every boy has something or other vwhichl is good in his disposition and character which he is aware of, and on which
he prides himself; find out lwhat 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 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 wvill 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 owNir.
architects, the same as erecting a monument of marble.
I
0
164 
FIORAL  DISCIPLINE.
(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 iaiy, is, in fact, in such cases, usually true.  Approach
the pupil in a bold and manly, but frank and pleasant manier.  Approach him as his superior, but still as his friend;
desirous to make him happy, not merely to obtain his goodwill.  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 -ours.  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 wvill exert a strong influence over him; but you
can not counterfeit appearances.
A most effectual way to secure the good-will of a scholar
is to ask him to assist you.  The Creator has so formed the
human heart that doing good must be a source of pleasure,
and he who tastes this pleasure once will almost always wish
to taste it again. To do good to any individual creates or
increases the desire to do it.
There is a boy in your school who is famous for his skill
in making whistles from the green branches of the poplar.
He is a bad boy, and likes to turn his ingenuity to purposes
of mischief. You observe him some day in school, when he
thinks your attention is engaged in another way, blowing
softly upon one which he has concealed in his desk for the
purpose of amusing his neighbors without attracting the attention of the teacher.  Now there are two remedies.  Will
you try the physical one?  Then call him out into the floor,
165 
THE TEACHEri.
inflict painful punishment, and send him  smarting to his
seat, with his heart full of anger and revenge, to plot some
new and less dangerous scheme of annoyance. Will you try
the moral one?  Then wait till the recess, and while he is
out at his play, send a message out by another boy, saying
that you have heard he is very skillful in making whistles,
and asking him to make one for you to carry home to a little child at your boarding-house. What would, in ordinary
cases, be the effect?  It would certainly be a very simple
application, but its effect would be to open an entirely new
train of thought and feeling for the boy.  "What!" he would
sa,y to himself, while at work on his task, "give the master
)leasure by making whistles!  Who wouldcl have conceived
of it?  I never thought of any thing but giving him trouble
and pain.  I wonder who told him I could make whistles?"
He would find, too, that the new enjoyment was far higher
and purer than the old, and would have little disposition to
return to the latter. 
I do not mean by this illustration that such a measure as
this would be the only notice that ought to be taken of such
an act of willful disturbance in school.  Probably it would
not. What measures in direct reference to the fault committed would be necessary would depend upon the circumstances of the case. It is not necessary to our purpose that
they should be described here.
The teacher can awaken in the hearts of his pupils a personal attachment for him by asking in various ways their assistance in school, and then appearing honestly gratified with
the assistance rendered. Boys and girls are delighted to have
what powers and attainments they possess brought out into
action, especially where they can lead to useful results. They
love to be of some consequence in the world, and will be especially gratified to be able to assist their teacher. Even if
the studies of a turbulent boy are occasionally interrupted
for half an hour, that he might help you arrange papers, or
166 
MIORIAL DISCIPLINE.
rule books, or distribute exercises, it will be time well spent.
Get him to co-operate with you in any thing, and he will
feel how much more pleasant it is to co-operate than to
thwart and oppose; and, by judicious measures of this kind,
almost any boy may be brought over to your side.
Another means of securing the personal attachment of
boys is to notice them, to take an interest in their pursuits,
and the qualities and powvers which they value in one another. It is astonishing what an influence is exerted by such
little circumstances as stopping at a play-ground a moment
to notice with interest, though perhaps without saying a
word, speed of running, or exactness of aim, the force with
which a ball is struck, or the dexterity with which it is
caught or thrown.  The teacher must, indeed, in all his intercourse with his pupils, never forget his station, nor allow
them to lay aside the respect, without which authority can
not be maintained. But he may be, notwithstanding this.
on the most intimate and familiar footing with them all. He
may take a strong and open interest in all their enjoyments,
and thus awaken on their part a personal attachment to himself, which will exert over them a constant and powerful
control.
(3.) The efforts described under the last head for gaining
a personal influence over those who, from their disposition
and character, are most in danger of doing warong, will not be
sufficient entirely to prevent transgression.  Cases of deliberate, intentional wrong will occur, and the question will
rise, What is the duty of the teacher in such an emergency?
When such cases occur, the course to be taken is, first of all,
to come to a distinct understanding on the subject with the
guilty individual.  Think of the case calmly, until you have
obtained just and clear ideas of it. Endeavor to understand
precisely in w.hat the guilt of it consists.  Notice every palliating circumstance, and take as favorable a view of the
thing as you can, while, at the same time, you fix most firm
i
16 i' 
THEI TEACHER.
ly in your mind the determination to put a stop to it. Then
go to the individual, and lay the subject before him, for the
purpose of understanding distinctly from his own lips what
he intends to do. I can, however, as usual, explain more
fully what I mean  by describing a particular case, substantially true.
The teacher of a school observed himself, and learned from
several quarters, that a certain boy was in the habit of causimg disturbance during time of prayer, at the opening and
close of school, by whispering, playing, making gestures to
the other boys, and throwing things about from seat to seat.
The teacher's first step wxvas to speak of the subject generally
before the vwhole school, not alluding, however, to any particular instance which had come under his notice. These
general remarks produced, as he expected, but little effect.
Ite waited for some days, and the difficulty still continued.
Ilad the irregularity been very great, it would have been necessary to have taken more immediate measures, but he thought
the case admitted of a little delay.  In the mean time, he
took pains to cultivate the acquaintance of the boy, to discover, and to show that he noticed, what was good in his
character and conduct, occasionally to ask some assistance
friom him, and thus to gain some personal ascendency over him.
One day, when every thing had gone smoothly and prosperously, the teacher told the boy, at the close of the school,
that he wished to talk with him a little, and asked him to
walk home with him. It was not uncommon for the teacher to associate thus with his pupils out of school, and this request, accordingly, attracted no special attention. On the
walk the teacher thus accosted the criminal:
"Do you like frank, open dealing, James?"
James hesitated a moment, and then answered, faintly,
" Yes, sir."
" AIost boys do, and I do, and I supposed that you would
prefer being treated in that way.   Do you!"
168 
MIORAL DISCIPLINE.
i Yes, sir."
a Vell, I am  going to tell you of one of your faults.   I
have asked you to walk with me, because I supposed it would
be more agreeable for you to have me see you privately than
to bring it up in school."
James said it would be more agreeable.
W Vell, the fault is being disorderly at prayer-time.  Now,
if you like frank and open dealing, and are willing to deal so
with me, I should like to talk wvith you a little about it, but
if you are not willing, I wvill dismiss the subject. I do not
wish to talk with you now about it unless you yourself desire it; but if we talk at all, we must both be open, and
honest, and sincere.  Now, should you rather have me talk
with you or not?"
"Yes, sir, I should rathler have you talk with me now
than in school."
The teacher then described his conduct in a mild manner,
usilng the style of simple narration, admitting no harsh epitlets, no terms of reproach. The boy was surprised, for he
supposed that he had not been noticed. He thought, perhlaps, that he should have been punished if he had been observed. The teacher said, in conclusion,
"sNow, James, I do not suppose you have done this from
any designed irreverence toward God, or deliberate intention
of giving me trouble and pain. You have several times lately assisted me in various ways, and I know, from the cheerful
manner with which you comply with my wishes, that your
prevailing desire is to give me pleasure, not pain. You have
fallen into this practice through thoughtlessness, but that
does not alter the character of the sin. To do so is a great
sin against God, and a great offense against good order in
school. You see, yourself, that my duty to the school will
require me to adopt the most decided measures to prevent
the continuance and the spread of such a practice. I should
AI, imperiously bound to do it, even if the individual was the
1-69
.j
.1 I   11I 
THE TEACHER.
very best friend I had in school, and if the measures necessary should bring upon him great disgrace and suffering. Do
you not think it would be so?"
"Yes, sir," said James, seriously, "I suppose it would."
"I wish to remove the evil, however, in the pleasantest
way.  Do you remember my speaking on this subject in
school the other day?"
"Yes, sir."
"Well, my object in what I said then was almost entirely
to persuade you to reform without having to speak to you
directly. I thought it would be pleasanter to you to be reminded of your duty in that way. But I do not think it did
you much good. Did it?"
"I don't think I have played so much since then."
"Nor I. You have improved'a little, but you have not
decidedly and thoroughly reformed.   So I was obliged to
take the next step which would be least unpleasant to you,
that is, talking with you alone. Now you told me when
we began that you would deal honestly and sincerely with
me, if I would with you. I have been honest and open. I
have told you all about it so far as I am concerned. Now
I wish you to be honest, and tell me what you are going to
do. If you think, from this conversation, that you have done
wrong, and if you are fully determined to do so no more, and
to break off at once, and forever, from this practice, I should
like to have you tell me, and then the whole thing will be
settled. On the other hand, if you feel about it pretty much
as you have done, I should like to have you tell me that too,
honestly and frankly, that we may have a distinct understanding, and that I may be considering what to do next. I shall
not be offended with you for giving me either of these answers,
but be sure that you are honest; you promised to be so."
The boy looked up in his master's face, and said, with great
earnestness,
" SIr. T., I will do better. I will not trouble you any more."
170 
MIORAL DISCIPLINE.
I have detailed this case thus particularly because it ex hibits clearly what I mean by going directly and frankly to
the individual, and coming at once to a full understanding.
In nine cases out of ten this course will be effectual. For
four years, with a very large school, I found this sufficient
ill every case of discipline which occurred, except in three
or four instances, where something more was required.  To
make it successful, however, the work must be done properly.  Several things are necessary.  It must be deliberate;
generally better after a little delay. It must be indulgent, so
far as the v-iew which the teacher takes of the guilt of the
pupil is concerned; every palliating consideration must be
felt. It must be firm and decided in regard to the necessity
of a change, and the determination of the teacher to effect it.
It must also be open and frank;  no insinuations, no hints,
no surmises, but plain, honest, open dealing.
In many cases the communication may be made most delicately and most successfully in writing. The more delicately
you touch the feelings of your pupils, the more tender these
feelings will become.  Many a teacher hardens and stupefies
the moral sense of his pupils by the harsh and rough exposures to which he drags out the private feelings of the heart.
A man may easily produce such a state of feeling in his schoolroom, that to address even the gentlest reproof to any individual, in the hearing of the next, would be a most severe
punishment; and, on the other hand, he may so destroy that
sensitiveness that his vociferated reproaches will be as unheeded as the idle wind.
If, now, the teacher has taken the course recommended in
this chapter-if he has, by his general influence in the school,
done all in his power to bring the majority of his pupils to
the side of order and disciprine-if he has then studied, attentively and impartially, the characters of those who can not
thus be led —if he has endeavored to make them his friiends,
and to acquire, by every means, a personal influence over
I I I 
TIIE TEACIIER.
them-if, finally, when they do wrong, he goes plainly, but in
a gentle and delicate manner, to them, and lays before them
the whole case-if he has done all this, he has gone as far as
moral influence will carry him. MIy opinion is, that this
course, faithfully and judiciously pursued, will, in almost all
instances, succeed; but it will not in all; and where it fails,
there must be other, and more vigorous and decided measures.
What these measures of restraint or punishment shall be must
depend upon the circumstances of the case; but in resorting
to them, the teacher must be decided and unbending
The course above recommended is not trying lax and inefficient measures for a long time in hopes of their being ultimnately successful, and then, whlen they are found not to be so,
changing the policy. There should be, through the whole,
the tone and manner of authority, not of persuasion.  The
teacher must be a mzonarch, and, while he is gentle and forbearing, always looking on the favorable side of conduct so
far as guilt is concerned; he must have an eagle eye and an
efficient hand, so far as relates to arresting the evil and stopping the consequences.   Ie may slowly and cautiously, and
even tenderly, approach a delinquent.  He may be several
days in gathering around him the circumstances of which he
is ultimately to avail himself in bringing him to submission;
but, while he proceeds thus slowly and tenderly, he must
comue with the air of authority and power. The fact that
the teacher bases all his plans on the idea of his ultimate
authority in every case may be perfectly evident to all the
pupils, while he proceeds with moderation and gentleness in
all his specific measures. Let it be seen, then, that the constitution of your school is a monarchy, absolute and unlimited; but let it also be seen that the one who holds the power
is himself under the control of moral principle in all that he
does, and that he endeavors to make the same moral principlo which guides him go as far as it is possible to make it
go in the government of his subjects.
iL
1-i 2
r-, 
RELIGIOUS INFLUENCE.
CHAPTER V.
RELIGIOUS INFLUENCE.
N consequence
pMYS:]Il~~'t~
of the unex                                              ampled relig                                         ~    ious  freedom
o    r       ecessariy rpossessed   in
....ft f,~...4?-A'this  country,
~4-t~ig/,sC;;.,>x<{t<X and action.  A;Ve  for which it is
-_  happily distin                                             guished above
all other coun                            fix/~" ntries            on  the
(bji fi ins view  of asco the earth,'there
nece ssa rily   results  a vast va          /-J n....... every sd  nri     arety of  religious sentiment
.I nd action.  We  can not enjoy the
o     blespings without the in con ven iences offree           fdom.      here every man is allowed to believe
~;as lie plea     ses, s ome  will, undoubt edly, believe
f   l tron g, a      nd   others will be divided, by embrac         i sng  ietvs of   a subject which are different, thoulgh
om    i  perhaps  eq     ually  consis tent with truth.  Hence we
have among us every shade and every variety of religious
opinion, and, in many cases, contention and strife, resulting
from hopeless efforts to produce uniformity.
A  stranger who should come among us would  suppose,
from the tone of our religious journals, and from the general
aspect of society on the subject of religion, that the whole
community was divided into a thousand contending sects,
173
I 
THIIE TEACHER.
who hold nothing in common, and whose sole objects are the
annoyance and destruction of each other.  But if we leave
out of view some hundreds, or, if you please, some thousands
of theological controversialists who  manage the public discussions, and say and do all that really comes before the public on this subject, it will be found that there is vastly more
religious truth admitted by common consent among the people of New England than is generally supposed. This common ground I shall endeavor briefly to describe; for it is
very plain that the teacher must, in ordinary cases, confine
himself to it. By common consent, however, I do not mean
the consent of every body; I mean that of the great majority
of serious, thinking men.
But let us examine first, for a moment, what right any
member of the community has to express and to disseminate
his opinions with a view to the inquiry whether the teacher
is really bound to confine himself to what hlie can do on this
subject with the common consent of his employers.
The various monarchical nations of Europe have been for
many years, as is well known, strongly agitated with questions of politics. It is with difficulty that public tranquillity
is preserved.  Every man takes sides.  Now, in this state of
things, a wealthy gentleman residing in one of these countries is opposed to the revolutionary projects so constantly
growing up there, and being, both from principle and feeling,
strongly attached to monarchical government, wishes to bring
1,p his children with the same feelings which he himself cherishles. He has a right to do so. No matter if his opinions
are wrong.   ie ought, it will be generally supposed in this
country, to be republican. I suppose him to adopt opinions
swhichl will generally, by my readers, be considered wrong, that
I may bring more distinctly to view the right he has to educate his children as hIret/iitas it proper that they should be
educated.  He  may be wrong to form such opinions; but
the opinions once formed, he has a right, with which no hu
I'i 4 
RELIGIOUS INFLUENCE.
man power can justly interfere, to educate his children in
conformity with those opinions. It is alike the law of God
and nature that the father should control, as he alone is responsible, the education of his child.
Now, under these circumstances, he employs an American
mechanic, who is residing in Paris, to come to his house and
teach his children the use of the lathe. After some time he
comes into their little work-shop, and is astonished to find the
lathe standing still, and the boys gathered round the Republican turner, who is relating to them stories of the tyranny
of kings, the happiness of republicans, and the glory of war.
The parent remonstrates. The mechanic defends himself.
'I am a Republican," he says, "upon principle, and wherever I go I must exert all the influence in my power to promote free principles, and to expose the usurpations and the
tyranny of kings."
To this the monarchist might very properly reply,
"In your efforts to promote your principles, you are limited, or you ought to be limited, to modes that are proper
and honorable. I employ you for a distinct and specific purpose, which has nothing to do with questions of government,
and you ought not to allow your love of republican principles
to lead you to take advantage of the position in which I place
you, and interfere with my plans for the political education
of my children."
Now for the parallel case.  A member of a Congregational
society is employed to teach a school in a district occupied
exclusively by Friends-a case not uncommon.   Ie is employed there, not as a religious teacher, but for another specific
and well-defined object. It is for the purpose of teaching the
children of that district reading, writing, and calculation, and
for such other purposes analogous to this as the law providing for the establishment of district schools contemplated.
Now, when hlie is placed in such a situation, with such a trust
confided to him, and such duties to discharge, it is not right
175 
TIIE TEACHER.
for him to make use of the inifluence which this official statioI gives him over the minds of the children committed to
his care for the accomplishment of any other puposes whatever
which the parents would disapprove.  It would not be considered right by men of the world to attempt to accomplish
any other purposes in such a case; and are the pure and
holy principles of piety to be extended by methods more exceptionable than those by which political and party contests
are managed?
There is a very great and obvious distinction between the
general influence which the teacher exerts as a member of
the community and that which he can employ in his schoolroom as teacher.  I-Ie has unquestionably a right to exert
ul)on t/ie community, by such meails as he shlares ill comnmon with
every other citizen, as much influence as he can command for
the dissemination of his own political, or religious, or scientific opinions.  lout the strong ascendency which, in consequence of his official station, he has obtained over the minds
of his pupils, is sacred.  He has no right to use it for any
purpose foreign to the specific objects for which he is employed,
unless by the consent, expressed or im2plied, of those by whom he
is intrusted with his charge. The parents who send their
children to him to be taught to read, to write, and to calculate, may have erroneous views of their duty as parents in
other respects.  lie imaty Lknow that their views are erroneous.
They may be taking a course wAhichl the teacher  ciows is
vw-rong.  But hle has not, onII this account, a right to step in
1 etween the parent andl chlild, to guide the latter according
t o his own opinions, and to violate the wishes and thwart the
.lans of the former.
God has constituted the relation between the parent and
the child, and according to any view which a rational man
can take of this relation, the parent is alone responsible for
the guidance he gives to that mind, so entirely in his power.
lie is responsible to God; and where our opinions in regard
17C 
RELIGIOUS INFLUENCE.
to the manner in which any of the duties arising from the
relation are to be performed, differ from his, we have no right
to interfere, without his consent, to rectify what we thus imagine to be wrong.  I know of but one exception which any
man whatever would be inclined to make to this principle,
and that is where the parent would, if left to himself, take
such a course as would ultimately make his children unsafe
2iie2obers of society.  The comninunity have a right to interfere
in such a case, as they in fact do by requiring every man to
provide for the instruction of his children, and in some other
-wavs which need not now be specified.  Beyond this, however, no interference contrary to the parent's consent is justifiable. Wlhere parents will do wrong, notwithstanding any
persuasions which we can address to them, we must not violate the principles of an arrangement which God has himself made, but must submit patiently to the awful consequenices which w-ill in some cases occur, reflecting that the
responsibility for these consequences is on the head of those
whlo neglect their duty, and that the being who makes them
liable will settle the account.
AWhatever, then, the teacher attempts to do beyond the
])(ecaic and (le/ied( duties which are included among the objects for which he is employed, must be done bdy pe?rmissionby tlheo voluntary consent, whlethler tacit or openly expressed,
of those by Whllom he is emisi,~ed.  Tis, of course, confines
him  to what is generally commiion ground among  his particular employers. In a republican country, where all his
patrons are republican, he may, without impropriety, explain
and commend to his pupils, as occasion may occur, the principles of free governments, and the blessings which may be
expected to flow from them.  IBlt it would not be justifiable
for him to do this under a monarchy, or in a community divided in regard to this subject, because this question does
not come within the objects for the promotion of which his
patrons have associated and employed him, and consequently
T —I 9
1'I 7
.1 
THiE TEACHER.
he has no right, while continuing their teacher, to go into it
without their consent. In the same manner, an Episcopal
teacher, in a private school formed and supported by Episcopalians, may use and commend forms of prayer, and explain
the various usages of that church, exhibiting their excellence,
and their adaptation to the purposes for which they are intended.  He may properly do this, because, in the case supposed, the patrons of the school are united on this subject,
and their tacit consent may be supposed to be given. But
place the same teacher over a school of Friends, whose parents dislike forms and ceremonies of every kind in religion,
and his duty would be changed altogether. So, if a Roman
Catholic is intrusted with the instruction of a common district school in a community composed of many Protestant
denominations, it would be plainly his duty to avoid all influence, direct or indirect, over the minds of his pupils, except in those religious sentiments and opinions which are common to himself and all his employers.  I repeat the principle.  tie is employed for a specfc pu7pose, and he has no right
to wander fiomn that purpose, except as f/ar as he can go with'the
common consent of his employers.
Now  the common  ground on religious subjects in this
country is very broad. There are, indeed, many principles
which are, in my view, essential parts of Christianity, which
are subjects of active discussion among us.  I)ut; setting these
Wside, there are other principles equally essential, in regard
to which the whole community are agreed; or, at least, if
there is a dissenting minority, it is so small that it is hardly
to be considered. Let us look at some of these principles.
1. Our community is agreed that tlhere is a God. There
is probably not a school in our country where the parents of
the scholars would not wish to have the teacher, in his conversation with his pupils, talke this for granted, and allude
reverently to that great Being, with the design of leading
them to realize his existence and to feel his authority.
178 
PELIGIOUS INFLUENCE.
2. Our community are agreed that we are responsible to God
for all our conduct. Though some persons absurdly pretend
to believe that the Being who formed this world, if, indeed,
they think there is any such Being, has left it and its inhabitants to themselves, not inspecting their conduct, and never
intending to call them to account, they are too few among
us to need consideration. A difference of opinion on this
subject might embarrass the teacher in France, and in other
countries in Europe, but not here. HIowever negligent men
may be in obey?ing God's commands, they do almost universally in our country admit in theory the authority from which
they come, and believing this, the parent, even if he is aware
that he himself does not obey these commands, chooses to
have his children taught to respect them.   The teacher will
thus be acting with the consent of his employers, in almost
any part of our country, in endeavoring to influence his pupils to perform moral duties, not merely from worldly motives, nor from mere abstract principles of right and wrong,
but from regard to the authority of God.
3. The community are agreed, too, in the belief of the im?nortality of the soul. They believe, almost without exception,
that there is a future state of being to which this is introductory and preparatory, and almost every father and mother in our country wish to have their children keep this in
mind, and to be influenced by it in all their conduct.
4. The community are agreed that we have a revelatiorefrot
IHea?res.  I believe there are very few instances where the
parents would not be glad to have the Bible read from time
to time, its geographical and historical meanings illustrated,
and its moral lessons brought to bear upon the hearts and
lives of their children. Of course, if the teacher is so unwise
as to make such a privilege, if it were allowed him, the occasion of exerting an influence upon one side or the other of
some question which divides the community around him, he
must expect to excite jealousy and distrust, and to be ex
I
179 
'TIlE TEACIIHE.
eluded from a privilege which he might otherwise have been
permitted freely to enjoy. There may, alas! be some cases
where the use of the Scriptures is altogether forbidden in
Fchool; but probably in almost every such case it would be
found that it is from fear of its perversion to sect or party
purposes, and not from any unwillingness to have the lBible
used in the way I have described.
5. The community are agreed, in theory, that personal attachmierit to the Supreme Being is the duty of every human soul;
and every parent, with exceptions so few that they are not
worth naming, wishes that his children should cherish that
affection, and yield their hearts to its influence. He is willing, therefore, that the teacher, of course without interfering
with the regular duties for the performance of which he holds
his office, should, from time to time, so speak of this duty, of
C,d's goodness to men, of his daily protection and his promi d favors, as to awaken, if possible, this attachment in the
hearts of his children.   Of course, it is very easy for the
teacher, if he is so disposed, to abuse this privilege also.  He
cau, under pretense of awakening and cherishing the spirit of
piety in the hearts of his pupils, present the subject in such
aspects and relations as to arouse the sectarian or denominational feelings of some of his employers; but I believe, if this
was honestly and fully avoided, there are few, if any parents
in our country who would not be gratified to have the great
principle of love to God manifest itself in the instructions of
the school-room, and showing itself, by its genuine indications, in the hearts and conduct of their children.
6. The community are agreed not only in believing that
piety consists primarily in love to God, but that the lfe of
piety is to be commenced by penitence for past sins, and forgiveness, in some tacky or other, th?rough a Savior. I am aware that
one class of theological writers, in the heat of controversy,
charge the other with believing that Jesus Christ was nothing more nor less than a teacher of religion, and there arc
II
180 
RELIGIOUS INFLUENCE.
unquestionably individuals who take this view. But these
individuals are few. There are very few in our community
who do not in some sense look upon Jesus Christ as our
Savio7-our Redeemer; who do not feel themselves in some
way indebted to him for the offer of pardon.  There may be
here and there a theological student, or a contributor to the
columns of a polemical magazine, who ranks Jesus Christ
with MIoses and with Paul.  But the great mass of the fathlers and mothers, of every name and denomination through
all the ranks of society, look up to the Savior of sinners
with something at least of the feeling that he is the object
of extraordinary affection and reverence. I am aware, however, that I am approaching the limit which, in many parts
of our country, ought to bound the religious influence of the
teacher in a public school, and on this subject, as on every
other, he ought to do nothing directly or indirectly which
would be displeasing to those who have intrusted children
to his care.
So much ground, it seems, the teacher may occupy, by
common consent, in this country, and it certainly is a great
deal. It may be doubted whether, after all our disputes,
there is a country in the world whose inhabitants have so
much in common in regard to religious belief. There is, perhaps, no country in the world where the teacher may be allowed to do so much toward leading his pupils to fear God
tand to obey his commands, with the cordial consent of parents, as he can here.*
* In speaking of this common ground, and in commenting upon it,
I wish not to be understood that I consider these truths as comprising
all that is essential in Christianity. Very far from it. A full expression of the Christian faith would go far in advance of all here presented.
\Ve must not confound, however, what is essential to prepare the way
for the forgiveness of sin with what is essential that a child should understand in order to secure his penitence and forgiveness. The former
is a great deal, the latter very little.
181 
THIlE TEACIlER.
The ground which I have been laying out is common all
over our country; in particular places there will be even
much more that is common. Of course the teacher, in such
cases, will be at much greater liberty. If a Roman Catholic
community establish a school, and appoint a Roman Catholic
teacher, he may properly, in his intercourse with his scholars, allude, with commendation, to the opinions and practices
of that church. If a college is established by the Methodist
denomination, the teacher of that institution may, of course,
explain and enforce there the views of that society. Each
teacher is confined only to those views which are common to the
founders and supporters of the particular institution to which he
is attached.
I trust the principle which I have been attempting to enforce is fully before the reader's mind, namely, that moral
and religious instruction in a school being in a great degree
extra-official in its nature, must be carried no farther than
the teacher can go with the common consent, either expressed or implied, of those who have founded, and who support
his school. Of course, if those founders forbid it altogether,
they have a right to do so, and the teacher must submit.
The only question that can justly arise is whether he will
remain in such a situation, or go and seek employment where
a door of usefulness, here cosed against him, will be opened.
While he remains, he must honestly and fully submit to the
wvishes of those in whose hands Providence has placed the
ultimate responsibility of training up the children of his
school. It is only for a partial and specific purpose that
they are placed under his care.
The religious reader may inquire why I am so anxious to
restrain, rather than to urge on, the exercise of religious influence in schools.  "There is far too little," some one will
say, "instead of too much, and teachers need to be encouraged and led on in this duty, not to be restrained from it."
There is, indeed, far too little religious influence exerted in
182
l 
RELIGIOUS INFLUENCE.
common schools.  What I have said has been intended to
prepare the way for an increase of it.  MIy view of it is this:
If teachers do universally confine themselves to the limits
which I have been attempting to define, they may accomplish
within these limits a vast amount of good.   By attempting,
however, to exceed them, the confidence of parents is destroyed or weakened, and the door is closed. In this way,
injury to a very great extent has been done in many parts of
our country. P'arents are led to associate with the very idea
of religion, indirect and perhaps secret efforts to influence
their children in a way which they themselves would disapprove. They transfer to the cause of piety itself the dislike
which was first awakened by exceptionable means to promote
it; and other teachers, seeing these evil effects, are deterred
from attempting what they might easily have accomplished.
Before, therefore, attempting to enforce the duty and to explain the methods of exerting religious influence in school, I
thought proper distinctly to state with what restrictions and
within what limits the work is to be done.
There are many teachers who profess to cherish the spirit
and to entertain the hopes of piety, who yet make no effort
whatever to extend its influence to the hearts of their pupils.
Others appeal sometimes to religious truth merely to assist
them in the government of the school. They perhaps bring
it before the minds of disobedient pupils in a vain effort to
make an impression upon the conscience of one who has done
wirong, and who can not by other means be brought to subission.  Bu   the pupil in such cases understands, or at
least he believes, that the teacher applies to religious truth
onlv to eke out his own authority, and of course it produces
no effect. Another teacher thinks he must, to discharge his
duty, give a certain amount, weekly, of what he considers religious instruction. Hle accordingly appropriates a regular
portion of time to a formal lecture or exhortation, which he
.,83
4
v 
THE TEACIlEr.
delivers without regard to the mental habits of thought and
feeling which prevail among his charge. He forgets that the
heart must be led, not driven to piety, and that unless his
efforts are adapted to the nature of the minds he is acting
upon, and suited to influence them, he must as certainly fail
of success as when there is a want of adaptedness between
the means and the end in any other undertaking whatever.
The arrangement which seems to me as well calculated as
any for the religious exercises of a school is this:
1. In the morning, open the school with a very short prayer,
resembling in its object and length the opening prayer in the
morning at Congregational churches. The posture which,
fiom some considerable experience, I would recommend at
this exercise, is sitting with the head reclined upon the desk.
The prayer, besides being short, should be simple in its languag,e and specific in its petitions. A degree of particularity
and familiarity which would be improper elsewhere is not
only allowable here, but necessary to the production of the
proper effect. That the reader may understand to what extent I mean to be understood to recommend this, I will subjoin a form, such as in spirit I suppose such a prayer ought
to be.
"Our Father in Heaven, who hast kindly preserved the pupils and
the teacher of this school during the past night, come and grant us a
continuance of thy protection and blessing during this day. We can
not spend the day prosperously and happily without thee. Come, then,
and. be in this school-room during this day, and help us all to be faithful and successful in duty.
"Guide the teacher in all that he may do. Give him wisdom, and
patience, and faithfulness.  May he treat all his pupiwith kindness;
and if any of them should do any thing that is wrong, wilt thou help
him, gently but firmly, to endeavor to bring him back to duty. May he
sympathize with the difficulties and trials of all, and promote the present happiness as well as the intellectual progress of all who are committed to his care.
"Take care of the pupils too.  May they spend the day pleasantly
and happily together. Wilt thou, who didst originally give us all our
184 
RlELIGIOUS  INFLUENCE.
powers, direct and assist us all, this day, in the use and improvement
of them. Remove difficulties from our path, and give us all fidelity and
patience ill every duty. Let no one of us destroy our peace and happiness this day by breaking any of thy commands, or encouraging our
companions in sins, or neglecting, in any respect, our duty.  We ask
all in the name of our great Redeemer. Amen."
Of course the prayer of each day will be varied, unless in
special cases the teacher prefers to read some form like the
above.  But let every one be minute and particular, relating
especially to school-to school temptations, and trials, and
difficulties. Let every one be filled with expressions relati.g to school, so that it will bear upon every sentence the
impression that it is the petition of a teacher and his pupils
at the throne of grace.
2. If the pupils can sing, there may be a single verse, or
sometimes two verses, of some well-known hymn sung after
the prayer at the opening of the school.  Teacherswill find it
much easier to introduce this practice than it would at first
be supposed. In almost every school there are enough who
can sing to begin, especially if the first experiment is made
in a recess, or before or after school;  and the beginning
once made, the difficulty is over. If but few tunes are sung,
a very large proportion of the scholars will soon learn them.
3. Let there be no other regular exercise until the close
of the afternoon school. When that hour has arrived, let the
teacher devote a very short period, five minutes perhaps, to
religious iistrnctio?, given in various ways.  At one time he
may explain and illustrate some important truth. At another, read and comment upon a very short portion of Scripture.  At another, relate an anecdote or fact which will tend
to interest the scholars in the performance of duty. The
teacher should be very careful not to imitate on these occasions the formal style of exhortation from the pulpit. Let
him use no cant and hackneyed phrases, and never approach
the subject of personal piety, or speak of such feelings as pen
185
19 
THIE TEACHER.
itence for sin, trust in God, and love for the Savior, unless
his owvn heart is really at the time warmed by the emotions
which he wishes to awaken in others. Children very easily
detect hypocrisy. They know very well when a parent or
teacher is talking to them on religious subjects merely as a
matter of course for the sake of effect, and such constrained
and formal efforts never do any good.
Let, then, every thing which you do in reference to this
subject be done with proper regard to the character and condition of the youthful mind, and in such a way as shall be
calculated to iiterest as well as to instrzuct.  A cold and formal exhortation, or even an apparently earnest one, delivered
in a tone of affected solemnity, will produce no good effect.
Perhaps I ought not to say it will produce no good effect,
for good does sometimes result as a sort of accidental consequence from almost any thing. I mean it will have no effectual tendency to do good.  You must vary your method,
too, in order to interest your pupils. Watch their countenances when you are addressing them, and see if they look
interested. If they do not, be assured that there is something wrong, or at least something ill-judged or inefficient in
your manner of explaining the truths which you wish to have
produce an effect upon their minds.
That you may be prepared to bring moral and religious
truths before their minds in the way I have described, your
ovn mind must take a strong interest in this class of truths.
You must habituate yourself to look at the moral and religious aspects and relations of all that you see and hear. When
you are reading, notice such facts and remember such narratives as you can turn to good account in this way.  In the
same way, treasule up in your mind such occurrences as may
come under your own personal observation when traveling,
or when mixing with society.
That the spirit and manner of these religious exercises may
be the more distinctly understood, I will give some examples.
L
41
186 
RELIGIOUS INFILUENCE.
Let us suppose, then, that the hour for closing school has
come.  The books are laid aside; the room is still; the boys
expect the few words which the teacher is accustomed to
address to them, and, looking up to him, they listen to hear
what he has to say.
' You may take your Bibles."
The boys, by a simultaneous movement, open their desks,
and take from them their copies of the sacred volume.
' AVhIat is the first book of the New Testament?"
' MAlatthew," they all answer at once.
" The  second?"   "1 lark."   " The  third?"   " Luke."
"'The next?"'John."  "The next?"  "The Acts."  "she
next?"
Many answer, "' Romans."
"' The next?"
A  few voices say faintly, and with hesitation, " First of
Corinthians."
"I perceive your answers become fainter and fainter.  Do
you know what is the last book of the Newe Testament?"
The boys answer promptly, " Revelations."
" Do you know what books are between the Acts and the
book of RPevelation?"
Some say "No, sir;" some begin to enumerate such books
as occur to them, and some, perhaps, begin to name them
promptly and in their regular order.
"I do not mean," interrupts the teacher, "the 2anaes of
the books, but the kinds of books."
The boys hesitate.
"They are epistles or letters.  Do you know who wrote
the letters?"
"Paul," " Peter," answer many voices at once.
"Yes, there were several writers.  Now the point which
I wish to bring before you is this; do you know in what order, I mean on what principles, the books are arranged?"
" No, sir," is the universal reply.
187 
TIJE TEACIIEP.
"I will tell you.  First come all Paul's epistles.  If you
turn over the leaves of the Testament, you will see that Paul's
letters are all put together after the book of the Acts; and
what I wish you to notice is, that they are arranged in the
ordeir oftheii legth.  The longest comes first, and then the
next, and so on to the shortest, which is the epistle to Philemon.  This, of course, comes last-no, I am wrong in saying
it is the last of Paul's epistles; there is one more to the Hlebrews; and this comes after all the others, for there has been
a good deal of dispute whether it was really written by Paul.
You will see that his name is not at the beginning of it, as it
is id his other epistles: so it was put last.
" Then comes the Epistle of James. Will you see whether
it is longer than any that come after it?" The boys, after a
minute's examination, answer, " Yes, sir;" " Yes, sir."
" What comes next?"
" The epistles of Peter."
"Yes; and you will see that the longest of Peter's epistles is next in length to that of James's; and, indeed, all his
are arranged in the order of their length."
"Yes, sir."
" What comes next?"
"John's."
"Yes; and they are arranged in the order of their length.
Do you now understand the principle of the arrangement of
the epistles?"
"Yes, sir."
"I should like to have any of you who are interested in
it to try to express this principle in a few sentences, on paper,
and lay it on my desk to-morrow, and I will read what you
write.  You will find it very difficult to express it.  Now
you may lay aside your books. It will be pleasanter for you
if you do it silently."
Intelligent children will be interested even in so simple a
point as this-much more interested than a maturer mind,
188 
RELIGIOUS INLFLUENCE.
unacquainted with the peculiarities of children, would suppose. By bringing up from time to time some such literary
inquiry as this, they will be led insensibly to regard the Bible
as opening a field for interesting intellectual research, and will
more easily be led to study it.
At another time the teacher spends his five minutes in
aiming to accomplish a very different object.  I will suppose
it to be one of those afternoons when all has gone smoothly
and pleasantly in school. There has been nothing to excite
strong interest or emotion; and there has been (as every
teacher knowrs there sometimes will be), without any assignable cause which he can perceive, a calm, and quiet, and
happy spirit diffused over the minds and countenances of the
little assembly. His evening communication should accord
with this feeling, and he should make it the occasion to promote those pure and hallowed emotions in which every immortal mind must find its happiness, if it is to enjoy any
worth possessing.
When all is still, the teacher addresses his pupils as fol
lows:
"I have nothing but a simple story to tell you to-night.
It is true, and the fact interested me very much when I witnessed it, but I do not know that it will interest you now
merely to hear it repeated. It is this:
"Last vacation, I was traveling in a remote and thinlysettled country, among the mountains, in another state. I
was riding with a gentleman on an almost unfrequented road.
Forests were all around us, and the houses were small and
very few.
"At length, as we were passing an humble and solitary
dw-velling, the gentleman said to me,' There is a young woman sick in this house; should you like to go in and see her?'
'Yes, sir,' said I,' very much.   She can have very few visitors, I think, in this lonely place, and if you think she would
like to see us, I should like to go.'
189 
THIIE TEACHER.
"WVe turned our horses toward the door, and as we were
riding up, I asked what was the matter with the young
woman.
"I'  Consumption,' the gentleman replied;' and I suppose
she will not live long.'
" At that moment we dismounted and entered the house.
It was a very pleasant summer afternoon, and the door was
open. WVe entered, and were received by an elderly lady,
who seemed glad to see us.  In one corner of the room was
a bed, on which was lying the patient whom we had come to
visit. She was pale and thin in her countenance, but there
was a very calm and happy expression beaming in her eye.
I went up to her bedside, and asked her how she did.
"I talked with her some time, and found that she was a
Christian. She did not seem to know whether she would
get well again or not, and, in fact, she did not appear to care
much about it. She was evidently happy then, and she believed that she should continue so. She had been penitent
for her sins, and had sought and obtained forgiveness, and
enjoyed, in her loneliness, not only the protection of God,
but also his presence in her heart, diffusing peace and happiness there. When I came into the house, I said to myself,
'I pity, I am sure, a person who is confined by sickness in
this lonely place, with nothing to interest or amuse her;' but
whei I came out, I said to myself,' I do not pity her at all.'"
Never destroy the effect of such a communication as this
by attempting to follow it up with an exhortation, or with
general remarks, vainly attempting to strengthen the impression.
.A\eve-r, do I say?  Perhaps there may be some exceptions.
But children are not reached by formal exhortations; their
hearts are touched and affected in other ways.  Sometimes
you must reprove, sometimes you must condemn; but indiscriminate and perpetual harangues about the guilt of impen"
itenee, and earnest entreaties to begin a life of piety, only
1 ) (11 
RELIGIOUS INFLUENCE.
harden the hearts they are intended to soften, and consequent ly confirm those who hear them in the habits of sin.
In the same way a multitude of other subjects, infinite in
number and variety, may be brought before your pupils at
stated seasons for religious instruction.  It is unnecessary
to give any more particular examples, but still it may not be
amiss to suggest a few general principles, which ought to
guide those who are addressing the young on every subject,
and especially on the subject of religion.
1.  [flt:e 71o efort to simpl/y language zhate  addressing the
youijg.  Children always observe this, and are always displeased with it, unless they are very young; and it is not necessary. They can understand ordinary language well enough,
if the subject is within their comprehension, and treated in a
manner adapted to their powers. If you doubt whether children can understand language, tell such a story as this, with
ardor of tone and proper gesticulation, to a child only two
or three years old:
"I saw an enormous dog in the street the other day.   Ie
was sauntering along slowly, until he saw a huge piece of
meat lying down on the ground.  He grasped it instantly between his teeth, and ran away with all speed, until he disappeared around a corner so that I could see him no more."
In such a description there is a large number of words
which such a child would not understand if they stood alone,
but the whole description would be perfectly intelligible.
The reason is, the subject is simple; the facts are such as a
very little child would be interested in; and the connection
of each new wvord, in almost every instance, explains its meaningc. That is the way by which children learn all language.
They learn the meaning of words, not by definitions, but by
their connection in the sentences in which they hear them;
and, by long practice, they acquire an astonishing facility of
doing this.  It is true they sometimes mistake, but not often,
and the teacher of children of almost any age ineed not bo
191
I 
THE TEACHER.
afraid that he shall not be understood. There is no danger
from his using the language of men, if his subject, and the
manner in which he treats it, and the form and structure of
his sentences, are what they ought to be. Of course there
may be cases, in fact there often will be cases, where particular words will require special explanation, but they will be
comparatively few, and instead of making efforts to avoid
them, it will be better to let them come. The pupils will be
interested and profited by the explanation.
Perhaps some may ask what harm it will do to simplify
language when talking to children. " It certainly can do no
injury," they may say, " and it diminishes all possibility of
being misunderstood." It does injury in at least three ways:
(1.) It disgusts the young persons to whom it is addressed,
and prevents their being interested in what is said. I once
met two children, twelve years of age, who had just returned
from hearing a very able discourse, delivered before a number of Sabbath-schools assembled on some public occasion.
"'How did you like the discourse?" said I.
"Very well indeed," they replied; "only," said one of
them, smiling, " he talked to us as if we were all little children."
Girls and boys, however young, never consider themselves
little children, for they can always look down upon some
younger than themselves. They are mortified when treated
as though they could not understand what is really within
the reach of their faculties. They do not like to have their
powers underrated, and they are right in this feeling. It is
common to all, old and young.
(2.) Children are kept back in learning language if their
teacher makes effort to come dowi, as it is called, to their
comprehension in the use of words. Notice that I say in the
use of words; for, as I shall show presently, it is absolutely
necessary to come down to the comprehension of children in
somc other respects. If, however, in the use of words, those
192 
RELIGIOUS INFLUENCE.
who address children confine themselves to such words as
children already understand, how are they to make progress
in that most important of all studies, the knowledge of lan guage? MIany a mother keeps back her child, in this way,
to a degree that is hardly conceivable, thus doing all in her
powver to perpetuate in the child an ignorance of its mother
tongue.
Teachers ought to make constant efforts to increase their
scholars' stock of words by using new ones from time to time,
taking care to explain them when the connection does not do
it for them; so that, instead of coming down to the language
of childhood, they ought rather to go as far away from it as
they can, without leaving their pupils behind them.
(3.) But perhaps the greatest evil of this practice is, it satisfies the teacher.  Ile thinks he addresses his pupils in tl e
right manner, and overlooks altogether the real peculiarities
in which the power to interest the young depends. Hle tallks
to them in simple language, and wonders why they are not
interested.  He certainly is plain enough.  He is vexed with
them for not attending to what he says, attributing it to their
dullness or regardlessness of all that is useful or good, instead
of perceiving that the great difficulty is his own want of skill.
These three evils are sufficient to deter the teacher from the
practice.
2. Present your subject, not in its general views, but in its
obiiiute dletaiLs. This is the great secret of interesting the
young. Present it in its details and in its practical exemplifications; do this with any subject whatever, and children
will always be interested.
To illustrate this, let us suppose two teachers wishing to
explain to their pupils the same subject, and taking the following opposite methods of doing it.  One, at the close of
school, addresses his charge as follows:
"The moral character of any action, that is, whether it is
right or wrong, depends upon the motives with which it is
I
193
'I 
THE TEACHER.
performed. Mien look only at the outward conduct, but God
looks at the heart. In order, now, that any action should be
pleasing to God, it is necessary it should be performed from
the motive of a desire to please him.
"Now there are a great many other motives of action
which prevail among mankind besides this right one. There
is love of praise, love of money, affection for friends, and
many others."
By the time the teacher has proceeded thus far, he finds, as
he looks around the room, that the countenances of his pupils
are assuming a listless and inattentive air. One is restless
in his seat, evidently paying no attention. Another has reclined his head upon his desk, lost in a reverie, and others
are looking round the room at one another, or at the door,
restless and impatient, hoping that the dull lecture will soon
be over.
The other teacher says:
"I have thought of an experiment I might try, which
would illustrate to you a very important subject. Suppose I
should call one of the boys, A, to me, and should say to him,
'I wish you to go to your seat, and transcribe a piece of poetry as handsomely as you can. If it is written as well as
you can possibly write it, I will give you a quarter of a dollar.
Suppose I say this to him privately, so that none of the rest
of the boys can hear, and he goes to take his seat and begins
to work. You perceive that I have presented to him a motive to exertion."
"Yes, sir," say the boys, all looking with interest at the
teacher, wondering how this experiment is going to end.
"Well, what would that motive be?"
" Money."  "The quarter of a dollar."  "Love of money,"
or perhaps other answers, are heard from the various parts
of the room.
" Yes, love of money it is called. Now suppose I should
call another boy, one with whom I was particularly acquaint
194 
RELIGIOUS INFLUENCE.
ed, and who I should know would make an effort to please
me, and should say to him,'For a particular reason, I want
you to copy this poetry'-giving him the same-' I wvish you
to copy it handsomely, for I wish to send it away, and have
not time to copy it myself.  Can you do it for me?'
" Suppose the boy should say he could, and should take it
to his seat and begin, neither of the boys knowing what the
other was doing.  I should now have offered to this second
boy a motive.  Would it be the same with the other?"
1:No, sir."
"'WAhat was the other?"
"Love of money."
"What is this?"
The boys hesitate.
"It might be called," continues the teacher, "friendship.
It is the motive of a vast number of the actions which are
performed in this world.
"Do you think of any other common motive of action besides love of money and friendship?"
"Love of honor," says one; "fear," says another.
"Yes," continues the teacher, "both these are common
motives.  I might, to exhibit them, call two more boys, one
after the other, and say to the one,'I will thank you to go
and copy this piece of poetry as well as you can. I want to
send it to the school committee as a specimen of improvement made in this school.'
"To the other I might say,' You have been a careless boy
to-day; you have not got your less6ns well. Now take your
seat and copy this poetry. Do it carefully. Unless you take
pains, and do it as well as you possibly can, I shall punish
you severely before you go home.'
"How many motives have I got now? Four, I believe."
"Yes, sir," say the boys.
"Love of money, friendship, love of honor, and fear.   We
called the first boy A; let us call the others B, C, and D;
195
i.
I
il, I 
THIE TEACHEIIRl.
no, we shall remember better to call them by the name of
their motives.   We will call the first M, for money;  the
second, F, for friendship; the third, H, for honor; and the
last, F-we have got an F already; what shall we do?   On
the whole, it is of no consequence; we will have two F's, but
we will take care not to confound them.
" But there are a great many other motives entirely distinct
from these. For example, suppose I should say to a fifth
boy,'Will you copy this piece of poetry?  It belongs to one
of the little boys in school: hlie wants a copy of it, and I told
him I would try to get some one to copy it for him.' This
motive, now, would be benevolence; that is, if the boy who
was asked to copy it was not particularly acquainted with
the other, and did it chiefly to oblige him. We will call this
boy B, for Benevolence.
" Now suppose I call a sixth boy, and say to him,' I have
set four or five boys to work copying this piece of poetry;
now I wish you to sit down, and see if you can not do it better than any of them. After all are done, I will compare
them, and see if yours is not the best.' This would be trying
to excite emulation. We must call this boy, then, E. But
the time I intended to devote to talking with you on this subject for to-day is expired. Perhaps to-morrow I will take
up the subject again."
The reader now will observe that the grand peculiarity of
the instructions given by this last teacher, as distinguished
from those of the first, consists in this, that the parts of the
subject are presented in detail, and in particular exempliication.
In the first case, the whole subject was dispatched in a single,
general, and comprehensive description; in the latter, it is
examined minutely, one point being brought forward at a
time. The discussions are enlivened, too, by meeting and
removing such little difficulties as will naturally come up in
such an investigation.  Boys and girls will take an interest
in such a lecture; they will regret to have it come to a coln
196 
RELIGIOUS INFLUENCE.
clusion, and will give their attention when  the subject is
again brought forward on the following day. Let us sup  pose the time for continuing the exercise to have arrived.
The teacher resumes the discussion thus:
"I was talking to you yesterday about the motives of
action. How many had I made?"
Some say "Four," some "Five," some "Six."
"Can you name any of them?"
The boys attempt to recollect them, and they give the
names in the order in which they accidentally occur to the
various individuals. Of course the words Fear, Emulation,
Honor, Friendship, and others, come in confused and irregu lar sounds from every part of the school-room.
"You do not recollect the ordcer," says the teacher, "and
it is of no consequence, for the order I named was only acci dental.  Now to go on with my account: suppose all these
boys to sit down and go to writing, each one acting under the
impulse of the motive which had been presented to him in dividually.  But, in order to make the supposition answer
my purpose, I must add two other cases.  I will imagine
that one of these boys is called away a few minutes, and
leaves his paper on his desk, and that another boy, of an illnatured and morose disposition, happening to pass by and see
his paper, thinks he will sit down and write upon it a few
lines, just to tease and vex the one who was called away.
WVe will also suppose that I call another boy to me, who I
have reason to believe is a sincere Christian, and say to him,
'Here is a new duty for you to perform this afternoon. This
piece of poetry is to be copied; now do it carefully and faithfully. You know that this morning you committed yourself
to God's care during the day; now remember that he has
been watching you all the time thus far, and that he will be
noticing you all the time you are doing this; he will be
pleased if you do your duty faithfully.'
"The boys thus all go to writing.  Now suppose a stran
197
k
t 
THE TEACHER.
ger should come in, and, seeing them all busy, should say
to me,
"' WVhat are all these boys doing?'
'They are writing.'
"'What are they writing?'
"'They are writing a piece of poetry.'
"'They seem to be very busy; they are very industrious,
good boys.'
"'Oh no! it is not by any means certain that they are
joccd boys.'
"'I mean that they are good boys now; that they are doing right at this timne.'
"'' That is not certain; some of them are doing right and
some are doing very wrong, though they are all writing the
same piece of poetry.'
"The stranger would perhaps look surprised while I said
this, and would askl an explanation, and I might properly
reply as follows:
"' Whether the boys are at this moment doing right or
wrong depends not so much upon what they are doing as
upon the feelings of the heart with which they are doing it.
I acknowledge that they are all doing the same thing outwardly; they are all writing the same extract, and they are
all doing it attentively and carefully, but they are thinking
of very different things.'
"'What are they thinking of?'
"' Do you see that boy?' I might say, pointing to one of
them.'His name is M.   He is writing for money.   He is
saying to himself all the time, "I hope I shall get the quarter
of a dollar." He is calculating what he shall buy with it,
and every good or bad letter that he makes, he is considering
the chance whether he shall succeed or fail in obtaining it.'
"'What is the next boy to him thinking of?'
"'His name is B.  He is copying to oblige a little fellow
whom he scarcely knows, and is trying to make his copy
198 
RELIGIOUS INFLUENCE.
handsome, so as to give him pleasure. He is thinking how
gratified his schoolmate will be when he receives it, and is
forming plans to get acquainted with him.
"'Do you see that boy in the back seat?  He has maliciously taken another boy's place just to spoil his work. He
knows, too, that he is breaking the rules of the school in being out of his place, but he stays notwithstanding, and is
delighting himself with thinking how disappointed and sad
his schoolmate will be when he comes in and finds his work
spoiled by having another handwriting in it, when he was
depending on doing it all himself.'
"'I see,' the stranger might say by this time,'that there
is a great difference among these boys; have you told me
about them all?'
"'No,' I might reply,'there are several others.  I will
only mention one more. He sits in the middle of the second
desk. He is writing carefully, simply because he wishes to
do his duty and please God. He thinks that God is present,
and loves him, and takes care of him, and he is obedient and
grateful in return. I do not mean that he is all the time
thinking of God, but love to him is his motive of effort.'
"Do you see now, boys, what I mean to teach you by this
long supposition?"
"Yes, sir."
"I presume you do. Perhaps it would be difficult for you
to express it in words; I can express it in general terms thus:
'" Our characters depend, not on what we do, but on the spi-it
an?d motiLe with which we do it.  What I have been saying
throws light upon one important verse in the Bible, which I
should like to have read. James, have you a Bible in your
desk?"
" Yes, sir."
"Will you turn to 1 Samuel, xvi., 7, and then rise and read
it?  Read it loud, so that all the school can hear."
James read as follows:
199
11 
'ritE TEACHER.
' MAN LOOKETLI ON TIIE OUTV,AARD APPEARANCE, BUT GOD
LOCKETII ON THE HEART."
This is the way to reach the intellect and the heart of the
young. Go into detail. Explain truth and duty, not in an
abstract form, but exhibit it in actual and living examples.
(3.) Be very cautious how you bring in the awful sanctions
of religion to assist you directly in the discipline of your
school. You will derive a most powerful indirect assistance
firomn the influence of religion in the little community which
you govern, but this will be through the prevalence of its
spirit in the hearts of your pupils, and not from any assistance which you can usually derive from it in managing particular cases of transgression.  Many teachers make great
mistakes in this respect.  A bad boy, who has done something openly and directly subversive of the good order of the
school, or the rights of his companions, is called before the
master, who thinks that the most powerful weapon to wield
against him is the Bible. So, while the trembling culprit
stands before him, he administers to him a reproof, which
consists of an almost ludicrous mixture of scolding, entreaty,
religious instruction, and threatening of punishment. But
such an occasion as this is no time to touch a bad boy's heart.
lIe is steeled at such a moment against any thing but mortification and the desire to get out of the hands of the master,
and he has an impression that the teacher appeals to religious principles only to assist him to sustain his own authority.
Of course, religious truth, at such a time, can make no good
impression. There may be exceptions to this rule. There
doubtless are. I have found some; and every successful
reacher who reads this will probably call to mind some which
have occurred in the course of his own experience. I am
only speaking of what ought to be the general rule, which is
to reserve religious truths for moments of a different character
altogether.  Bring the principles of the Bible forward wlhen
the mind is calm, when the emotions are quieted, and all
200 
P1ELIGIOUS INFLUENCE.
within is at rest; and in exhibiting them, be actuated, not by
a desire to make your duties of government easier, but to
promote the real and permanent happiness of your charge.
(4.) Do not be eager to draw from your pupils an expression of their personal interest in religious truth. Lay before
them, and enforce, by all the means in your power, the principles of Christian duty, but do not converse with them for
the purpose of gratifying your curiosity in regard to their piety, or your spiritual pride by counting up the numbers of
those who have been led to piety by your influence.  Beginning to act fiom Christian principle is the beginning of a
new life, and it may be an interesting subject of inquiry to
you to ascertain how many of your pupils have experienced
the change; but, in many cases, it would merely gratify curiosity to know. There is no question, too, that, in very
many instances, the faint glimmering of religious interest,
which would have kindled into a bright flame, is extinguished at once, and perhaps forever, by the rough inquiries of a
religious friend. Besides, if you make inquiries, and form a
definite opinion of your pupils, they will know that this is
your practice, and many a one will repose in the belief that
you consider him or her a Christian, and you will thus increase the number, already unfortunately too large, of those
who maintain the form and pretenses of piety without its
power; whose hearts are filled with self-sufficiency and spiritual pride, and perhaps zeal for the truths and external duties of religion, while the real spirit of piety has no place
there. They trust to some imaginary change, long since passed by, and which has proved to be spurious by its failing of
its fruits. The best wvay-in fact, the only way-to guard
against this danger, especially with the young, is to show, by
Ayour manner of speaking and acting on this subject at all
times, that you regard a truly religious life as the only evidence of piety, and that, consequently, however much interest your pupils mrnay apparently take in religious instruction,
12
201 
THE TEACHIIER.
they can not know, and you can not know, whether Christian principle reigns within them in any other way than by
following them through life, and observing how, and with
what spirit, the various duties which devolve upon them are
performed.
There are very many fallacious indications of piety, so fallacious and so plausible that there are very few, even among
intelligent Christians, who are not often greatly deceived.
"By their fruits ye shall know them," said the Savior; a direction sufficiently plain, one would think, and pointing to a
test sufficiently easy to be applied. But it is slow and tedious work to wait for fruits, and we accordingly seek a criterion which will help us quicker to a result. You see your
pupil serious and thoughtful.  It is well; but it is not proof
of piety. You see him deeply interested when you speak of
his obligations to his Maker, and the duties he owes to Him.
This is well, but it is no proof of piety. You know he reads
his Bible daily, and offers his morning and evening prayers.
WVhen you speak to him of God's goodness, and of his past
ingratitude, his bosom heaves with emotion, and the tear
stands in his eye. It is all well. You may hope that he is
going to devote his life to the service of God; but you can
not know, you can not even believe with any great confidence. These appearances are not piety. They are not conclusive evidences of it. They are only, in the young, faint
grounds of hope that the genuine fruits of piety will appear.
I am aware that there are many persons so habituated to
judging with confidence of the piety of others from some such
indications as I have described, that they will think I carry
my cautions to the extreme. Perhaps I do; but the Savior
said, " By their fruits ye shall know them," and it is safest
to follow his direction.
By the word "fruits," however, our Savior unquestionably
does not mean the mere moral virtues of this life. The fruits
202 
PELIGIOUS LNFLUENCE.
to be looked at are the fruits of piety, that is, indications of
permanent attachment to the Creator, and a desire to obey
his commands.  We must look for these.
There is no objection to your giving particular individuals
special instruction adapted to their wants and circumstances.
You may do this by writing or in other ways, but do not
lead them to make up their minds fully that they are Christians in such a sense as to induce them to feel that the work
is done. Let them understand that becoming a Christian is
begibiib?g a work, notJfishiig it.  Be cautious how you form
an opinion even yourself on the question of the genuineness
of their piety. Be content not to know. You will be more
faithful and watchful if you consider it uncertain, and they
will be more faithful and watchful too.
(5.) Bring very fully and frequently before your pupils the
practical duties of religion in all their details, especially their
duties at home, to their parents, and to their brothers and sisters. Do not, however, allow them to mistake morality for
religion.  Show them clearly what piety is in its essence, and
this you can do most successfully by exhibiting its effects.
(6.) Finally, let me insert as the keystone of all that I have
been saying in this chapter, be sincere, and ardent, and consistent in your own piety. The whole structure which I have
been attempting to build will tumble into ruins without this.
Be constantly watchful and careful, not only to maintain intimate communion with God, and to renew it daily in your
seasons of retirement, but to guard your conduct. Let piety
control and regulate it. Show your pupils that it makes you
amiable, patient, forbearing, benevolent in little things as well
as in great things, and your example will co-operate with
your instructions, and allure your pupils to walk in the paths
which you tread. But no clearness and faithfulness in religious teaching will atone for the injury which a bad example
will effect. Conduct speaks louder than words, and no persons are more shrewd than the young to discover the hollow
203 
THIE TEACHER.
ness of empty professions, and the heartlessness of mere pretended interest in their good.
I am aware that this book may fall into the hands of some
who may take little interest in the subject of this chapter.
To such I may perhaps owe an apology for having thus fully
discussed a topic in which only a part of my readers can be
supposed to be interested. My apology is this: It is obvious
and unquestionable that we all owe allegiance to the Sul reme.  It is so obvious and unquestionable as to be entirely
beyond the necessity of proof, for it is plain that nothing but
such a bond of union can keep the peace among the millions
of distinct intelligences with which the creation is filled. It
is therefore the plain duty of every man to establish that connction between himself and his Maker which the Bible req'ires, and to do what he can to bring others to the peace
a,d happiness of piety.  These truths are so plain that they
a Imit of no discussion and no denial, and it seems to me
highly unsafe for any man to neglect or to postpone the perfoi'mance of the duty which arises from them. A still greater hazard is incurred when such a man, having forty or fifty
fellow-beings almost entirely under his influence, leads them,
by his example, away from their Maker, and so far that he
must, in many cases, hopelessly confirm the separation.
With these views, I could not, when writing on the duties of
a teacher of the young, refrain from bringing distinctly to
view this which has so imperious a claim.
204 
MOIJNT VERNON SCHOOL.
CHAPTER VI.
THE MOUNT VERNON SCHOOL.
ERHAPS there is no way by which teach     ~  i -;~.~ers can, in a given time, do more to acquire
!i~ ~ i%{ a knowledge of their art, and an interest in
.?,':;    it, than by visiting each others' schools.
It is not always the case that any thing
is observed by the visitor which he can directly and wholly
introduce into his own school, but what he sees suggests to
him modifications or changes, and it gives him, at any rate,
renewed strength and resolution in his work to see how similar objects are accomplished, or similar difficulties removed
by others. I have often thought that there ought, on this
account, to be far greater freedom and frequency in the interchange of visits than there is.
Next, however, to a visit to a school, comes the reading
of a vivid description of it. I do not mean a cold, theoretical
exposition of the general principles of its management and
instruction, for these are essentially the same in all good
schools. I mean a minute account of the plans and arrangements by which these general principles are applied. Suppose twenty of the most successful teachers in New England
would write such a description, each of his own school, how
valuable would be the volume which should contain them!
205 
THE TEACHER.
WVith these views, I have concluded to devote one chapter
to the description of a school which was for several years under my care.* The account was originally prepared and
printed, but not published, for the purpose of distribution
among the scholars, simply because this seemed to be the
easiest and surest method of makling them, on their admission to the school, acquainted with its arrangements and
plans. It is addressed, therefore, throughout to a pupil, and
I preserve its original form, as, by its being addressed to pupils, and intended to influence them, it is an example of the
mode of address and the kind of influence recommended in
this work. It was chiefly designed for new scholars; a copy
of it was presented to each on the day of her admission to
the school, and it was made her first duty to read it attentively.
The system which it describes is one which gradually grew
up in the institution under the writer's care. The school
was commenced with a small number of pupils, and without
any system or plan whatever, and the one here described
was formed insensibly and by slow degrees, through the influence of various and accidental circumstances. I have no
idea that it is superior to the plans of government and instruction adopted in many other schools. It is true that
there must necessarily be some system in every large institution; but various instructors will fall upon different principles of organization, which will naturally be such as are
adapted to the habits of thought and manner of instruction
of their respective authors, and consequently each will be best
for its own place. While, therefore, some system-some
methodical arrangement is necessary in all schools, it is not
necessary that it should be the same in all. It is not even
desirable that it should be. I consider this plan as only one
among a multitude of others, each of which will be success  * The author was still connected with this school at the time when
this work was written.
206 
MIOUNT VERNON SCHOOL.
flil, not by the power of its intrinsic qualities, but just in
proportion to the ability and faithfulness with which it is
carried into effect.
There may be features of this plan which teachers who
may read it may be inclined to adopt. In other cases, suggestions may occur to the mind of the reader, which may
modify in some degree his present plans. Others may merely
be interested in seeing how others effect what they, by other
methods, are equally successful in effecting.
It is in these and similar ways that I have often myself
been highly benefited in visiting schools and in reading descriptions of them, and it is for such purposes that I insert
the account here.
TO A N-EV SCIHIOLAR ON HER ADMISSION TO TIHE MOUNT VERNON
SCHOOL.
As a large school is necessarily somewhat complicated in
its plan, and as new scholars usually find that it requires
some time and gives them no little trouble to understand the
arrangements they find in operation here, I have concluded
to write a brief description of these arrangements, by help of
which you will, I hope, the sooner feel at home in your new
place of duty. That I may be more distinct and specific, I
shall class what I have to say under separate heads.
I. YOUR PERSONAL DUTY.
Your first anxiety as you come into the school-room, and
take your seat among the busy multitude, if you are conscientiously desirous of doing your duty, will be, lest, ignorant
as you are of the whole plan and of all the regulations of the
institution, you should inadvertently do what will be considered wrong.  I wish first, then, to put you at rest on this
score. There is but one rule of this school. That you can
easily keep.
You will observe on one side of my desk a clock upon the
207 
TIHE TEACHER.
wall, and not far frown it a piece of apparatus that is probably new to you. It is a metallic plate, upon which are marked, in gilded letters, the words "Study Hours." This is upright, but it is so attached by its lower edge to its support by
means of a hinge that it can fall over from above, and thus
be in a horizontal position; or it will rest in an inclined position-half down, as it is called. It is drawn up and let down
by a cord passing over a pulley. When it passes either way,
its upper part touches a bell, which gives all in the room notice of its motion.
Now when this "Study Card,"* as the scholars call it, is
Mp, so that the words " STUDY HOURS" are presented to the
view of the school, it is the signal for silence and study.
THERE IS THEN TO BE NO COMMUNICATION AND NO LEAVING
OF SEATS EXCEPT AT THE DIRECTION OF TEACHERS. When
it is half down, each scholar may leave her seat and whisper,
but she must do nothing which will disturb others. When
it is down, all the duties of school are suspended, and scholars are left entirely to their liberty.
As this is the only rule of the school, it deserves a little
more full explanation; for not only your progress in study,
but your influence in promoting the welfare of the school,
and, consequently, your peace and happiness while you are a
member of it, will depend upon the strictness with which you
observe it.
Whenever, then, the study card goes up, and you hear the
sound of its little bell, immediately and instantaneously stop,
whatever you are saying. If you are away from your seat,
go directly to it and there remain, and forget in your own
silent and solitary studies, so far as you can, all that are
around you. You will remember that all communication is
forbidden.   Whispering, making signs, writing upon paper
or a slate, bowing to any one, and, in fact, every possible way
by which one person may have any sort of mental intercourse
* This apparatus has been previously described. See p. 47.
208 
MOUNT VERNON SCHOOL.
with another, is wrong.  A large number of the scholars take
a pride and pleasure in carrying this rule into as perfect an
observance as possible. They say that as this is the only
rule wvith which I trouble them, they ought certainly to observe this faithfully. I myself, however, put it upon other
ground. I am satisfied that it is better and pleasanter for
you to observe it most rigidly, if it is attempted to be enforced at all.
You will ask, "Can not we obtain permission of you or of
the teachers to leave our seats or to whisper if it is necessary?" The answer is "No." You must never ask permission of mc or of the teachers.  You can leave seats or speak
at the direction of the teachers, that is, when they of their own
accord ask you to do it, but you are never to ask their permission.  If you should, and if any teachers should give you
permission, it would be of no avail.  I have never given
them authority to grant any permissions of the kind.
You wvill then say, "Are we never, on any occasion whatever, to leave our seats in study hours?" Yes, you arc.
There are two ways:
1. At the direction of teacheers.-Going to and from recitations is considered as at the direction of teachers.  So, if a
person is requested by a teacher to transact any business, or
is elected to a public office, or appointed upon a committee,
leaving seats or speaking, so far as is really necessary for the
accomplishing such a purpose, is considered as at the direction of teachers, and is consequently right. In the same
manner, if a teacher should ask you individually, or give general notice to the members of a class, to come to her seat for
private instruction, or to go to any part of the school-room
for her, it would be right to do it. The distinction, you observe, is this: the teacher may, of her own accord, direct any
leaving of seats which she may think necessary to accomplish
the objects of the school. She must not, however, at the request of an individual, for the sake of her mere private conve
209 
THE TEACHER.
nience, give her permission to speak or to leave her seat. If,
for example, a teacher should say to you in your class, "As
soon as you have performed a certain work you may bring it
to me," you would, in bringing it, be acting under her directions, and would consequently do right. If, however, you
should want a pencil, and should ask her to give you leave
to borrow it, even if she should give you leave you would do
wrong to go, for you would not be acting at her direction,
but simply by her consent, and she has no authority to grant
consent.
2. The second case in which you may leave your seat is
when some very uncommon occurrence takes place, which is
sufficient reason for suspending all rules. If your neighbor
is faint, you may speak to her, and, if necessary, lead her out.
If your mother or some other friend should come into the
school-room, you can go and sit with her upon the sofa, and
talk about the school.' And so in many other similar cases.
Be very careful not to abuse this privilege, and make slight
causes the grounds of your exceptions.  It ought to be a very
clear case. If a young lady is unwell in a trifling degree, so
as to need no assistance, you would evidently do wrong to
talk to her. The rule, in fact, is very similar to that which
all well-bred people observe at church.  They never speak
or leave their seats unless some really important cause, such
as sickness, requires them to break over all rules and go out.
You have, in the same manner, in really important cases, such
as serious sickness in your own case or in that of your companions, or the coming in of a stranger, or any thing else
equally extraordinary, power to lay aside any rule, and to act
as the emergency may require. In using this discretion, however, be sure to be on the safe side. In such cases, never ask
permission. You must act on your own responsibility.
Rleasons for this rule.-WVhen the school was first estab  * A sofa was placed against the wall, by the side of the teachers' desk,
for the accommodation of visitors.
210
;t
i 
MOUNT VERNON SCHOOL.
lished, there was no absolute prohibition of whispering.
Each scholar was allowed to whisper in relation to her studics.  They were often, very often, enjoined to be conscientious and faithful, but, as might have been anticipated, the
experiment failed. It was almost universally the practice to
whisper more or less about subjects entirely foreign to the
business of the school. This all the scholars repeatedly acknowledg,ed; and they almost unanimously admitted that the
good of the school required the prohibition of all communicationI during certain hours.  I gave them their choice, either
always to ask permission when they wished to speak, or to
have a certain time allowed for the purpose, during which
free intercommunication might be allowed to all the school,
with the understanding, however, that, out of this time, no
permission should ever be asked or granted. They very wisely chose the latter plan, and the Study Card was constructed
and put up, to mark the times of free communication and of
silent study. The card was at first down every half hour for
one or two minutes. The scholars afterward thinking that
their intellectual habits would be improved and the welfare
of the school promoted by their having a longer time for uninterrupted study, of their own accord, without any influence
from me, proposed that the card should be down only once
an hour.  This plan was adopted by them by vote.  I wish
it to be understood that it was not my plan, but theirs; and
that I am at any time willing to have the Study Card down
once in half an hour, whenever a majority of the scholars,
voting by ballot, desire it.
You will find that this system of having a distinct time
for wh-isperingff, when all may whisper freely, all communication being entirely excluded at other times, will at first give
you some trouble.  It will be hard for you, if you are not
accustomed to it, to learn conscientiously and faithfully to
comply.  Besides, at first you will often need some little information or desire to ask for an article which you might ob
211
f 
TIlE TEACHERP,.
tain in a moment, but which you can not innocently ask for
till the card is down, and this might keep you waiting an
hour. You will, however, after a few such instances, soon
learn to make your preparations beforehand, and if you are
a girl of enlarged views and elevated feelings, you will goodhumoredly acquiesce in suffering a little inconvenience yourself for the sake of helping to preserve those distinct and well
deftied lines by which all boundaries must be marked in a
large establishment, if order and system are to be preserved
at all.
Though at first you may experience a little inconvenience,
you will soon take pleasure in the scientific strictness of the
plan. It will gratify you to observe the profound stillness
of the room where a hundred are studying.  You will take
pleasure in observing the sudden transition from the silence
of study hours to the joyful sounds and the animating activity of recess when  the Study Card goes down;  and then
when it rises again at the close of the recess, you will be
gratified to observe how suddenly the sounds which have filled
the air, and made the room so lively a scene, are hushed into
silence by the single and almost inaudible touch of that little
bell.  You will take pleasure in this; for young and old always take pleasure in the strict and rigid operation of system
rather than in laxity and disorder. I am convinced, also,
that the scholars do like the operation of this plan, for I do
not have to make any efforts to sustain it. With the exception that occasionally, usually not oftener than once in several months, I allude to the subject, and that chiefly on account of a few careless and unfaithful individuals, I have little to say or to do to maintain the authority of the Study
Card.   Most of the scholars obey it of their own accord, implicitly and cordially. And I believe they consider this faithful monitor not only one of the most useful, but one of the
most agreeable friends they have. We should not only regret
its services, but miss its company if it should be taken away.
i
212 
MOUNT VERNON SCHOOL.
This regulation then, namely, to abstain from all communication with one another, and from all leaving of seats, at
certain times which are marked by the position of the Study
Card, is the only one which can properly be called a rule of
the school. There are a great many arrangements and plans
relating to the instruction of the pupils, but no other specific
v iles relating to their conduct.  You are, of course, while in
the school, under thle same moral obligations which rest upon
you elsewhere. You must be kind to one another, respectful
to superiors, and quiet and orderly in your deportment. You
must do nothing to encroach upon another's rights, or to interrupt and disturb your companions in their pursuits. You
must not produce disorder, or be wasteful of the public property, or do any thing else which you might know is in itself
wrong.  But you are to avoid these things, not because there
are any rules in this school against them, for there are none,
but because they are in themnselves wrong —in all places and
under all circumstances, wrong. The universal and unchangeable principles of duty are the same here as elsewhere.
I do not make rules pointing them out, but expect that you
will, through your own conscience and moral principle, discover and obey them.
It is wrong, for instance, for you to speak harshly or unkindly to your companions, or to do any thing to wound their
feelings unnecessarily, in any way.   But this is a universal
principle of duty, not a rule of school.
So it is wrong for you to be rude and noisy, and thus disturb others who are studying, or to brush by them carelessly,
so as to jostle them at their writing or derange their books.
But to be careful not to do injury to others in the reckless
pursuit of our own pleasures is a universal principle of duty,
not a rule of school.
Such a case as this, for example, once occurred. A number of little girls began to amuse themselves in recess with
running about among the desks in pursuit of one another,
213 
THE TEACHIIER.
and they told me, in excuse for it, when I called them to account, that they did not know that it was " against the rule."
"It is not against the rule," said I; "I have never made
any rule against running about among the desks."
"Then," asked they, "did we do wrong?"
"Do you think it would be a good plan," I inquired, " to
have it a common amusement in the recess for the girls to
hunt each other among the desks?"
"No, sir," they replied, simultaneously.
"Why not?  There are some reasons.  I do not know,
however, whether you will have the ingenuity to think of
them."
"We may start the desks from their places," said one.
"Yes," said I, "they are fastened down very slightly, so
that I may easily alter their position."
"We might upset the inkstands," said another.
"Sometimes," added a third, " we run against the scholars who are sitting iii their seats."
"It seems, then, you have ingenuity enough to discover
214 
IOUNT VERNON SCHOOL.
the reasons. Why did not these reasons prevent your doing
it?"
"We did not think of them before."
" True; that is the exact state of the case.  Nowv, when
persons are so eager to promote their own enjoyment as to
forget the rights and the comforts of others, it is selJ,hness.
Now is there any rule in this school against selfishness?"
"No, sir."
"You are right.  There is not.  But selfishness is wvrong,
very wrong, in whatever form it appears, here and every
where else, and that whether I make any rules against it or
not."
You will see, from this anecdote, that, though there is but
one rule of the school, I by no means intend to say that there
is only one W(Cy of doing wrong here. That would be very absurd.  You mnust not do any thing which you may know, by proper refJection, to be in itself wrong.  This, however, is a universal principle of duty, not a rule of the Mount Vernon School.
If I should attempt to make rules which would specify and
prohibit every possible way by which you might do wrong,
my laws would be innumerable, and even then I should fail
of securing my object, unless you had the disposition to do
your duty.  No legislation can enact laws as fast as a perverted ingenuity can find means to evade them.
You wvill perhaps ask what will be the consequence if we
transgress either the single rule of the school or any of the
great principles of duty.  In other words, What are the punishments which are resorted to in the Mount Vernon School?
The answer is, there are no punishments.  I do not say that
I should not, in case all other means should fail, resort to
the most decisive measures to secure obedience and subordination. M!ost certainly I should do so, as it would plainly
be imy duty to do it.  If you should at any time be so unhappy as to violate your obligations to yourself, to your companions, or to me —should you misimprove your time, or ex
215 
THE TEACHIER.
hibit an unkind or a selfish spirit, or be disrespectful or insubordinate to your teachers, I should go frankly and openly, but kindly to you, and endeavor to convince you of your
fault. I should very probably do this by addressing a note
to you, as I suppose this would be less unpleasant to you
than a conversation. In such a case, I shall hope that you
wvill as frankly and openly reply, telling me whether you admit your fault and are determined to amend, or else informing me of the contrary. I shall wish you to be sincere, and
then I shall know what course to take next. But as to the
consequences which may result to you if you should persist
in what is wrong, it is not necessary that you should know
them beforehand. They who wander from duty always
plunge themselves into troubles which they do not anticipate;
and if you do what, at the time you are doing it, you know
to be wrong, it will not be unjust that you should suffer the
consequences, even if they were not beforehand understood
and expected. This will be the case with you all through
life, and it will be the case here.
I say it will be the case here; I ought rather to say that
it will be the case should you be so unhappy as to do wrong
and to persist in it. Such persistance, however, never occurs
-at least it occurs so seldom, and at intervals so great, that
every thing of the nature of punishment, that is, the depriving a pupil of any enjoyment, or subjecting her to any disgrace, or giving her pain in any way in consequence of her
faults, except the simple pain of awakening conscience in her
bosom, is almost entirely unknown. I hope that you will
always be ready to confess and forsake your faults, and endeavor, while you remain in school, to improve in character,
and attain, as far as possible, every moral excellence.
I ought to remark, before dismissing this topic, that I place
very great confidence in the scholars in regard to their moral
conduct and deportment, and they fully deserve it. I hlive
no care and no trouble in what is commonly called the gov
216 
MOUNT VERNON SCHOOL.
e,meelt of tile school.  Neither myself nor any one else is em ployed in any way in watching the scholars, or keeping any
sort of account of them.  I should not at any time hesitate
to call all the teachers into an adjoining room, leaving the
school alone for half an hour, and I should be confident that,
at such a time, order, and stillness, and attention to study
would prevail as much as ever.  The scholars would not
look to see whether I was in my desk, but whether the Study
Card was up.  The school was left in this way, half an hour
every day, during a quarter, that we might have a teachers'
meeting, and the studies went on generally quite as well, to
say the least, as when the teachers were present.  One or
twvo instances of irregular conduct occurred. I do not now
recollect precisely what they were. They were, however,
fully acknowledged and not repeated, and I believe the scholars were generally more scrupulous and faithful then than it
other times. They would not betray the confidence reposce(
in them. This plan was continued until it was found more
- convenient to have the teachers' meetings in the afternoons.
When any thing wrong is done in school, I generally state
the case, and request the individuals who have done it to let
me know who they are. They inform me sometimes by notes
and sometimes in conversation; but they always inform me.
The plan cwc/s succeeds.  The scholars all know that there
is nothing to be feared from confessing faults to me; but that,
on the other hand, it is a most direct and certain way to secure returning peace and happiness.
I can illustrate this by describing a case which actually
occurred, though the description is not to be considered so
much an accurate account of what took place in a particular
instance as an illustration of the general spirit an2d manner in
which such cases are disposed of. I accidentally understood
-that some of the younger scholars were in the habit, during
recesses and after school, of ringing the door-bell and then
running away, to amuse themselves with the perplexity of
K
217, 
THE TEACHEIR.
their companions who should go to the door and find no one
there. I explained in a few words, one day, to the school,
that this was wrong.
"How many," I then asked, "' have ever been put to the
trouble to go to the door when the bell has thus been rung?
They may rise."
A very large number of scholars stood up. Those who
had done the mischief were evidently surprised at the extent
of the trouble they had occasioned.
"Now," I continued, " I think all will be convinced that
the trouble which this practice has occasioned to the fifty or
sixty young ladies, who can not be expected to find amusement in such a way, is far greater than the pleasure it can
have given to the few who are young enough to have enjoyed
it. Therefore it was wrong. Do you think that the girls who
rang the bell might have known this by proper reflection?"
" Yes, sir," the school generally answered.
"I do not mean," said I, "if they had set themselves formally at work to think about the subject, but with such a
degree of reflection as ought reasonably to be expected of
little girls in the hilarity of recess and of play."
"Yes, sir," was still the reply, but fainter than before.
" There is one way by which I might ascertain whether
you were old enough to know that this was wrong, and that
is by asking those who have refrained from doing this, because they supposed it would be wrong, to rise. Then, if
some of the youngest scholars in school should stand up, as I
have no doubt they would, it would prove that all might
have known, if they had been equally conscientious. But if
I ask those to rise who have not rung the bell, I shall make
known to the whole school who they are that have done it,
and I wish that the exposure of faults should be private, unless it is necessary that it should be public. I will, therefore,
not do it.  I have myself, however, no doubt that all might
have known that it was wrong.
218
i 
MOUNT VERNON SCHiOOL.
"There  is," continued I, " another injury which must
grow out of such a practice. This I should not have expected the little girls could think of. In fact, I doubt whether
any in school will think of it. Can any one tell me what
it is'"
No one replied.
' I should suppose that it would lead you to disregard the
bell when it rings, and that consequently a gentleman or lady
mig,ht sometimes ring in vain, the scholars near the door saying,' Oh, it is only the little girls.'
"Yes, sir," was heard from all parts of the room.
I found, from farther inquiry, that this had been the case,
and I closed by saying,
I am satisfied that those who have inadvertently fallen
into this practice are sorry for it, and that if I should leave
it here, no more cases of it would occur, and this is all I
wishl.  At the same time, they who have done this will feel
more effectually relieved from the pain which  having done
wrong must necessarily give them, if they individually acknowledge it to me.  I wish, therefore, that all who  have
thus rung the bell in play would write me notes stating the
facts. If any one does not do it, she will punish herself severely, for she will feel for many days to come that while
her companions were willing to acknowledge their faults, sle
wished to conceal and cover hers. Conscience will reproach
her bitterly for her insincerity, and, whenever she hears the
sound of the door-bell, it will remind her not only of her
fault, but of what is far worse, her willingness to appear intocent dMea  she tas really guilty."
Before the close of the school I had eight or ten notes acknowledging the fault, describing the circumstances of each
case, and expressing promises to do so no more.
It is by such methods as this, rather than by threatening
and punishment, that I manage the cases of discipline which
from time to time occur; but even such as this, slight as it
219 
THIE TEACHER.
is, occur very seldom.  Weeks and weeks sometimes elapse
without one.  HWhen they do occur, they are always easily
settled by confession and reform. Sometimes I am asked to
for2gi'e the offense.  But I have no power to forgive.  God
must forgive you when you do wrong, or the burden must
remain. My duty is to take measures to prevent future
transgression, and to lead those who have been guilty of it
to God for pardon. If they do not go to Him, though they
may satisfy me, as principal of a school, by not repeating the
offence, they must remain unforgiven. I can forget, and I do
forget. For example, in this last case I have not the slightest recollection of any individual who was engaged in it.
The evil was entirely removed, and had it not afforded me a
convenient illustration here, perhaps I should never have
thought of it again; still, it may not yet be forgiven.  It may
seem strange that I should speak so seriously of God's forgiveness for such a trifle as that. Does He notice a child's
ringing a door-bell in play? He notices when a child is
willing to yield to temptation to do what she knows to be
wrong, and to act even in the slightest trifle from a selfish
disregard for the convenience of others. This spirit He always notices, and though I may stop any particular form of
its exhibition, it is for Him alone to forgive it and to purify
the heart from its power. But I shall speak more particularly on this subject under the head of Religious Instruction.
II. ORDER OF DAILY EXERCISES.
There will be given you, when you enter the school, a blank
schedule, in which the divisions of each forenoon for one
week are marked, and in which your own employments for
every half hour are to be written. (A copy of this is inserted
on page 222.)
This schedule, when filled up, forms a sort of a map for the
week, in which you can readily find what are your duties for
220
i 
MOUNT VERNON SCHOOL.
any particular time. The following description will enable
you better to understand it.
Openiigy of the School.
The first thing which will call your attention as the hour
for the commencement of the school approaches in the morning is the ringing of a bell five minutes before the time arrives by the regulator, who sits at the curtained desk before
the Study Card.  One minute before the time the bell is
rung again, which is the signal for all to take their seats and
prepare for the opening of the school. When the precise
moment arrives, the Study Card is drawn up, and at the
sound of its little bell, all the scholars recline their heads uponl
their desks, and unite with me in a very short prayer for God's
protection and blessing during the day.  I adopted the plan
of allowing the scholars to sit, because I thought it would be
pleasanter for them, and they have, in return, been generally,
so far as I know, faithful in complying with my wish that
they would all assume the posture proposed, so that the
school may present the uniform and serious aspect which is
proper when wve are engaged in so solemn a duty. If you
move your chair back a little, you will find the posture not
inconvenient; but the only reward you will have for faithfully
complying with the general custom is the pleasure of doing
your duty, for no one watches you, and you would not be
called to account should you neglect to conform to the usage
of the school.
I hope, however, that you will conform to it. Indeed, all
truly refined and well-bred people make it a universal rule
of life to conform to the innocent religious usages of those
nround themre, wherever they may be.
After the prayer we sing one or two verses of a hymn.
The music is led by a piano, and we wish all to join in it
who can sing. The exercises which follow are exhibited to
the eye by the diagram on the next page.
221 
MOUNT  VERNON SCHIOOL.
SCHEDULE OF STUDIES.
Miss
:FIRST HOUR.     SECOND HOUR.                THIR HOUR.                  FOURTH HOUR.
EVENING LESSONS.    LANGUAGES.      G.   R.    MATHEMATICS.    G.   R.        SECTIONS.
MONDAY..                                    I
TUESDAY...
WEDNESDAY
THURSDAY..
FRIDAY....
SATURDAY..
IS
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C:,
1833. 
MNIOUNT VERNON SCHOOL.
I now proceed to describe in detail the several hours, as
represented in the diagram.
Finest Hour.-Evening Lessons.
The first hour of the day, as you will see by the schedule,
is marked evening lessons, because most, though not all, of
the studies assigned to it are intended to be prepared out of
school. These studies are miscellaneous in their character,
comprising Geography,  History, Natural  and Intellectual
Philosophy, and Natural History. This hour, like all the
other hours for study, is divided into two equal parts, sonme
classes reciting in the first part, and others in the second. A
bell is always rungfive minutes before the time for closing the
recitation, to give the teachers notice that their time is nearly expired, and then again at the time, to give notice to new
classes to take their places. Thus you will observe that five
minutes before the half hour expires the bell will ring, soon
after which the classes in recitation will take their seats.
Precisely at the end of the half hour it will ring again, when
new classes will take their places. In the same manner, notice is given five minutes before the second half of the hour
expires, and so in all the other three hours.
At the end of the first hour the Study Card will be let
half down five minutes, and you will perceive that the sound
of its bell will immediately produce a decided change in the
whole aspect of the room. It is the signal, as has been before explained, for universal permission to whisper and to
leave seats, though not for loud talking or play, so that those
who wish to continue their studies may do so without interruption. When the five-minute period has expired the card
goes up again, and its sound immediately restores silence and
order.
Second Hounr.-Languages.
W-e then commence the second hour of the school.  This
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is de-voted to the study of the languages. The Latin, French,
and English classes recite at this time. By English classes I
meant those studying the English as a language, that is, classes in Grammar, Rhetoric, and Composition. The hour is
divided as the first hour is, and the bell is rung in the same
way, that is, at the close of each half hour, and also five minutes before the close, to give the classes notice that the time
for recitation is about to expire.
Fii st General Exercise.
You will observe, then, that there follows upon the schedule a quarter of an hour marked G. That initial stands for
General Exercise, and when it arrives each pupil is to lay
aside her work, and attend to any exercise which may be
proposed. This quarter of an hour is appropriated to a great
variety of purposes. Sometimes I give a short and familiar
lecture on some usefuil subject connected with science or art,
or the principles of duty. Sometimes we have a general
reading lesson. Sometimes we turn the school into a Bible
class. Again, the time is occupied in attending to some genecial business- of the school. The bell is rung one minute before the close of the time, and when the period appropriated
to this purpose has actually expired, the Study Card, for the
first time in the morning, is let entirely down, and the room
is at once suddenly transformed into a scene of life, and motionD and gayety.
HF7irst Recess.
The time for the recess is a quarter of an hour, and, as you
will see, it is marked Pt. on the schedule.  We have various
laodes of amusing ourselves, and finding exercise and recreation in recesses. Sometimes the girls bring their battledores
to school. Sometimes they have a large number of soft balls
with which they amuse themselves. A more common amusement is marching to the music of the piano. For this pur
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MNIOUNT'ERNON SCHOOL.
pose a set of signals by the vwhiistle has been devised, by which
commands are communicated to the school.
In these and similar amusements the recesses pass away,
and one minute before it expires the bell is rung to give notice of the approach of study hours.
At this signal the scholars begin to prepare for a return to
the ordinary duties of school, and when, at the full expiration
of the recess, the Study Card again goes up, silence, and attention, and order is immediately restored.
Tlird Hour.-Mathematics.
There follows next, as you will see by reference to the
schedule, an hour marked Mathematics.  It is time for studying and reciting Arithmetic, Algebra, Geometry, and similar
studies.  It is divided, as the previous hours were, into two
equal parts, and the bell is rung, as has been described, five
minutes before the close, and also precisely at the close of
each half hour.
Secoid Geieral Exercise.-Business.
Then follow two quarter hours, appropriated like those
heretofore described, the first to a General Exercise, the second to a recess. At the first of these the general business
of the school is transacted. As this business will probably
appear new to you, and will attract your attention, I will
describe its nature and design.
At first you will observe a young lady rise at the secretary's desk to read a journal of what was done the day before.
The notices which I gave, the arrangements I made, the subjccts discussed and decided, and, in fact, every thing import ant and interesting in the business or occurrences of the preceding day, is recorded by the secretary of the school, and
read at this time. This journal ought not to be a mere dry
record of votes and business, but, as far as possible, an interesting description, in a narrative style, of the occurrences of
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TIlE TEACIEPR.
the day. The secretary must keep a memorandum, and ascertain that every thing important really finds a place in the
record, but she may employ any good writer in school to
prepare, from her minutes, the full account.
After the record is read, you will observe me take from a
little red morocco wrapper which has been brought to my
desk a number of narrow slips of paper, which I am to read
aloud. In most assemblies, it is customary for any person
wishing it to rise in his place and propose any plan, or, as it
is called, "make any motion" that he pleases. It would be
unpleasant for a young lady to do this in presence of a hundred companions, and we have consequently resorted to another plan. The red wrapper is placed in a part of the room
accessible to all, and any one wivho pleases writes upon a narrow slip of paper any thing she wishes to lay before the school,
and deposits it there, and at the appointed time the whole
are brought to me. These propositions are of various kinds.
I can, perhaps, best give you an idea of them by such specimens as occur to me.
"A. B. resigns her office of copyist, as she is about to leave school."
"Proposed that a class in Botany be formed. There are many who
w-ould like to join it."
"W1hen will vacation commence "
"Proposed that a music committee be appointed, so that we can
have some marching in recess."
"Proposed that school begin at nine o'clock."
"Mr. Abbott, will you have the goodness to explain to us what is
mneant by the Veto Mcss<.n "
"Proposed that we ILave lJchs upon our desks."
You see that the variety is very great, and there are usually from four or five to ten or fifteen of such papers daily.
You will be at liberty to make in this way any suggestion
or inquiry, or to propose any change you please in any part
of the instruction or administration of the school. If any
thing dissatisfies you, you ought not to murmur at it in private, or complain of it to your companions, thus injuring to
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MOUNT VERNON SCIIOOL.
no purpose both your own peace and happiness and theirs,
but you ought immediately to bring up the subject in the way
above described, that the evil may be removed. I receive
some of the most valuable suggestions in this way from the
older and most reflecting pupils. These suggestions are read.
Sometimes I decide the question that arises myself. Sometimes I say that the pupils may decide it. Sometimes I ask
their opinion and wishes, and then, after taking them into
consideration, come to a conclusion.
For example, I will insert a few of these propositions, as
these papers are called, describing the way in which they
Would be disposed of.  Most of them are real cases.
"MIr. Abbott, the first class in Geography is so large that we have
not room in the recitation seats. Can not we have another place?"
After reading this, I should perhaps say,
"The class in Geography may rise and be counted."
They rise. Those in each division are counted by the
proper officer, as will hereafter be explained, and the numbers
are reported aloud to me. It is all done in a moment.
" How many of you think you need better accommodations?"
If a majority of hands are raised, I say,
"I wish the teacher of that class would ascertain whether
any other place of recitation is vacant, or occupied by a
smaller class at that time, and report the case to me."
"Proposed that we be allowed to walk upon the common in the recesses."
" I should like to have some plan formed by which you
can walk on the common in recesses, but there are difficulties. If all should go out together, it is probable that some
would be rude and noisy, and that others would come back
tardy and out of breath. Besides, as the recess is short, so
many would be in haste to prepare to go out, that there would
be a great crowd and much confusion in the ante-room and
passage-ways.  I do not mention these as insuperable objec
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THE TEACIIEI.
tions, but only as difficulties which there must be some plan
to avoid. Perhaps, however, they can not be avoided. Do
any of you think of any plan?"
I see, perhaps, two or three hands raised, and call upon the
individuals by name, and they express their opinions. One
says that a part can go out at a time. Another proposes that
those who are tardy one day should not go out again, &c.
"I think it possible that a plan can be formed on these or
some such principles. If you will appoint a committee who
w-ill prepare a plan, and mature its details, and take charge
of the execution of it, you may try the experiment. I will
allow it to go on as long as you avoid the evils I have above
alluded to."
A  committee is then raised, to report in writing at the
business hour of the following day.
Proposed that the Study Card be down every half hour."
" You may decide this question yourselves.  That you may
vote more freely, 1 wish you to vote by ballot. The boxes
ill be open during the next recess.  The vote-receivers will
write the question and place it upon the boxes.  All who
feel interested in the subject may carry in their votes, Aye
or Nay.  When the result is reported to me I will read it
to the school."
In this and similar ways the various business brought up
is disposed of. This custom is useful to the scholars, for it
exercises and strengthens their judgment and their reflecting
powers more than almost any thing besides; so that, if interesting them in this way in the management of the school
were of no benefitto me, I should retain the practice as most
valuable to them. But it is most useful to me and to the
school. I think that nothing has contributed more to its
prosperity than the active interest which the scholars have
always taken in its concerns, and the assistance they have
rendered me in carrying my plans into effect.
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MOUNT VERNON SCHOOL.
You will observe that in transacting this business very
little is actually done by myself, except making the ultimate
decision. All the details of business are assigned to teaclhers, or to officers and committees appointed for the purpose.
By this means we dispatch business very rapidly.  The system of offices will be explained in another place; but I may
say here that all appointments and elections are made in this
quarter hour, and by means of the assistance of these officers
the transaction of business is so facilitated that much more
can sometimes be accomplished than you would suppose possible. I consider this period as one of tlie most important
in the whole morning.
Second JRecess.
After the expiration of the quarter hour above described,
the Study Card is dropped, and a recess succeeds.
- F ourth  lott?r.-Sections.
In all the former part of the day the scholars are divided
into classes, according to their proficiency in particular branches of study, and they resort to their r2ecitations for instruction.
They now are divided into six sections, as we call them, and
placed under the care of superintendents, not for instruction,
but for what may be called supervision.   Teach,;yg a pupil is
not all that is necessary to be done for her in school. There
are many other things to be attended to, such as supplying
her with the various articles necessary for her use, seeing that
her desk is convenient, that her time is well arranged, that
she has not too much to do nor too little, and that no difficulty which can be removed obstructs her progress in study
or her happiness in school. The last hour is appropriated to
this purpose, with the understanding, however, that such a
portion of it as is not wanted by the superintendent is to be
spent in study. You will see, then, when the last hour arrives, that all the scholars go in various directions to the
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TIIE TEACHIER.
mieetings of their respective sections.  Here they remain as
long as the superintendent retains them.  Sometimes they
adjourn almost immediately, perhaps after having simply attended to the distribution of pens for the next day; at other
times they remain during the hour, attending to such exercises as the superintendent may plan. The design, however,
and nature of this whole arrangement I shall explain more
fully in another place.
Close of the School.
As the end of the hour approaches, five minutes' notice is
given by the bell, and when the time arrives the Study Card
is half dropped for a moment before the closing exercises.
When it rises again the room is restored to silence and order.
We then sing a verse or Jo of a hymn, and commend ourselves to God's protection in a short prayer.  As the scholars raise their heads from the posture of reverence which
they have assumed, they pause a moment till the regulator
lets down the Study Card, and the sound of its bell is the
signal that our duties at school are ended for the day.
III. INSTRUCTION AND SUPERVISION OP PUPILS.
For the instruction of the pupils the school is divided into
classes, and for their general supervision into sections, as has
been intimated under the preceding caption.  The head of a
class is called a teaclher, and the head of a section a supe?intendent.  The same individual may be both the teacher of a
class and the superintendent of a section. The two offices
are, however, entirely distinct in their nature and design.
As you will perceive by recalling to mind the daily order of
exercises, the classes meet and recite during the first three
hours of the school, and the sections assemble on the fourth
and last.  We shall give each a separate description.
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31OUNT VERNON SCHOOL.
1. CLASSES.
The object of the division into classes is instruction. Whenever it is desirable that several individuals should pursue a
particular study, a list of their names is made out, a book selected, a time for recitation assigned, a teacher appointed, and
the exercises begin. In this way a large number of classes
have been formed, and the wishes of parents, or the opinion
of the principal, and, in many cases, that of the pupil, determines how many and what shall be assigned to each indiv-idual. A list of these classes, with the average age of the
members, the name of the teacher, and the time of recitation,
is posted in a conspicuous place, and public notice is given
whenever a new class is formed.   You will therefore have
the opportunity to know all the arrangements of school in
this respect, and I wish you to exercise your own judgment
and discretion a great deal in regard to your studies. I do
not mean I expect you to decide, but to reflect upon them.
Look at the list, and consider what are most useful for you.
Propose to me or to your parents changes, whenever you
think they are necessary; and when you finish one study, reflect carefully, yourself, on the question what you shall next
commence.
The scholars prepare their lessons when they please.  They
are expected to be present and prepared at the time of recitation, but they make the preparation when it is most convenient. The muore methodical and systematic of the young ladies mark the times of studcy as well as of -ecitation upon their
sclhedules, so that the employment of their whole time at
school is regulated by a systematic plan.  You will observe,
too, that by this plan of having a great many classes reciting
through the first three hours of the morning, every pupil can
be employed as much or as little as her parents desire. In a
case of ill health, she may, as has often been done in such
cases at the request. of parents, join one or two classes only,
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THE TEACHIIER.
and occupy the whole forenoon in preparing for them, and be
entirely free from school duties at home.   Or she may, as is
much more frequently the case, choose to join a great many
classes, so as to fill up, perhaps, her whole schedule with recitations, in which case she must prepare all her lessons at
home. It is the duty of teachers to take care, however, when
a pupil pleads want of time as a reason for being unprepared
in any lesson, that the case is fully examined, in order that
it may be ascertained whether the individual has joined too
many classes, in which case some one should be dropped, and
thus the time and the employments of each individual should
be so adjusted as to give her constant occupation i?z sclzool,
and as much more as her parents may desire. By this plan
of the classes, each scholar advances just as rapidly in her
studies as her time, and talents, and health will allow. No
one is kept back by the rest. Each class goes on regularly
and systematically, all its members keeping exactly together
in that study; but the various members of it will have joined
a greater or less number of other classes, according to their
age, or abilities, or progress in study, so that all will or may
have full employment for their time.
When you first enter the school, you will, for a day or two,
be assigned to but few classes, for your mind will be distracted by the excitement of new scenes and pursuits, and the intellectual effort necessary for joining a class is greater than
that requisite for going on with it after being once under
way.  After a few dclays you will come to me and say, perhaps (for this is ordinarily the process),
"- Ir. Abbott, I think I have time for some more studies."
"I will thank you to bring me your schedule," I say in
reply, " so that I can see what you have now to do."
B13y glancing my eye over the schedule in such a case, I see
in a moment what duties have been already assigned you, and
from my general schedule, containing all the studies of tle
school, I select what would be most suitable for you after
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MOUNT VERNON SCIIOOL.
conferring with you about your past pursuits, and your own
wishes or those of your parents in regard to your future
course. Additions are thus made until your time is fully occulpied.
The manner of recitation in the classes is almost boundlessly varied. The design is not to have you commit to memory
swhat the book contains, but to understand and digest it-to
incorporate it fully into your own mind, that it may come
up in future life in such a form as you wish it for use. Do
not then, in ordinary cases, endeavor to fix words, but ideas in
-our minds.   Conceive clearly-paint distinctly to your imagfination what is described-contemplate facts in all their
bearings and relations, and thus endeavor to exercise the
judgment, and the thinking and reasoning powers, rather
than the mere memory, upon the subjects which will come
before you.
2. SECTIONS.
In describing the order of daily exercises, I alluded to the
sections which assemble in the last hour of the school. It is
necessary that I should fully describe the system of sections,
as it constitutes a very important part of the plan of the
school.
Besides giving the scholars the necessary intellectual instruction, there are, as I have already remarked, a great many
other points which must receive attention in order to promote their progress, and to secure the regular operation and
general welfare of the school. These various points have
something common in their nature, but it is difficult to give
them a common name. They are such as supplying the pupils with pens and paper, and stationery of other kinds; becoming acquainted with each individual; ascertaining that
she has enough and not too much to do; arranging her work
so that no one of her duties shall interfere with another; as
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TIIE TEACHER.
sisting her to discover and correct her faults, and removing
any sources of difficulty or causes of discontent which may
gradually come in her way. These, and a multitude of similar points, constituting what may be called the general adgiinistratioa of the school, become, when the number of pupils
is large, a most important branch of the teacher's duty.
To accomplish these objects more effectually, the school is
divided into siX SECTIONS, arranged, not according to proficiency in particular studies, as the several classes are, but accordingr to age abed general maturity of giid.  Each one of
these sections is assigned to the care of a superintendent.
These superintendents, it is true, during most of school hours,
are also teachers.  Their duties, however, as Teachers and as
SuIgeri-itendenits, are entirely distinct.  I shall briefly enumerate the duties which devolve upon her in the latter capacity.
1. A superintendent ought to prepare an exact list of the
members of her section, and to become intimately acquainted
with them, so as to be as far as possible their friend and confidante, and to feel a stronger interest in their progress in
study and their happiness in school, and a greater personal
attachment to them than to any other scholars.
2. She is to superintend the preparation of their schedules;
to see that each one has enough and not too much to do, by
making known to me the necessity of a change, where such
necessity exists; to see that the schedules are submitted to
the parents, and that their opinion or suggestions, if they
wish to make any, are reported to me.
3. She is to take care that all the daily wants of her section are supplied-that all have pens and paper, and desks of
suitable height. If any are new scholars, she ought to interest herself in assisting them to become acquainted in school;
if they are friendless and alone, to find companions for them,
and to endeavor in every way to make their time pass pleasantly and happily..
4. To watch the characters of the members of her section.
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MOUN-T VERNON SCHOOL.
To inquire of their several teachers as to the progress they
make in study, and the faithfulness and punctuality with
whichl they prepare their lessons.  She ought to ascertain
whether they are punctual at school and regular in their habits-whether their desks are neat and well arranged, and their
exercises carefully executed.   She ought to correct, through
her own influence, any evils of this kind she may find, or else
immediately to refer the cases where this can not he done
to me.
The better  and the more pleasantly to accomplish the object of exerting a favorable influence upon the characters of
the members of their section, the superintendents ought often
to bring up subjects connected with moral and religious duty
in section meetings.  This may be done in the form of subjects assigned for composition, or proposed for free discussion
in writing or conversation, or the superintendents may write
themselves, and read to the section the instructions they wish
to give.
When subjects for written composition are thus assigned,
they should be so presented to the pupils as to lead their
minds to a very practical mode of regarding them.   For example, instead of simply assigning the subject Tlrutt as the
theme of an abstract moral essay, bring up definite points of
a practical character, such especially as are connected with
the trials and temptations of early life. " I wish you would
all give me your opinions," the teacher might say in such a
case, "on the question, What is the most frequent inducement that leads children to tell falsehoods?  Also, do you$
think it is right to tell untruths to very little children, as
many persons do, or to people who are sick?  Also, whether
it wvould be right to tell a falsehood to an insane man in
order to manage him?"
Sometimes, instead of assigning a subject of composition
ye)'SalWl, the superintendent exhibits an engraving, and the
several members of the class then write any thing they please
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TI-IE TEACIIEP,.
which is suggested to them by the engraving. For example,
suppose the picture thus exhibited were to represent a girl
sewing in an attic. The compositions to which it would give
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rise might be very various.  One pupil would perhaps simply
give an account of the picture itself, describing the arrange ments of the room, and specifying the particular articles of
furniture contained in it. Another would give a soliloquy
*supposed to be spoken by the sewing-girl'as she sits at her
work. Another would narrate the history of her life, of
course an imaginary one. Another would write an essay on
the advantages of industry and independence.
This is a very good way of assigning subjects of composi tion, and, if well managed, it may be the means of awakening
a great interest in writing among almost all the pupils of —
school.
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MIOLNT VERNON SCHOOL.
5. Though the superintendents, as such, have, necessarily
speaking, no teac/iiig to do, still they ought particularly to
secure the progress of every pupil in what may be called the
e&,e?tial studies, such as reading, writing, and spelling.  For
this purpose, they either see that their pupils are going on
successfully in classes in school in these branches, or they
may attend to them in the section, provided that they never
allowv such instruction to interfere with their more appropriate and important duties.
In a word, the superintendents are to consider the members
of their sections as pupils confided to their care, and they are
not merely to discharge mechanically any mere routine of
duty, such as can be here pointed out, but to exert all their
powers, their ingenuity, their knowledge of human character,
their judgment and discretion, in every way, to secure for each
of those committed to their care the highest benefits which
the institution to which they belong can afford. They are
to keep a careful and faithful record of their plans and of the
history of their respective sections, and to endeavor as faithfully and as diligently to advance the interests of the members of them as if the sections were separate and independent
schools of their own.
A great responsibility is thus evidently intrusted to them,
but not a great deal of power.  They ought not to make
changes, except in very plain cases, without referring the subject to me. They ought not to make rash experiments, or
even to try many new plans, without first obtaining my approval of them.  They ought to rar all cases which they
can not easily manage to my care.  They ought to understand the distinction between seeing that a thing is done and
donlyj it. For example, if a superintendent thinks that one
of her section is in too high a class in Arithmetic, her duty
is not to undertake, by her own authority, to remove her to a
lower one, for, as superintendent, she has no authority over
Arithmetic classes, nor should she go to the opposite extreme
237
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THIE TEACHEP.
of saying,' I have no authority over Arithmetic classes, and
therefore I have nothing to do with this case." She ought
to go to the teacher of the class to which her pupil had been
unwisely assigned, converse with her, obtain her opinion, then
find some other class more suited to her attainments, and
after fully ascertaining all the facts in the case, bring them
to me, that I may make the change.  This is superinte?dence
-look-ing ore? the condition and progress of the scholar.  The
superintendents have thus great responsibility, and yet, comparatively, little powver. They accomplish a great deal of
good, and, in its ordinary course, it is by their direct personal
efforts; but in making changes, and remedying defects and
evils, they act generally in a different way.
The last hour of school is devoted to the sections.  No
classes recite then, but the sections meet, if the superintendents wisl, and attend to such exercises as they provide.
Each section has its own organization, its own officers and
plans.  These arrangements of course vary in their character
according to the ingenuity and enterprise of the superintendents, and more especially according to the talents and intellectual ardor of the members of the section.
The two upper sections are called senior, the next two
middle, and the two younger junior. The senior sections
are distinguished by using paper for section purposes with a
light blue tinge.  To the middle sections is assigned a light
straw color; and to the junior, pink. These colors are used
for the schedules of the members, and for the records and
other documents of thction.
This account, though it is brief, will be sufficient to explain to you the general principles of the plan. You will
soon become acquainted with the exercises and arrangements
of the particular section to which you will be assigned, and
by taking an active interest in them, and endeavoring to co
operate with the superintendent in all her measure! and to
comply with her wishes, you will very materially add to her
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238 
MOUNT VERNON SCHOOL.
happiness, and do your part toward elevating the character
of the circle to which you will belong.
IV. OFFICERS.
In consequence of the disposition early manifested by the
scholars to render me every assistance in their power in carrying into effect the plans of the school and promoting its
prosperity, I gradually adopted the plan of assigning to various officers and committees. a number of specific duties relating, to the general business of the school. These officers
have gradually multiplied as the school has increased and as
business has accumulated. The system has, from time to
time, been revised, condensed, and simplified, and at the present time it is thus arranged.  The particular duties of each officer are minutely described to the individuals themselves at the
time of their election; all I intend here is to give a general
view of the plan, such as is necessary for the scholars at large.
There are, then, five defiartm)ents of business intrusted to officers of the school. The names of the officers, and a brief
exposition of their duties, are as follows:
[I omit the particular explanation of the duties of the officers, as the
arrangement must vary in different schools, and the details of any one
plan can only be useful in the school-room to which it belongs. It will
be sufficient to name the officers of each department, with their duties,
in general terms.]
1. IEGULATORS.-To assist in the ordinary routine of business in school: ringing the bells; managing the Study Card;
distributing and collecting papers; counting votes, &c.
2. SECRETARIES.-Keeping the records, and executing writing(r of various kinds.
3. ACCOUNTANTS. —Keeping a register of the scholars, and
various other duties connected with the accounts.
4. LIBRARIANS.-TO take charge of books and stationery.
5. CURATORS.-To secure neatness and good order in the
apartments.
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THE TEACHER.
The secretaries and accountants are appointed by the principal, and will generally be chosen from the teachers. The
first in each of the other departments are chosen by ballot,
by the scholars. Each one thus chosen nominates the second
in her department, and they two the assistants. These nominations must be approved at a teachers' meeting; for, if a
scholar is inattentive to her studies, disorderly in her desk, or
careless and troublesome in her manners, she evidently ought
not to be appointed to public office. No person can hold an
office in two of these departments. She can, if she pleases,
however, resign one to accept another. Each of these departments ought often to assemble and consult together, and
form plans for carrying into effect with greater efficiency the
objects intrusted to them. They are to keep a record of all
their proceedings, the head of the department acting as secretary for this purpose.
The following may be given as an example of the manner
in which business is transacted by means of these officers.
On the day that the above description of their duties was
written, I wished for a sort of directory to assist the collector
employed to receive payments for the bills, and, to obtain it,
I took the following steps:
At the business quarter hour I issued the following or
der:
"Before the close of school, I wish the distributors to leave
upon each of the desks a piece of paper" (the size I described).
' It is for a purpose which I shall then explain."
Accordingly, at some leisure moment before the close of
school, each one of the regulators went with her box to the
stationery shelves, which you will see in the corners of the
room, where a supply of paper of all the various sizes used
in school is kept, and, taking out a sufficient number, they
supplied all the desks in their respective divisions.
When the time for closing school arrived, I requested each
young lady to write the name of her parent or guardian upon
240 
MIOL'T VERNON SCHOOL.
the paper, and opposite to it his place of business. This
was done in a minute or two.
"All those whose parent's or guardian's name begins with
a letter above?t may rise."
They rose.
"The distributors may collect the papers."
The officers then passed round in regular order, each
through her own division, and collected the papers.
Deliver them at the accountants' desk."
They were accordingly carried there, and received by the
accountants.
In the same manner, the others were collected and received
by the accountants, but kept separate.
"I wishl now the second accountant would copy these in a
little book I have prepared for the purpose, arranging thems
alphabetically, referring all doubtful cases again to me."
The second accountant then arranged the papers, and prepared them to go into the book, and the writer who belongs
to the department copied them fairly.
I describe this case, because it was one which occurred at
the time I was writing the above description, and not because
there is any thing otherwise peculiar in it. Such cases are
continually taking place, and by the division of labor above
illustrated, I am very much assisted in a great many of the
duties which would otherwise consume a great portion of my
time.
Any of the scholars may at any time make suggestions in
w-riting to any of these officers or to the whole school; and
if an officer should be partial, or unfaithful, or negligent in
her duty, any scholar may propose her impeachment. After
hearing what she chooses to write in her defense, a vote is
taken on sustaining the impeachment. If it is sustained, she
is deprived of the office, and another appointed to fill her
place.
L
241
I 
THE TEACHER.
V. THE COURT.
I have already described how all serious cases of doing
wrong or neglect of duty are managed in the school. I manage them myself, by coming as directly and as openly as I can
to the heart and conscience of the offender. There are, however, a number of little transgressions, too small to be individually worthy of serious attention, but which are yet troublesome to the community when frequently repeated. These
relate chiefly to order in the school-roomns.  These misdemeanors are tried, half in jest and half in earnest, by a sort of
court, whose forms of process might make a legal gentleman
smile. They, however, fully answer our purpose. I can best
give you an idea of the court by describing an actual trial.
I ought, however, first to say that any young lady who chooses
to be free from the jurisdiction of the court can signify that
wish to me, and she is safe from it. This, however, is never
done. They all see the useful influence of it, and wish to
sustain it.
Near the close of school, I find, perhaps, on my desk a paper, of which the following may be considered a copy. It is
called the indictment.
We accuse Miss A. B. of having waste papers in the aisle
opposite her desk, at 11 o'clock, on Friday, Oct. 12.
C. D}. Witnesses.
E. F.
I give notice after school that a case is to be tried. Those
interested, twenty or thirty perhaps, gather around my desk,
while the sheriff goes to summon the accused and the witnesses A certain space is marked off as the precincts of the
court, within which no one must enter in the slightest degree,
on pain of imprisonment, that is, confinement to her seat until
court adjourns.
"Miss A. B., you are accused of having an untidy floo;
about your desk. Have you any objection to the indictment?"
242 
MIOUNT VERNON SCHOOL.
While she is looking over the indictment to discover a misspelled word, or an error in the date, or some other latent
flaw, I appoint any two of the by-standers jury. The jury
come forward to listen to the cause.
The accused returns the indictment, saying she has no objection, and the witnesses are called upon to present their
testimony.
Perhaps the prisoner alleges in defense that the papers
wvere out iu the aisle, not under her desk, or that she did not
put them there, or that they were too few or too small to
deserve attention.
lIy charge to the jury would be somewhat as follows:
"You are to consider and decide whether she was guilty
of disorder, taking into view the testimony of the witnesses
and also her defense. It is considered here that each young
lady is responsible not only for the appearance of the carpet
t?ude? her desk, but also for the aisle opposite to it, so that her
first ground of defense must be abandoned. So, also, with
the second, that she did not put them there. She ought not
to hate them there. Each scholar must keep her own place
in a proper condition; so that if disorder is found there, no
matter who made it, she is responsible if she only had time
to remove it. As to the third, you must judge whether
enough has been proved by the witnesses to make out real
disorder." The jury write guilty or not guilty upon the paper,
and it is returned to me. If sentence is pronounced, it is
usually confinement to the seat during a recess, or part of a
recess, or something that requires a slight effort or sacrifice
for the public good. The sentence is always something real,
though always slight, and the court has a great deal of influence
in a double way-making amusement and preserving order.
The cases tried are very various, but none of the serious
business of the school is intrusted to it.  Its sessions are always held out of school hours, and, in fact, it is hardly considered by the scholars as a constituent part of the arrange
243
.1 
THE TEACHER.
ments of the school; so much so, that I hesitated much
about inserting an account of it in this description.
VI. RIELIGIOUS INSTRUCTION.
In giving you this account, brief as it is, I ought not to
omit to speak of one feature of our plan, which we have always intended should be one of the most prominent and distinctive characteristics of the school. The gentlemen who
originally interested themselves in its establishment had
mainly in view the exertion, by the principal, of a decided
moral and religious influence over the hearts of the pupils.
Knowing, as they did, how much more dutiful and affectionate at home you would be, how much more successful in
your studies at school, how much happier in your intercourse
with each other, and in your prospects for the future both
here and hereafter, if your hearts could be brought under the
influence of Christian principle, they were strongly desirous
that the school should be so conducted that its religious influence, though gentle and alluring in its character, should
be frank, and open, and decided.  I need not say that I myself entered very cordially into these views. It has been my
constant effort, and one of the greatest sources of my enjoyment, to try to win my pupils to piety, and to create such an
atmosphere in school that conscience, and moral principle,
and affection for the unseen Jehovah should reign here. You
can easily see how much pleasanter it is for me to have the
school controlled by such influence, than if it were necessary
for me to hire you to diligence in duty by prizes or rewards,
or to deter you from neglect or from transgression by reproaches, and threatenings, and punishments.
The influence which the school has thus exerted has always
been cordially welcomed by my pupils, and approved, so fir
as I have known, by their parents, though four or five denominations, and fifteen or twenty different congregations,
have been from time to time represented in the school. There
244 
MIOUNT VERNON SCHOOL.
are few parents who would not like to have their children
Ch?istian?s-sincerely and practically so; for every thing which
a parent can desire in a child is promoted just in proportion
as she opens her heart to the influence of the spirit of piety.
But that you may understand what course is taken, I shall
describe, first, what I wish to effect in the hearts of my pupils,
and then what means I take to accomplish the object.
1. A large number of young persons of your age, and in
circumstances similar to those in which you are placed, perform with some fidelity their various outward duties, but miaitaiiz ao habittictl card dlaily com?mnunion with God.   It is very
wrong for them to live thus without God, but they do not
see, or, rather, do not feel the guilt of it.  They only think
of their accountability to hiimtiZ beiiis like themselves; for
example, their parents, teachers, brothers and sisters, and
friends.  Consequently, they think most of their external conduct, which is all that human beings can see.  Their hearts
are neglected, and become very impure, full of evil thoughts,
and desires, and passions, which are not repented of, and
consequently not forgiven.  Now what I wish to accomplish
in regard to all my pupils is, that they should begin tofeel
tliei- accoettctbility to God, and to act according to it; that
they should explore their hearts, and ask God's forgiveness
for all their past sins, through Jesus Christ, who died for
them that they might be forgiven; and that they should from
this time try to live ealt to God, feel his presence, and enjoy
that solid peace and happiness which flows from a sense of
his protection.  When such a change takes place, it relieves
the mind firom that constant and irritating uneasiness which
the great mass of mankind feel as a constant burden; the
ceaseless forebodings of a troubled conscience reproaching
tiemr for their past accumulated guilt, and warning them of
a judgment to come.   The change which I endeavor to promote relieves the heart both of the present suffering and of
the future danger.
240' 
TIIE TEACHIER.
After endeavoring to induce you to begin to act from
Christian principle, I wish to explain to you your various
duties to yourselves, your parents, and to God.
2. The measures to which I resort to accomplish these objects are three:
First, Peligious Exercises ii School.-We open and close the
school with a very short prayer and one or two verses of a
hm-nn.  Sometimes I occupy ten or fifteen minutes at one of
the general exercises, or at the close of the school, in giving
instruction upon practical religious duty. The subjects are
sometimes suggested by a passage of Scripture read for the
purpose, but more commonly in another way.
You will observe often, at the close of the school or at an
appointed general exercise, that a scholar will bring to my
desk a dark-colored morocco wrapper containing several small
strips of paper, upon which questions relating to moral or
religious duty, or subjects for remarks from me, or anecdotes,
or short statements of facts, giving rise to inquiries of various
kinds, are written. This wrapper is deposited in a place accessible to all the scholars, and any one who pleases deposits
in it any question or suggestion on religious subjects which
may occur to her. You can at any time do this yourself,
thus presenting any doubt, or difficulty, or inquiry which
may at any time occur to you.
Secondly, Pteligious Exercise on Saturday afternoon.-In orcler to bring up more distinctly and systematically the subject
of religious duty, I established, a long time ago, a religious
meeting on Saturday afternoon.  It is intended for those who
feel interested in receiving such instruction, and who can conveniently attend at that time. If you have no other engagements, and if your parents approve of it, I should be happy
to have you attend. There will be very little to interest you
except the subject itself, for I make all the instructions whiec
I give there as plain, direct, and practical as is in my power.
2 -' 6 
MOUNT VERNON SCHOOL.
A considerable number of the scholars usually attend, and
frequently bring with them many of their female friends.
You can at any time invite any one whom you please to
come to the meeting. It commences at half past three, and
continues about half an hour.
Thirdly, Personal Rleligious Instruction.-In consequence of
the large number of my pupils, and the constant occupation
of my time in school, I have scarcely any opportunity of religious conversation with them, even with those who particularly desire it.  The practice has therefore arisen, and gradually extended itself almost universally in school, of writing
to me on the subject. These communications are usually
brief notes, expressing the writer's interest in the duties of
piety, or bringing forward her own peculiar practical difficulties, or making specific inquiries, or asking particular instruction in regard to some branch of religious duty. I answer in
a similar way, very briefly and concisely, however, for the
number of notes of this kind which I receive is very large,
and the time which I can devote to such a correspondence
necessarily limited. I should like to receive such communications from all my pupils; for advice or instruction communicated in reply, being directly personal, is far more likely to
produce effect. Besides, my remarks, being in writing, can
be read a second time, and be more attentively considered
and reconsidered than when words are merely spoken. These
communications must always be begun by the pupil. I never
(unless there may be occasional exceptions in some few very
peculiar cases) commence. I am prevented from doing this
both by my unwillingness to obtrude such a subject personally upon those who might not welcome it, and by want of
time.  I have scarcely time to write to all those who  are
willing first to write to me.  Many cases have occurred where
individuals have strongly desired some private communication with me, but have hesitated long, and shrunk reluctantly from the first step. I hope it will not be so with you.
247 
TIE TEACIIHE.
Sho,ld you ever wish to receive from me any direct religious
instruction, I hope you will write immediately and freely. I
shall very probably not even notice that it is the first time I
have received such a communication from you. So numerouis and so frequent are these communications, that I seldom
ooserve, when I receive one from any individual for the first
time, that it comes from one who has not written me before.
Such are the means to which I resort in endeavoring to lead
my pupils to God and to duty, and you will observe that the
w-hole design of them is to win and to allure, not to compel.
The regular devotional exercises of school are all which you
will?iecessac,ily witness.  These are very short, occupying
much less time than many of the pupils think desirable.
The rest is all private and voluntary. I never make any effort to urge any one to attend the Saturday meeting, nor do
I, except in a fw rare and peculiar cases, ever address any
one personally, unless she desires to be so addressed. You
will be left, therefore, in this school, unmolested, to choose
your own way.  If you should choose to neglect religious
duty, and to wander away from God, I shall still do all in my
power to make you happy in school, and to secure for you in
future life such a measure of enjoyment as can fall to the
share of one over whose prospects in another world there
hangs so gloomy a cloud. I shall never reproach you, and
perhaps may not even know what your choice is. Should
Fru, on the other hand, prefer the peace and happiness of piety, and be willing to begin to walk in its paths, you will
find many, both among the teachers and pupils of the Mount
Vernon School, to sympathize with you, and to encourage and
help you on your way.
248 
SCHE3IING.
CHAPTER VII.
SCIIE.IlNG.
OME of the best teachers in our country,
or, rather, of those who might be the best,
lose a great deal of their time, and en                   danger, or perhaps entirely destroy, their
hopes of success by a scheming spirit, which is always reaching forward to something newr.  One has in his mind some
new school-book by which Ari'thmetic, Grammar, or Geography are to be taught wvitli unexampled rapidity, and his
own purse to be filled in a much more easy way than by
waiting for the rewards of patient industry. Another has
the plan of a school, bringing into operation new principles
of management or instruction, which he is to establish on
sonme favored spot, and which is to become, in a few years, a
second THofivyl.  Another has some royal road to learning,
,aid, though he is trammeled and held down by what he calls
the ignorance and stupidity of his trustees or his school committee, yet, if he could fairly put his principles and methods
to the test, he is certain of advancing the science of education
half a century at least at a single leap.
L2
249
.o 
TIIE TEACHER.
Ingenuity in devising new ways, and enterprise in following them, are among the happiest characteristics of a new
country rapidly filling with a thriving population. W-ithout
these qualities there could be no advance; society must be
stationary; and from a stationary to a retrograde condition,
the progress is inevitable. The disposition to make improvements and changes may, however, be too great.  If so, it
must be checked. On the other hand, a slavish attachment
to old established practices may prevail. Then the spirit of
enterprise and experiment must be awakened and encouraged.
Which of these two is to be the duty of a writer at any time
will of course depend upon the situation of the community
it the time when he writes, and of the class of readers for
which he takes his pen.  Now, at the present time, it is undoubtedly true, that while among the great mass of teachers
there may be too little originality and enterprise, there is still
among many a spirit of innovation and change to which a
caution ought to be addressed. But, before I proceed, let me
protect myself from misconception by one or two remarks.
1. There are a few individuals in various parts of our
country who, by ingenuity and enterprise, have made real and
important improvements in many departments of our science,
ad are still making them.  The science is to be carried forward by such men.   Let them not, therefore, understand that
any thing which I shall say applies at all to those real improvements which are fromnt time to time brought before the
public. As examples of this, there might easily be mentioned,
were it necessary, several new modes of study, and new textIooks, and literary institutions on new plans, which have been
brought forward within a few years, and have proved, on actual trial, to be of real and permanent value.
Thlese are, or rather they were, when first conceived by
the original projectors, new schemes, and the result has proved
that they were good ones. Every teacher, too, must hope
that such improvements will continue to be made.   Let
.,50 
SCHEMING.
nothing, therefore, which shall be said on the subject of scheming in this chapter be interpreted as intended to condemn
real improvements of this kind, or to check those which may
now be in progress by men of age or experience, or of sound
judgment, who are capable of distinguishing between a real
improvement and a whimsical innovation which can never
live any longer than it is sustained by the enthusiasm of the
original inventor.
2. There are a great many teachers in our country who
make their business a mere dull and formal routine, through
which they plod on, month after month, and year after year,
without variety or change, and who are inclined to stigmatize with the appellation of idle scheming all plans, of whatever kind, to give variety or interest to the exercises of the
school.  LNow whatever may be said in this chapter against
unnecessary innovation and change does not apply to efforts
to secure variety in the details of daily study, while the great
leading objects are steadily pursued. This subject has already been discussed in the chapter on Instruction, where it
has been shown that every wise teacher, while he pursues the
same great object, and adopts in substance the same leading
measures at all times, will exercise all the ingenuity he possesses, and bring all his inventive powers into requisition to
give variety and interest to the minute details.
To explain now what is meant by such scheming as is to
be condemned, let us suppose a case which is not very uncommnon. A young man, while preparing for college, takes
a school.  When he first enters upon the duties of his office,
he is diffident and timid, and walks cautiously in the steps
which precedent has marked out for him. Distrusting himself, he seeks guidance in the example which others have set
for him, and, very probably, he imitates precisely, though it
may be insensibly and involuntarily, the manners and the
plans of his own last teacher. This servitude soon, however,
I
251 
'' TIlI  TE'ACH-EI,.
if he is a man of natural abilities, passes away; hlie learns to
try one experiment after another, until he insensibly finds that
a plan may succeed, even if it was not pursued by his former
teacher.  So far it is well.  HIe throws greater interest into
his school, and into all its exercises, by the spirit with which
he conducts them.  IHe is successful. After the period of hi~
services has expired, he returns to the pursuit of his studies,
encouraged by his success, and anticipating farthler triumphs
in his subsequent attempts.
He goes on through college, we will suppose, teaching from
time to time in the vacations, as opportunity occurs, taking
more and more interest in the employment, and meeting with
greater and greater success. This success is owing in a very
great degree to the freedoin of his practice, that is, to his esc:.pe fronm the thraldom of imitation.   So long as he leaves
ti  great objects of the school untouched, and the great feat lres of its organization unchanged, his many plans for accomplishing these objects in new and various ways  awaken
interest and spirit both in himself and in his schlolars, and all
g,aes on well.
Now in such a case as this, a young teacher, pllilosophllizing upon his success and the causes of it, will almost invariably make this mistakle, namely, he will attribute to something essentially excellent in his plans the success which, in
fact, results from the novelty of them.
When hle proposes something new to a class, they all take
an interest in it because it is new.  I-Ie takes, too, a special
interest in it because it is an experiment which lie is trying,
and he feels a sort of pride and pleasure in securing its success.  The new method which he adopts may not be, in itsel/;
in the least degree better thlan old methods, yet it may succed vastly better in his hands than any old method he had
tried before.  And why?  Why, because it is new.  It awakens interest in his class, because it offers them variety; anIl
it awakens interest in him, because it is a plan which  e he as
252 
SCHE;IING.
devised, and for whose success, therefore, he feels that his
credit is at stake. Either of these circumstances is abundantly sufficient to account for its success. Either of these would
secure success, unless the plan was a very bad one indeed.
This may easily be illustrated by supposing a particular
case. The teacher has, we will imagine, been accustomed to
teach spelling in the usual way, by assigning a lesson in the
spelling-book, which the scholars, after studying it in their
seats, recite by having the words put to them individually in
the class.  After some time, he finds that one class has lost
its interest in this study. He can compel them to study the
lesson, it is true, but he perceives, perhaps, that it is a weary
task to them. Of course, they proceed with less alacrity,
and consequently with less rapidity and success. Hle thinks,
very justly, that it is highly desirable to secure cheerful, not
forced, reluctant efforts from his pupils, and he thinks of trying some new plan.  Accordingly, he says to them,
Boys, I am going to try a new plan for this class."
The mere annunciation of a new plan awakens universal
attention. The boys all look up, wondering what it is to be.
" Instead of having you study your lessons in your seats,
as heretofore, I am going to let you all go together into one
corner of the room, and choose some one to read the lesson
to you, spelling all the words aloud.   You will all listen, and
endeavor to remember how the difficult ones are spelled.
Do you think you can remember?"
"Yes, sir," say the boys.   Children always think they cab
do every tl]ing which is proposed to them as a new plan or
experiment, though they are very often inclined to think thor
cai,ot do what is required of them as a task.
"You may have," continues the teacher, "the words read
to you once or twice, just as you please.  Only, if you have
them read but once, you must take a shorter lesson."
He pauses and looks round upon the class.  Some say
" Once," some "Twice."
2 5 ' 
TIlE TIEACHEI'R.
' I am willing that you should decide this question.   How
many are in favor of having shorter lessons, and having them
read but once? How many prefer longer lessons, and having
them read twice?"
After comparing the numbers, it is decided according to
the majority, and the teacher assigns or allows them to assign
a lesson.
"Now," he proceeds, "I am not only going to have you
study in a different way, but recite in a different way too.
You may take your slates with you, and after you have had
time to hear the lesson read slowly and carefully twice, I shall
come and dictate to you the words aloud, and you will all
write them from my dictation. Then I shall examine your
slates, and see how many mistakes are made."
Any class of boys, now, would be exceedingly interested in
such a proposal as this, especially if the master's ordinary
principles of government and instruction had been such as to
interest the pupils in the welfare of the school and in their
own progress in study. They will come together in the place
assigned, and listen to the one who is appointed to read the
words to them, with every faculty aroused, and their whole
souls engrossed in the new duties assigned them.  The teacher, too, feels a special interest in his experiment. WThatever
else he may be employed about, his eye turns instinctively to
this group with an intensity of interest which an experienced
teacher who has long been in the field, and who has tried
experiments of this sort a hundred times, can scarcely conceive; for let it be remembered that I am describing the
acts and feelings of a new beginner, of one who is commencing his work with a feeble and trembling step, and perhaps
this is his first step away from the beaten path in which he
has been accustomed to walk.
This new plan is continued, we will suppose, for a week,
during which time the interest of the pupils continues.
They get longer lessons and make fewer mistakes than they
*? 5 t 
SCHEMIING.
did by the old method. Now, in speculating on this subject,
the teacher reasons very justly that it is of no consequence
whether the pupil receives his knowledge through the eye or
through the ear; whether they study in solitude or in compalny. The point is to secure their progress in learning to
spell the words of the English language, and as this point is
secured far more rapidly and effectually by his new method,
the inference is to his mind very obvious, that he has made a
great improvement-one of real and permanent value. Perhaps he will consider it an extraordinary discovery.
But the truth is, that in almost all such cases as this, the
secret of the success is not that the teacher has discovered a
better method than the ordinary ones, but that he has discov-ered a iewv one. The experiment will succeed in producing more successful resultsjust as long as the novelty of it continues to excite unusual interest and attention in the class,
or the thought that it is a plan of the teacher's own invention leads him to take a peculiar interest in it. And this
may be a month, or perhaps a quarter; and precisely the same
effects would have been produced if the whole had been reversed, that is, if the plan of dictation had been the old one,
which in process of time had, in this supposed school, lost its
interest, and the teacher, by his ingenuity and enterprise, had
discovered and introduced what is now the common mode.
"Very well," perhaps my reader will reply, "it is surely
something gained to awaken and continue interest in a dull
study for a quarter, or even a month. The experiment is
worth something as a pleasant and useful change, even if it
is not permanently superior to the other."
It is indeed worth something. It is worth a great deal;
and the teacher who can devise and execute such plans, unsder,rtapdiy/  their Ideal place and value, and adhering steadily
thirotgh themi all to the great object which ought to engage his attertioa, is in the almost certain road to success as an instructor. What I wish is not to discourage such efforts; they
255 
THE TEACIIlER.
ought to be encouraged to the utmost; but to have their real
nature and design, and the real secret of their success fully
understood, and to have the teacher, above all, take good care
that all his new plans are made, not the substitutes for the
great objects wvhich he ought to keep steadily in view, but
only the means by which he may carry them into more full
and complete effect.
In the case we are supposing, however, we will imagine
that the teacher does not do this. He fancies that he has
made an important discovery, and begins to inquire whether
thel )?icil)le, as he calls it, can not be applied to some other
studies. He goes to philosophizing upon it, and can find
many reasons why knowledge received through the ear makes
a more ready and lasting impression than when it comes
through the eye.  I-e attempts to apply the method to Arithmetic and Geography, and in a short time is forming plans
for the complete metamorphosis of his school.  When engag,ed in hearing a recitation, his mind is distracted with his
schemes and plans, and instead of devoting his attention fully
to the work he may have in hand, his thoughts are wandering continually to new schemes and fancied improvements,
which agitate and perplex him, and which elude his efforts
to give them a distinct and definite form.   He thinks he
must, however, carry out his principle.  lIe thinks of its applicability to a thousand other cases.  Hle revolves over and
over again in his mind plans for changing the whole arrangement of his school. HIle is again and again lost in perplexity, his mind is engrossed and distracted, and his present duties are performed with no interest, and consequently with
little spirit or success.
Now his error is in allowing a new idea, which ought only
to have sugg,ested to him an agreeable change for a time in
occ of his classes, to swell itself into undue and exaggerated
importance, and to draw off his mind from what ought to l,
the objects of his steady pursuit.
/ 6 6 
SCIHEMING.
Perhaps some teacher of steady intellectual habits and a
well-balanced mind may think that this picture is fanciful,
and that there is little danger that such consequences will
ever actually result from such a cause. But, far from having
exaggerated the results, I am of opinion that I might have
gone much farther. There is no doubt that a great many instances have occurred in which some simple idea like the one
I have alluded to has led the unlucky conceiver of it, in his
eager pursuit, far deeper into the difficulty than I have here
supposed. He gets into a contention with the school committee, that formidable foe to the projects of all scheming
teachers; and it would not be very difficult to find many actul1 cases where the individual has, in consequence of some
such idea, quietly planned and taken measures to establish
some newv institution, where he can carry on unmolested his
plans, and let the world see the full results of his wonderful
distcoveries.
ANe have in our country a very complete system of literary
institutions, so far as external organization will go, and the
prospect of success is far more favorable in efforts to carry
these institutions into more complete and prosperous operation, than in plans for changing them, or substituting others
in their stead.  Aere it not that such a course would be unjust to individuals, a long and melancholy catalogue might
easily be made out of abortive plans whichl have sprung up
in the minds of young men in the manner I have described,
and which, after perhaps temporary success, have resulted in
partial or total failure. These failures are of every kind.
Some are school-books on a new plan, which succeeds in the
inventor's hand chiefly on account of the spirit which carried
it into effect, but which in ordinary hands, and under ordinary circumstances, and especially after long-continued use,
lhave failed of exhibiting any superiority.  Others are institutions, commenced with great zeal by the projectors, and
which prosper just as long as that zeal continues. Zeal will
2 5, 
THlE TEACIIEE.
make any thing succeed for a time. Others are new plans
of instruction or government, generally founded on some good
principle carried to an extreme, or made to grow into exaggerated and disproportionate importance.  Examples almost
innumerable of these things might be particularized, if it were
proper, and it would be found, upon examination, that the
amount of ingenuity and labor wasted upon such attempts
would have been sufficient, if properly expended, to have elevated very considerably the standard of education, and to
have placed existing institutions in a far more prosperous
and thriving state than they now exhibit.
The reader will perhaps ask, Shall we make no efforts at
improvement? MIust every thing in education go on in a
uniform and monotonous manner, and, while all else is advancing, shall our cause alone stand still? By no means.
It must advance; but let it advance mainly by the industry
and fidelity of those who are employed in it; by changes
slowly and cautiously made; not by great efforts to reach forward to brilliant discoveries, which will draw off the attention from essential duties, and, after leading the projector
through perplexities and difficulties without number, end in
mortification and failure.
AWere I to give a few concise and summary directions in
regard to this subject to a young teacher, they would be the
following:
1. Examine thoroughly the system of public and private
schools as now constituted in most of the states of this Union,
until you fully understand it and appreciate its excellences
and its completeness; see how fully it provides for the wants
of the various classes of our population.
By this I mean to refer only to the completeness of the
,ystem, as a system of organization.  I do not refer at all to
the internal management of these institutions; this last is,
of course, a field for immediate and universal effort at prgress and improvement.
2 a- 8 
SC HEMILNG.
2. If, after fully understanding this system as it now exists, you are of opinion that something more is necessary; if
y-ou think some classes of the community are not fully provided for, or that some of our institutions may be advantageously exchanged for others, the plan of which you have in
mind, consider whether your age, and experience, and standing as an instructor are such as to enable you to place confidence in your opinion.
I do not mean by this that a young man may not make a
useful discovery, but only that he may be led away by the
ardor of early life to fancy that essential and important which
is really not so. It is important that each one should determine whether this is not the case with himself, if his mind
is revolving some newv plan.
3. Perhaps you are contemplating only a single new institution, which is to depend for its success on yourself and
some coadjutors whom you have in mind and whom you well
know. If this is the case, consider whether the establishment you are contemplating can be carried on, after you shall
have left it, by such men as can ordinarily be obtained. If
the plan is founded on some peculiar notions of your own,
which would enable you to succeed in it when others, who
might also be interested in such a scheme, would probably
fail, consider whether there may not be danger that your plan
may  be imitated by others who can not carry it into successful operation, so that it may be the indirect means of doing
injury. A man is, in some degree, responsible for his example and for the consequences which may indirectly flow
from his course, as well as for the immediate results which
he  produces.  The Fellenberg school at Hofwyl was  perhaps, by its direct results, as successful for a time as any
other institution in the world; but there is a great offset
to the good which it has thus done to be found in the history of the thousand wretched imitations of it which have
been started only to linger a little while and die, and in
259 
TIlL TEAOCIEiR.
which a vast amount of time, and talent, and money have
been wasted.
4. Consider the influence you may have upon the other
institutions of our country, by attaching yourself to some one
under the existing organization. If you take an academy or
a private school, constituted and organized like other similar
institutions, success in your own will give you influence over
others. A successful teacher of an academy raises the general standard of academic instruction. A college professor,
if he brings extraordinary talents to bear upon the regular
duties of that office, throws li,lt, universally, upon the whole
science of college discipline and instruction, and thus aids in
infusing a continually renewed life and vigor into those venerable seats of learning that Inighit otherwise sink into de
crepitude and decay. By going, however, to some new field,
establishing some new and fanciful institution, you take yourself from such a sphere; you exert no influence over others,
except upon feeble imitators, who fail in their attempts, and
bring discredit upon your plans by the awkwardness with
26 0 
SCHEMING.
wNhichl they attempt to adopt them.  How much more serv ice, then, to the cause of education will a man of genius ren delr, by falling in with the regularly organized institutions of
the country and elevating them, than if in early life he were
to devote his powers to some magnificent project of an estab lishmnent to which his talents would unquestionably have
given temporary success, but which would have taken him
away fromi the community of teachers, and confined the results of his labors to the  ae immediate effects which his
daily duties mihliht produce.
5. Perhaps, however, your plan is not the establishment
of some nlew institution, but the introduction of some new
study or pursuit into the one with which you are connected.
Before, hlowever, you interrupt the regular arrangements of
your school to malke such a change, consider carefully what
is the real and appropriate object of your institution.  Every
thing is not to be done in school. The principles of division
of labor apply with peculiar force to this employment; so
that you must not only consider whether the branch which
you are now disposed to introduce is important, but whether
it is really such an one as it is on the whole best to include
among the objects to be pursued in such an institution.
Many teachers seem to imagine that if any thing is in itself
important, and especially if it is an important branch of education, the question is settled of its being a proper object of
attention in school. But this is very far firom being the case.
The whole work of education can never be intrusted to the
teacher.  Much must of course remain in the hands of the
puent; it ought so to remain. The object of a school is not
to take children out of the parental hands, substituting the
watch and guardianship of a stranger for the natural care of
father and mother.   Far from it.  It is only the association
of the children for those purposes which can be more successfuilly accomplished by association.   It is a union  for few,
specific, and limited objects, for the accomplishment of that
261 
THE TEACIHERP.
part (and it is comparatively a small part of the general objects of education) which can be most successfully effected
by public institutions and in assemblies of the young.
6. If the branch which you are desiring to introduce appears to you to be an important part of education, and if it
seems to you that it can be most successfully attended to in
schools, then consider whether the introduction of it, and of
all the other branches having equal claims, will or will not give
to the common schools too g t a complexity.  Consider
whether it will succeed in the hands of ordinary teachers.
Consider whether it will require so much time and effort as
will draw off in any considerable degree, the attention of the
teacher from the more essential parts of his duty. All will
admit that it is highly important that every school should be
simple in its plan —as simple as its size and general circumstances will permit, and especially that the public schools in
every town and village of our country should never lose sight
of what is and must be, after all, their great design-teachiny
the whole population to read, write, and calculate.
7. If it is a school-book which you are wishing to introduce, consider well before you waste your time in preparing
it, and your spirits in the vexatious work of getting it through
the press; whether it is, for general use, so superior to those
already published as to induce teachers to make a change in
favor of yours. I have italicized': the words for general utse,
for no delusion is more common than for a teacher to suppose that because a text-book which he has prepared and
uses in manuscript is better for him than any other work
which he can obtain, it will therefore be better for genIal
circulation. Every man, if he has any originality of mind,
has of course some peculiar method of his own, and he can
of course prepare a text-book which will be better adapted
to this method than those ordinarily in use. The history
of a vast number of text-books, Arithmetics, Geographies,
and Grammars, is this: A man of somewhat ingenious mind,
262 
SCHEMING.
adopts some peculiar mode of instruction in one Of these
branches, and is quite successful, not because the method has
any very peculiar excellence, but simply because he takes a
greater interest in it, both on account of its novelty and also
from the fact that it is his own invention. He conceives the
plan of writing a text-book to develop and illustrate this
method. He hurries through the work.:By some means
or other he gets it printed. In due time it is regularly ad vertised. The journals of education give notice of it; the
author sends a few copies to his friends, and that is the end
of it. Perhaps a few schools may make a trial of it, and if,
for any reason, the teachers who try it are interested in the
work. probably ia their hands it succeeds.  But it does not
succeed so well as to attract general attention, and consequently does not get into general circulation. The author
loses his time and his patience. The publisher, unless, unfortunately, it was published on the author's account, loses his
paper, and in a few months scarcely any body knows that
such a book ever saw the light.
It is in this way that the great multitude of school-books
which are now constantly issuing from the press take their
origin. Far be it from me to discourage the preparation of
good school-books. This department of our literature offers a
fine field for the efforts of learning and genius. What I contend against is the endless multiplicity of useless works, hastily
conceived and carelessly executed, and which serve no purpose
but to employ uselessly talents which, if properly applied,
might greatly benefit both the community and the possessor.
8. If, however, after mature deliberation, you conclude
that you have the plan of a school-book which you ought to
try to mature and execute, be slow and cautious about it.
Remember that so great is now the competition in this
branch, nothing but superior excellence or yery extraordinary exertions will secure the favorable reception of a work.
Examine all that your predecessors have done before you.
263
;5. 
TIlE TEACIER.
Obta;n,'whatever may be the trouble and expense, all other
text-books on the subject, and examine them thoroughly. If
you see that you can make a very decided advance on all that
has been done, and that the public will probably submit to
the inconvenience and expense of a change to secure the result of your labors, go forward slowly and carefully in your
work, no matter Iow much investigation, how much time
and labor it may require. The more difficulty you may find
in gaining the eminence, the less likely will you be to be followed by successful competitors.
9. Consider, in forming your text-book, not merely the
whole subject on which you are to write, but also look extensively and thoroughly at the institutions throughout the
country, and consider carefully the character of the teachers
by whom you expect it to be used.  Sometimes a man publishes a text-book, and when it fails on trial, he says "it is
because they did not know how to use it. The book in itself was good.  The whole fault was in the awkwardness and
ig,norance of the teacher."  How absurd!  As if, to make a
good text-book, it was not as necessary to adapt it to teach(rs as to scholars.  A good text-book, which the teachers for
vwhoi?  it was intended did not know how to use!!  In other
words, a good contrivance, but entirely unfit for the purpose
for which it was intended.
10. Lastly, in every new plan, consider carefully whether
its success in your hands, after you have tried it and found it
successful, be owing to its novelty and to your own special
interest in it, or to its own innate and intrinsic superiority.
If the former, use it so long as it will last, simply to give variety and interest to your plans. Recommend it in conversa tion or in other ways to teachers with whom you are ac quainted, not as a wonderful discovery, which is going to
change the wh.ole science of education, but as one method
among others which may be introduced from time to time to
relieve the monotony of the teacher's labors.
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SCHEMING.
In a word, do not go away from the established institutions of our country, or deviate from the great objects which
are at present, and ought continually to be pursued by them,
without great caution, circumspection, and deliberate inquiry.
But, within these limits, exercise ingenuity and invention as
mluchl as you will.  Pursue steadily the great objects which
demand the teacher's attention.  They are simple and few.
Never lose sight of them, nor turn to-the right or to the left
to follow any ignis fatuus which may arise to allure you
away, but exercise as much ingenuity and enterprise as you
please in giving variety and interest to the modes by which
these objects are pursued.
If planning and scheming are confined within these limits,
and conducted on these principles, the teacher will save  11
the agitating perplexity and care which will otherwise be his
continual portion.  Ile can go forward peaceably and quietly, and while his own success is greatly increased, he may be
of essential service to the cause in which he is engaged, by
making known his various experiments and plans to others.
For this purpose, it seems to me highly desirable that every
teacher should KEEP A JOURNAL of all his plans.  In these
should be carefully entered all his experiments; the new
methods he adopts; the course he takes in regard to difficulties which may arise, and any interesting incidents which
may occur which it would be useful for him to refer to at
sonime future time.  These, or the most interesting of them,
should be made known to other teachers. This may be done
in several ways:
(1.) By publishing them in periodicals devoted to education. Such contributions, furnished by judicious men, would
be among the most valuable articles in such a work. They
would be far more valuable than any general speculations,
however well conceived or expressed.
(2.) In newspapers intended for general circulation. There
2 6 ") 
THE TEACHIER.
are very few editors whose papers circulate in families who
would not gladly receive articles of this kind to fill a teacher's department in their columns. If properly written, they
would be read with interest and profit by multitudes of parents, and would throw much light on family government
and instruction.
(3.) By reading them in teachers' meetings. If half a dozen
teachers who are associated in the same vicinity would meet
once a fortnight, simply to hear each other's journals, they
would be amply repaid for their time and labor. Teachers'
meetings will be interesting and useful, when those who come
forward in them will give up the prevailing practice of delivering orations, and come down at once to the scenes and to
the business of the school-room.
There is one topic connected with the subject of this chapter which deserves a few paragraphs. I refer to the rights
of the committee, or the trustees, or patrons in the control
of the school. The right to such control, when claimed at
all, is usually claimed in reference to the teacher's new plans,
which renders it proper to allude to the subject here; and it
ought not to be omitted, for a great many cases occur in
which teachers have difficulties with the trustees or committee of their school.  Sometimes these difficulties result at last
in an open rupture; at other times in only a slight and temporary misunderstanding, arising from what the teacher calls
an unwise and unwarrantable interference on the part of the
committee or the trustees in the arrangements of the school.
Difficulties of some sort very often arise. In fact, a right understanding of this subject is, in most cases, absolutely essential to the harmony and co-operation of the teacher and the
representatives of his patrons.
There are then, it must be recollected, three different parties connected with every establishment for education: the
parents of the scholars, the teacher, and the pupils themselves.
Sometimes, as, for example, in a common private school, the
266 
SCIIEMING.
parents are not organized, and whatever influence they exert
they must exert in their individual capacity.  At other times,
as in a common district or town school, they are by law organizecl, and the school committee chosen for this purpose
are their legal representatives.  In other instances, a board
of trustees are constituted by the appointment of the fourtlers of the institution, or by the Legislature of a state, to
Iwhom is committed the oversight of its concerns, and who
are consequently the representatives of the founders and patrons of the school.
There are differences between these various modes of organization which I shall not now stop to examine, as it will
be sufficiently correct for my purpose to consider them all as
only various ways of organizing the emp)loyers in the contract
by which the teacher is employed.   The teacher is the agent;
the patrons represented in these several ways are the principals.   When, therefore, in the following paragraphs I use the
word eilqloyeqs, I mean to be understood to speak of the committee, or the trustees, or the visitors, or the parents themselves, as the case in each particular institution may be; that
is, the persons for whose purpose and at whose expense the
institution is maintained, or their representatives.
Now there is a very reasonable and almost universally established rule, which teachers are very frequently prone to
forget, namely, the emfployed ought always to be?esponsible to thze
employers, aiid to be under their' direction.  So obviously reasonable is this rule, and, in fact, so absolutely indispensable
in the transaction of all the business of life, that it would be
idle to attempt to establish and illustrate it here. It has,
however, limitations, and it is applicable to a much greater
extent, in some departments of human labor than in others.
It is applicable to the business of teaching, and though I confess that it is somewhat less absolute and imperious here,
still it is obligatory, I believe, to a far greater extent than
teachers have been generally willing to admit.
267 
TIlE TEACHER.
A young lady, I will imagine, wishes to introduce the study
of Botany into her school. The parents or the committee
object; they say that they wish the children to confine their
attention exclusively to the elementary branches of education.  "It will do them no good," says the chairman of the
cJnmittee, " to learn by heart some dozen or two of learned
names. We want them to read well, to write well, and to
calculate well, and not to waste their time in studying about
pistils, and stamens, and nonsense."
Now what is the duty of the teacher in such a case?   Why,
very plainly her duty is the same as that of the governor of
a state, where the people, through their representatives, regularly chosen, negative a proposal which he considers calculated to promote the public good. It is his duty to submit
to the public will; and, though he may properly do all in his
power to present the subject to his employers in such a light
as to lead them to regard it as he does, he must still, until
they do so regard it, bow to their authority; and every magistrate who takes an enlarged and comprehensive view of his
duties as the executive of a republican community, will do
this without any humiliating feelings of submission to unauthorized interference with his plans. I-e will, on the other
hand, enjoy the satisfaction of feeling that he confines himself to his proper sphere, and leave to others the full possession of rights which properly pertain to them.
It is so with every case where the relation of employer and
employed subsists. You engage a carpenter to erect a house
for you, and you present your plan; instead of going to work
and executing your orders according to your wishes, he falls
to criticising and condemning it; he finds fault with this, and
ridicules that, and tells you you ought to make such and such
an alteration in it. It is perfectly right for him to give his
opinion, in the tone and spirit of reconmm,nendation or suggestion,
with a distinct understanding that with his employer rests
the power and the right to decide. But how many teachers
268 
SCHEMIING.
take possession of their school-room as though it was an empire in which they are supreme, who resist every interference
of their employers as they would an attack upon their personal freedom, and who feel that in regard to every thing
connected with school they have really no actual responsibility.
In most cases, the employers, knowing how sensitive teachers very frequently are on this point, acquiesce in it, and
leave them to thenmselves.   Whenever, in any case, they think
that the state of the school requires their interference, they
come cautiously and fearfully to the teacher, as if they were
encroaching upon his rights, instead of advancing with the
confidence and directness with wlhicil employers have always
a right to approach the employed; and the teacher, with the
view he has insensibly taken of the subject, being perhaps
confirmed by the tone and manner which his employers use,
makes the conversation quite as often an occasion of resentment and offense as of improvement.  IHe is silent, perhaps,
but in his heart he accuses his committee or his trustees of
improper interference in his concerns, as though it was no
part of their business to look after work which is going forward for their advantage, and for which they pay.
Perhaps some individuals who have had some collision with
their trustees or committee will ask me if I mean that a
teacher ought to be entirely and immediately under the supervisionl and control of the trustees, just as a mechanic is
when employed by another man. By no means. There are
various circumstances connected with the nature of this employment, such as the impossibility of the employers fully
understanding it in all its details, and the character and the
standling of the teacher himself, which always will, in matter
of fact, prevent this.  The employers always will, in a great
many respects, place more confidence in the teacher and in
his views than they will in their own.   But still, the ultimate power is theirs. Even if they err, if they wish to have
269 
TIlE TEACHER.
a course pursued which is manifestly inexpedient and wrong,
j] stit Abctre a right to decide.  It is their work; it is going
on at their instance and at their expense, and the power of
iultimate decision on all disputed questions must, from the
very nature of the case, rest with them.   The teacher may,
it is true, have his option either to comply with their wishes
or to seek employment in another sphere; but while he reimains in the employ of any persons, whether in teaching or
in any other service, he is bound to yield to the wishes of his
employers when they insist upon it, and to submit goodliumoredly to their direction when they shall claim their undoubted right to direct.
This is to be done, it must be remembered, when they are
wrong as well as when they are right.  The obligation of
the teacher is not founded upon the superior wisdom of his
employers in reference to the business for which they have
engaged him, for they are very probably his inferiors in this
respect, but up,on their righit as emilplojye?s to determine how
their own wori/ shall be done.  A gardener, we will suppose,
is engaged by a gentleman to lay out his grounds. The gardener goes to work, and, after a few hours, the gentleman
comes out to see how he goes onl and to give directions.  I-He
proposes something which the gardener, who, to malke the
case stronger, we will suppose knows better than the proprietor of the grounds, considers ridiculous and absurd; nay,
we will suppose it is ridiculous and absurd.  Now what can
the gardener do? There are obviously two courses. -lIe
can say to the proprietor, after a vain attempt to convince
him he is wrong, " Well, sir, I will do just as you say.  The
grounds are yours: I have no interest in it or responsibility,
except to accomplish your wishes."  This would be right.
Or he might say, " Sir, you have a right to direct upon your
owvn grounds, and I do not wish to interfere with your plans;
but I must ask you to obtain another gardener. I have a
reputation at stake, and this work, if I do it even at your
2 4- 0 
SCHEMING.
direction, will be considered as a specimen of my taste and
of my planning, so that I must, in justice to myself, decline
remaining in your employment." This, too, would be right,
though probably, both in the business of gardening and of
teaching, the case ought to be a strong one to render it expedient.
But it would not be right for him, after his employer should
have gone away, to say to himself, with a feeling of resentmient at the imaginary inte2:ferece, " I shall not followr any
such directions; I understand my own trade, and shall receive
no instructions in it from him;" and then, disobeying all directions, go on and do the work contrary to the orders of his
employer, who alone has a right to decide.
And yet a great many teachers take a course as absurd
and unjustifiable as this would be.  Whenever the parents,
or the committee, or the trustees express, however mildly and
properly, their wishes in regard to the manner in which they
desire to have their own work performed, their pride is at
once aroused. They seem to feel it an indignity to act in
any other way than just in accordance with their own will
and pleasure; and they absolutely refuse to comply, resenting the interference as an insult; or else, if they apparently
yield, it is with mere cold civility, and entirely without any
honest desire to carry the wishes thus expressed into actual
effect.
Parents may, indeed, often misjudge. A good teacher will,
however, soon secure their confidence, and they may acquiesce in his opinion.  But they ought to be watchful, and the
teacher ought to feel and acknowledge their authority on all
questions connected with the education of their children.
They have originally entire power in regard to the course
iwhich is to be pursued with them.  Providence has made the
parents responsible, and wholly responsible, for the manner in
which their children are prepared for the duties of this life,
and it is interesting to observe how very cautious the laws of
271
.1 
TIlE TEACIIEPR.
soci,ty are about interfering with the parent's wishes in regardl to the education of the child.  There are many cases in
which enlightened governments mnight make arrangements
which would be better than those made by the parents if
they are left to themselves. But they will not do it; they
ought not to do it. God has placed the responsibility in the
hands of the father and mother, and unless the manner in
which it is exercised is calculated to endanger or to injure
the community, there can rightfully be no interference except
that of argument and persuasion.
It ought also to be considered that upon the parents will
come the consequences of the good or bad education of their
children, and not upon the teacher, and consequently it is
right that they should direct. The teacher remains, perhaps,
a few months with his charge, and then goes to other places,
and perhaps hears of them no more. He has thus very little
at stake. The parent has every thing at stake; and it is manifestly unjust to give one man the power of deciding, while
he escapes all the consequences of his mistakes, if he makes
any, and to take away all the power from those upon whose
heads all the suffering which will follow an abuse of the power must descend.
272 
PREPORTS OF CASES.
CHAPTER VIII.
REPORTS OF CASES.
.   X_           HIERE is, perhaps, no
~ ~   ~.~.;~      way by which a writ                    * ~ v~.-;'r    er can more effectually
eI~ |   explain his views on the
[l~/ ~   if ~,subject of education than
'by presenting a great va                                 rity of actual cascs, whe     7/.~.~~. ~,~;,,A,,~;:v.,~?: ther real or imaginary,
~ ~>g..~fijsiand describing  particu  "~~,        ~-By  larly the course of treatment which he
X~~'<      V X~" e   would recommend in each.  This meth                  od of communicating knowledge is very
"P }~';!,\! extensively resorted to in the medical pro      [i),!',.i! fession, where writers detail particular cases,
and report the symptoms and the treatment for
each succeeding day, so that the reader may almost fancy himself actually a visitor at the sick-bed, and the
nature and effects of the various prescriptions become fixed
in the mind with almost as much distinctness and permanency as actual experience would give.
This principle has been kept in view, the reader may perhaps think, too closely in all the chapters of this volume, almost every point brought up having been illustrated by anecdotes and narratives. I propose, however, devoting one chapter sow to presenting a number of miscellaneous cases, without any attempt to arrange them.  Sometimes the ease will
l)e merely stated, the reader being left to draw the inference;
at others, such remarks will be added as the case suggests.
5I 2
273 
TIlE  TEACI-HEI.
All will, however, be intended to answer some useful purpose, either to exhibit good or bad management and its consequences, or to bring to view some trait of human nature,
as it exhibits itself in children, which it may be desirable for
the teacher to know. Let it be understood, however, that
these cases are not selected with reference to their being
strange or extraordinary. They are rather chosen because
they are common; that is, they, or cases similar, will be constantly occurring to the teacher, and reading such a chapter
will be the best substitute for experience which the teacher
can have. Some are descriptions of literary exercises or plans
which the reader can adopt in classes or with a whole school;
others are cases of discipline, good or bad management, which
the teacher can imitate or avoid. The stories are from various sources, and are the results of the experience of several
individuals.
1. HIATS AND BONNETS.-The master of a district school
was accidentally looking out of the window one day, and he
saw one of the boys throwing stones at a hat, which was put
up for that purpose upon the fence. He said nothing about
it at the time, but made a memorandum of the occurrence,
that he might bring it before the school at the proper time.
WVhen the hour set apart for attending to the general business of the school had arrived, and all were still, he said,
"I saw one of the boys throwing stones at a hat to-day:
did he do right or wrong?"
There were one or two faint murmurs which sounded like
"TVrong," but the boys generally made no answer.
"Perhaps it depends a little upon the question whose hat
it wvas. Do you think it does depend upon that?"
"Yes, sir."                       i
"Well, suppose then it was not his own hat, and he was
throwing stones at it without the owner's consent, would it
be plain in that case whether he was doing right or wrong?"
2-i 4 
REPORTS OF CASES.
"Yes, sir; wrong," was the universal reply.
"'Suppose it was his own hat, would he have been right?
HIas a boy a right to do what he pleases with his own hat?"
"Yes, sir," "Yes, sir;" "No, sir," "No, sir," answered
the boys, confusedly.
I do not know whose hat it was.   If the boy who did
it is willing to rise and tell me, it will help us to decide this
question."
The boy, knowing that a severe punishment was not in
such a case to be anticipated, and, in fact, apparently pleased
with the idea of exonerating himself from the blame of willfully injuring the property of another, rose and said,
"I suppose it was I, sir, who d.d it, and it was my own
hat."
"1 Well," said the master, " I am glad that you are willing
to tell frankly how it was; but let us look at this case.
There are two senses in which a hat may be said to belong
to any person. It may belong to him because he bought it
and paid for it, or it may belong to him because it fits him
and he wears it. In other words, a person may have a hat
as his property, or he may have it only as a part of his dress.
Now you see that, according to the first of these senses, all
the hats in this school belong to your fathers. There is not,
in fact, a single boy in this school who has a hat of his own."
The boys laughed.
"Is not this the fact?"
"'Yes, sir."
"It certainly is so, though I suppose James did not consider it. Your fathers bought your hats. They worked for
them and paid for them. You are only the wearers, and
consequently every generous boy, and, in fact, every honest
boy, will be careful of the property which is intrusted to
him, but which, strictly speaking, is not his own.
2.  IISTTAKES.-A wide difference must always be made
275 
THE TEACHER.
between mistakes arising from carelessness, and those resulting from circumstances beyond control, such as want of sufficient data, and the like. The former are always censurable; the latter never; for they may be the result of correct
reasoning from insufficient data, and it is the reasoning only
for which the child is responsible.
"What dclo you suppose a prophet is?" said a teacher to a
class of little boys.  The word occurred in their reading lesson.
The scholars all hesitated; at last one ventured to reply:
"If a man should sell a yoke of oxen, and get more for
them than they are worth, he would be a prophet."
"Yes," said the instructor, "that is right; that is one
kind of profit, but this is another and a little different," and
he proceeded to explain the word, and the difference of the
spelling.
This child had, without doubt, heard of some transaction
oi the kind which he described, and had observed that the
word l)rofit was applied to it.  Now the care which he had
exercised in attending to it at the time, and remembering it
ashen the same word (for the difference in the spelling he of
course knew nothing about) occurred again, was really commendable.  The fact, which is a mere accident, that we affix
very different significations to the same sound, was unknown
to him. The fault, if any where, was in the language and
not in him, for he reasoned correctly from the data he possessed, and he deserved credit for it.
The teacher should always discriminate carefully between
errors of this kind, and those that result from culpable carelessness.
3. TARDINXESS. " MIy duty to this school," said a teacher
to his pupils, " demands, as I suppose you all admit, that I
should require you all to be here punctually at the time appointed for the commencement of the school. I have done
nothing on this subject yet, for I wished to see whether you
276 
REPORTS OF CASES.
would not come early on principle.  I wish now, however, to
inquire in regard to this subject, and to ascertain how many
have been tardy, and to consider what must be done hereafter."
He made the inquiries, and ascertained pretty nearly how
many had been tardy, and how often within a week.
The number was found to be so great that the scholars admnitted that something ought to be done.
"What shall I do?" asked he.  "Can any one propose a
plan which will remedy the difficulty?"
There was no answer.
" The easiest and pleasantest way to secure punctuality is
for the scholars to come early of their own accord, upon principle. It is evident, from the reports, that many of you do
so, but some do not. Now there is no other plan which will
not be attended with very serious difficulty, but I am willing
to adopt the one which will be most agreeable to yourselves,
if it will be likely to accomplish the object. Hlas any one any
plan to propose?"
There was a pause.
" It would evidently," continued the teacher, " be the easiest for me to leave this subject, and do nothing about it. It
is of no personal consequence to me whether you come early
or not, but as long as I hold this office I must be faithful, and
I have no doubt the school committee, if they knew how many
of you were tardy, would think I ought to do something to diminish the evil.
The best plan that I can think of is that all who are tardv should lose their recess."
The boys looked rather anxiously at one another, but continued silent.
"There is a great objection to this plan from the fact that
a boy is sometimes necessarily absent, and by this rule he will
lose his recess with the rest, so that the innocent will be punishled with the guilty."
277 
THE TEACHER.
"I should think, sir," said William, "that those who are
necessarily tardy might be excused."
"Yes, I should be very glad to excuse them, if I could find
out who they are."
The boys seemed to be surprised at this remark, as if they
thought it woull not be a difficult matter to decide.
"How can I tell?" asked the master.
"You can hear their excuses, and then decide."
"Yes," said the teacher: "but here are fifteen or twenty
boys tardy this morning; now how long would it take me to
hear their excuses, and understand each case thoroughly, so
that I could really tell whether they were tardy from good
reasons or not?"
No answer.
"Should you not think it would take a minute apiece?"
"Yes, sir."
" It would, undoubtedly, and even then I could not in many
cases tell. It would take fifteen minutes, at least. I can not
do this in school hours, for I have not time, and if I do it in
recess it will consume the whole of every recess.  Now I need
the Cest of a recess as well as you, and it does not seem to me
to be just that I should lose the whole of mine every day, and
spend it in a most unpleasant business, when I take pains myself to come punctually every morning.   Would it be just?"
No, sir."
I think it would be less unjust to deprive all those of
their recess who are tardy; for then the loss of a recess by a
boy who had not been to blame would not be very common,
and the evil would be divided among the whole; but in the
plan of my hearing the excuses it would all come upon one."
After a short pause one of the boys said that they might
be required to bring written excuses.
"Yes, that is another plan," said the teacher; "but there
are objections to it.  Can any of you think what they are?
I suppose you have all been, either at this school or at some
2-i 8 
REPORTS OF CASES.
other, required to bring written excuses, so that you have
seen the plan tried.  N'ow have you never noticed any objection to it?"
One boy said that it gave the parents a great deal of trouble
at home.
" Yes," said the teacher, " this is a great objection; it is
often very inconvenient to write. But that is not the greatest difficulty; can any of you think of any other?"
There was a pause.
' Do you think that these written excuses are, after all, a
fair test of the real reasons for tardiness? I understand that
sometimes boys will tease their fathers or mothers for an excuse when they do not deserve it,'Yes, sir,' and sometimes
they will loiter about when sent of an errand before school,
knowving that they can get a written excuse, when they might
easily have been punctual."
" Yes, sir," "Yes, sir," said the boys.
' Well, now, if we adopt this plan, some unprincipled boy
would always contrive to have an excuse, whether necessarily
tardy or not; and, besides, each parent would have a different principle and a different opinion as to what was a reasonable excuse, so that there would be no uniformity, and, consequently, no justice in the operation of the system."
The boys admitted the truth of this, and, as no other plan
was presented, the rule was adopted of requiring all those who
were tardy to remain in their seats during the recess, whether they were necessarily tardy or not. The plan very soon
diminished the number of loiterers.
4. HIELEN-'S LESSON.-The possibility of being inflexibly
firm in measures, and, at the same time, gentle and mild in
manners and language, is happily illustrated in the following
description, whlich is based on an incident narrated by Mrs.
Sherwood:
"1Mrs. M. had observed, even during the few days that
279 
THiE TEACIIER.
Helen had been under her care, that she was totally unac customed to habits of diligence and application. After making
all due allowance for long-indulged habits of indolence and
inattention, she one morning assigned an easy lesson to her
pupil, informing her at the same time that she should hear it
immediately before dinner.  Helen made no objections to the
plan, but she silently resolved not to perform the required
task.  Being in some measure a stranger, she thought her
aunt would not insist upon perfect obedience, and besides, in
her estimation, she was too old to be treated like a child.
"During the whole morning Helen exerted herself to be
mild and obliging; her conduct toward her aunt was uncomt
monly affectionate.   By these and various other artifices she
endeavored to gain her first victory.   Meanwhile Mrs. 3L
quietly pursued her various avocations, without apparently
noticing Helen's conduct.  At length dinner-hour arrived;
the lesson was called for, but Helen was unprepared.   Mrs.
31. told Helen she was sorry that she had not learned the lesson, and concluded by saying that she hoped she would be
prepared before tea-time.
"Helen, finding she was not to come to the table, began to
be a little alarmed. She was acquainted in some measure
with the character of her aunt, still she hoped to be allowed
to partake of the dessert, as she had been accustomed to onl
similar occasions at home, and soon regained her wonted
composure. But the dinner-cloth was removed, and there
sat Helen, suffering not a little from hunger; still she would
not complain; she meant to convince her aunt that she was
not moved by trifles.
"A walk had been proposed for the afternoon, and as the
hour drew near, Helen made preparations to accompany the
party. Mrs. MI. reminded her of her lesson, but she just noticed the remark by a toss of the head, and was soon in the
green fields, apparently the gayest of the gay. After her rturn from the excursion she complained of a head-ache, which
280 
REPORTS OF CASES.
in fact she had.  She threw herself languidly on the sofa,
sighed deeply, and took up her History.
"Tea was now on the table, and most tempting looked
the white loaf.  3Irs. M. again heard the pupil recite, but
was sorry to find the lesson still imperfectly prepared.   She
left her, saying she thought half an hour's additional study
would conquer all the difficulties she found in the lesson.
"During all this time?Irs. MI. appeared so perfectly calm,
composed, and even kind, and so regardless of sighs and doleful exclamations, that Helen entirely lost her equanimity, and
let her tears flow freely and abundantly. Her mother was alw-ays moved by her tears, and would not her aunt relent?  No.
\Irs. i. quietly performed the duties of the table, and ordered the tea-equipage to be removed. This latter movement
brought Helen to reflection.  It is useless to resist, thought
she; indeed, why should I wish to? Nothing too much has
been required of me. How ridiculous I have made myself
appear in the eyes of my aunt, and even of the domestics!
"In less than an hour she had the satisfaction of reciting
her lesson perfectly; her aunt made no comments on the occasion, but assigned her the next lesson, and went on sewing.
Helen did not expect this; she had anticipated a refreshing
cup of tea after the long siege.  She had expected that even
something nicer than usual would be necessary to compensate
her for her past sufferings.  At length, worn out by longcontinued watching and fasting, she went to the closet, provided herself with a cracker, and retired to bed to muse deliberately on the strange character of her aunt.
"Teachers not unfrequently threaten their pupils with
some proper punishment, but, when obliged to put the threat
into execution, contrive in some indirect way to abate its
rigor, and thus destroy all its effects. For example, a mother
was in the habit, when her little boy ran beyond his prescribed play-ground, of putting him into solitary confinement.
On such occasions, she was very careful to have some amus
281 
TIIE TEACHER.
ing book or diverting plaything in a conspicuous part of the
room, and not unfrequently a piece of gingerbread was given
to solace the runaway. The mother thought it very strange
her little boy should so often transgress, when he knew what
to expect frcgn such a course of conduct. The boy was wiser
than the mother; he knew perfectly well how to manage the
business. He could play with the boys beyond the garden
gate, and if detected, to be sure he was obliged to spend a
quiet hour in the pleasant parlor. But this was not intolerable as long as he could expect a paper of sugar-plums, a
cakle, or at least something amply to compensate him for the
loss of a game at marbles."
5. COMIPLAINTS OF LONG LESSONS.-A college officer assigned lessons which the idle and ignorant members of the
class thought too long. They murmured for a time, and at
last openly complained. The other members of the class
could say nothing in behalf of the professor, awed by the
greatest of all fears to a collegian, the fear of being called a
".she/e" or a "blueskin."  The professor paid no attention to
the petitions and complaints which were poured in upon him,
and which, though originated by the idle, all were compelled
to vote for. lie coldly, and with uncompromising dignity,
went on; the excitement in the class increased, and what is
called a college rebellion, with all its disastrous consequences
to the infatuated rebels, ensued.
Another professor had the dexterity to manage the case in
a different way. After hearing that there was dissatisfaction, he brought up the subject as follows:
" I understand, gentlemen, that you consider your lessons
too longl. Perhaps I have overrated the abilities of the class,
but I have not intended to assign you more than you can accomplish. I feel no other interest in the subject than the
pride and pleasure it would give me to have my class stand
high, in respect to the amount of ground it has gone over,
282 
REPOliTS OF CASES.
when you come to examination.  I propose, therefore, that
you appoint a committee, in whose abilities and judgment
you can confide, and let them examine this subject and report.
lley niiaht ascertain how much other classes have done, and
howr much is expedient for this class to attempt; and then,
by estimating the number of recitations assigned to this study,
they can easily determine what should be the length of the
lessonis."
Tfe platn wias adopted, and the report put an end to the
(Iitficulty.
6. ENGLISII CoMIPOSITION.-The great prevailing fault of
writers in this country is an affectation of eloquence.  It is
almcst universally the fashion to aim, not at striking thoughts,
simply and clearly expressed, but at splendid language, glowing, imagery, and magnificent periods.  It arises, perhaps,
from the fact that public speaking is the almost universal
object of ambition, and, consequently, both at school and at
college, nothing is thought of but. oratory. Vain attempts
at oratory result, in nine cases out of ten, in grandiloquence
nnd empty verbiage-common thoughts expressed in pompous periods.
The teacher should guard against this, and assign to children such subjects as are within the field of childish observation. A little skill on his part will soon determine the question which kind of writing shall prevail in his school.   The
following specimens, both written with some skill, will illustrate the two kinds of writing alluded to.  Both were written by pupils of the same age, twelve; one a boy, the other
a girl. The subjects were assigned by the teacher. I need
not say that the following was the writer's first attempt at
composition, and that it is printed without alteration.
THE PAINS OF A SAILOR'S LIFE.
The joyful sailor embarks on board of his ship, the sails are spread to
catch the playful gale, swift as an arrow he cuts the rolling wave. A
283 
TIIE TEACHEI.
few days thus sporting on the briny wave, whei suddenly the sky is
overspread with clouds, the rain descends in torrents, the sails are lowered, the gale begins, the vessel is carried with great velocity, and the
shrouds, unable to support the tottering mast, gives way to the furious
tempest; the vessel is drove among the rocks, is sprung aleak; the sailor
works at the pumps till, faint and weary, is heard from below, six feet
of water in the hold; the boats are got ready, but, before they are into
them, the vessel is dashed against a reef of rocks; some, in despair, throw
themselves into the sea; others get on the rocks without any clothes
or provisions, and linger a few days, perhaps weeks or months, living
on shell fish, or perhaps taken up by some ship; others get on pieces
of the wreck, and perhaps be cast on some foreign country, where perhaps he may be taken by the natives, and sold into slavery where he
never more returns.
In regard to the following specimen, it should be stated
that when the subject was assig,ned, the pupil was directed
to see how precisely she could imitate the language and conversation which two little children really lost in the woods
would use. While writing, therefore, her mind was in pursuit of the natural and the simple, not of the eloquent.
Two  CHILDREN LOST IN THE WVOODS.
Emily. Look here! see how many berries I've got. I don't believe
you've got so many.
Charles. Yes, I'm sure I have. My basket's almost full; and if we
hurry, we shall get ever so many before we go home.  So pick away as
fast as you can, Emily.
Emily. There, mine is full. Now we'll go and find some flowers for
mother. You know somebody told us there were some red ones close
to that rock.
Charles. Well, so we will.  We'll leave our baskets here, and come
back and get them.
Emily. But if we can't find our way back, what shall we do?
Charles. Poh! I can find the way back. I only want a quarter to
seven years old, and I sha'n't lose myself, I know.
Emily. Well, we've got flowers enough, and now I'm tired and want
to go home.
Charles. I don't; but, if you are tired, we'll go and find our baslrets.
Emily. Where do you think they are?  WVe've been looking a great
while for them. I know we are lost, for when we went after the
284 
REPORTS OF CASES.
flowers we only turned once, and coming back we have turned three
times.
Charles. Have we? WNell, never mind, I guess we shall find them.
Emizly. I m afraid we sha'n't.  Do let's run.
Charles. \Well, so do.  Oh, Emily! here's a brook, and I am sure we
didn't pass any brook going.
Emiily. Oh dear! we must be lost.  Hark! Charles, didn't you hear
that dreadful noise just now? WNasn't it a bear?
Charles. Poh! I should love to see a bear here. I guess, if he should
coele near me, I would give him one good slap that would make him
feel pretty bad. I could kill him at the first hit.
e
E~zily. I should like to see you taking hold of a bear.   Why, didn't
you know bears were stronger than men? But only see how dark it
grows; we sha'n't see ma to-night, I'm afraid.
Charles. So am I: do let's run some more.
Emily. Oh, Charles, do you believe we shall ever find the way out of
this dreadful long wood 
Charles. Let's scream, and see if somebody won't come.
Emily. W'ell (screaming), ma! ma!
Charles (screaming also). Pa! pa!
Emily. Oh dear! there's the sun setting.  It will be dreadfully dark
by-and-by, won't it l
We have given enough for a specimen. The composition,
though faulty in many respects, illustrates the point we had
in view.
7. INSINCERE CONFESSiON.-An  assistant in a school informed the principal that she had some difficulty in preserving order in a certain class composed of small children.  The
principal accordingly went into the class, and something like
the following dialogue ensued:
" Your teacher informs me," said the principal, "that there
is not perfect order in the class.  Now if vou are satisfied
that there has not been order, and wish to help me discover
and correct the fault, we can do it very easily.  If, on the
other hand, you do not wish to co-operate with me, it will
be a little more difficult for me to correct it, and I must take 
a different course.  Nvow I wish to know, at the outset, whether you do or do not wish to help me?"
285
I 
THE TEACHER.
A faint "Yes, sir," was murmured through the class.
" I do not wish you to assist me unless you really and honestly desire it yourselves; and if you undertake to do it, you
must do it honestly. The first thing which will be necessary will be an open and thorough exposure of all which has
been wrong, and this, you know, will be unpleasant.  But I
will put the question to vote by asking how many are willing that I should know, entirely and fully, all that they have
done in this class that has been wrong?"
Very nearly all the hands were rasised at once, promptly,
and the others were gradually brought up, though with more
or less of hesitation.
"Are you willing not only to tell me yourselves what you
have done, but also, in case any one has forgotten something
which she has done, that others should tell me of it?"
The hands were all raised.
After obtaining thus from the class a distinct and universal expression of willingness that all the facts should be made
known, the principal called upon all those who had any thing
to state to raise their hands, and those who raised them had
opportunity to say what they wished. A great number of
very trifling incidents were mentioned, such as could not have
produced any difficulty in the class, and, consequently, could
not have been the real instances of disorder alluded to. Or
at least it was evident, if they were, that in the statement
they must have been so palliated and softened that a really
honest confession had not been made.  This result mnight, in
such a case, have been expected. Such is human nature, that
in nine cases out of ten, unless such a result had been particularly guarded against, it would have inevitably followed.
Not only will such a result follow in individual cases like
this, but, unless the teacher watches and guards against it, it
will grow into a habit.  I mean, boys will get a sort of an
idea that it is a fine thing to confess their faults, and by a
show of humility and frankness will deceive their teacher, and
286 
REPOIRTS OF CASES.
perhaps themselves, by a sort of acknowledgment, which in
fact exposes nothing of the guilt which the transgressor professes to expose. A great many cases occur where teachers
are pleased with the confession of faults, and scholars perceive
it, and the latter get into the habit of coming to the teacher
when they have done something which they think may get
themi into difficulty, and make a sort of half confession, which,
by bringing forward every palliating circumstance, and suppressing every thing of different character, keeps entirely out
of view all the real guilt of the transgression.  The criminal
is praised by the teacher for the frankness and honesty of the
confession, and his fault is freely forgiven. HIe goes away,
therefore, well satisfied with himself, when, in fact, he has been
only submitting to a little mortification, voluntarily, to avoid
the danger of a greater; much in the samne spirit with that
which leads a man to receive the small-pox by inoculation,
to avoid the danger of taking it in the natural way.
The teacher who accustoms his pupils to confess their
faults voluntarily ought to guard carefully against this dancer. WVhen such a case as the one just described occurs, it
will afford a favorable opportunity of showing distinctly to
pupils the difference between an honest and a hypocritical
confession. In this instance the teacher proceeded thus:
" Now there is one more question which I wish you all to
answer by your votes honestly. It is this. Do you think
that the real disorder which has been in this class-that is,
the real cases which you referred to when you stated to me
that you thought that the class was not in good order-have
been now really exposed, so that I honestly and fully understand the case?  How many suppose so?"
Not a single hand was raised.
"How many of you think, and are willing to avow your
opinion, that I have not been fully informed of the case?"
A large proportion held up their hands.
'Now  it seems the class pretended to be  villing that I
87 
THE TEACHIER.
should know all the affair. You pretended to be willing to
tell me the whole, but when I call upon you for the iinformation, instead of telling me honestly, you attempt to amuse
me by little trifles, which in reality made no disturbance, and
you omit the things which you know were the real objects
of my inquiries. Am I right in my supposition?"
They were silent. After a moment's pause, one perhaps
raised her hand, and began now to confess something which
she had before concealed.
The teacher, however, interrupted her by saying,
" I do not wish to have the confession made now.  I gave
you all time to do that, and now I should rather not hear
any more about the disorder. I gave an opportunity to have
it acknowledged, but it was not honestly improved, and now
I should rather not hear. I shall probably never know.
"I wished to see whether this class would be honestreally honest, or whether they would have the insincerity to
pretend to be confessing when they were not doing so honestly, so as to get the credit of being frank and sincere, when
i,a reality they are not so.  Now am I not compelled to conclude that this latter is the case?"
Such an example will make a deep and lasting impression.
It w' ill show that the teacher is upon his guard; and there
tare very few so hardened in deception that they would not
wish that they had been really sincere rather than rest under
such an imputation.
8. COURT.-A pupil, quite young (says a teacher), came
to me one day with a complaint that one of her companions
had got her seat. There had been some changes in the seats
by my permission, and probably, from some inconsistency in
the promises which I had made, there were two claimants
for the same desk. The complainant came to me, and appealed to my recollection of the circumstance. 
~' I do not recollect any thing about it," said I.
288 
REPORTS OF CASES.
'- Why, MIr. B.!" replied she, with astonishment.
" No," said I; "you forget that I have, every day, arrangeinents, almost without number, of such a kind to make, and
as soon as I have made one I immediately forget all about
it."
"Wh'y, don't you remember that you got me a new baize?"
" No; I ordered a dozen new baizes at that time, but I do
not remember who they were for."
There was a pause; the disappointed complainant seemed
not to know what to do.
"I will tell you what to do.  Bring the case into court,
and I will try it regularly."
"ANhy, Mr. B., I do not like to do any thing like that about
it; besides, I do not know how to write an indictment."
"Oh," I answered, "the scholars will like to have a good
trial, and this will make a new sort of case.  All our caste
thus far have been for offenses-that is what they call crilminal cases-and this will be only an examination of the conflicting claims of two individuals to the same property, and it
will excite a good deal of interest. I think you had better
bring it into court."
She went slowly and thoughtfully to her seat, and presently returned with an indictment.
"MIr. B., is this right?"
It was as follows:
I accuse Miss A. B. of coming to take away my seat-the one Mr.
B. gave me.
Witnesses,  C. D.
E. T.
" Why-yes-that will do; and yet it is not exactly right.
You see this is what they call a civil case."
"' I don't think it is very civil."
" No, I don't mean it was civil to take your seat, but this
is not a case where a person is prosecuted for having done
any thing wrong,."
289
N7 
TIlE TEACHER.
The plaintiff looked a little perplexed, as if she could not
understand how it could be otherwise than wrong for a girl
to usurp her seat.
"I mean, you do not bring it into court as a case of wrong.
You do not want her to be punished, do you?"
"No, I only want her to give me up my seat; I don't
want her to be punished."
"Well, then, you see that, although she may have done
wvrong to take your seat, it is not in that point of view that
you bring it into court. It is a question about the right of
property, and the lawyers call such cases civil cases, to distinguish them from cases where persons are tried for the purpose
of being punished for doing wrong. These last are called
criminal cases."
The aggrieved party still looked perplexed.  "Well, Mr.
B.," she continued, "what shall I do? Hiow shall I write
it?  I can not say any thing about civil in it, can I?"
A form wvas given her which would be proper for the purpose, and the case was brought forward, and the evidence on
both sides examined. The irritation of the quarrel was soon
dissipated in the amusement of a semi-serious trial, and both
parties good-humoredly acquiesced in the decision.
9. TEACIHERS' PERSONAL  CHIARACTER.-Mluch has been
said within a few years, by writers on the subject of education in this country, on the desirableness of raising the business
of teaching to the rank of a learned profession. There is but
one way of doing this, and that is raising the personal characters and attainments of the teachers themselves. Whether
an employment is elevated or otherwise in public estimation,
depends altogether on the assoeiations connected with it in the
public mind, and these depend altogether on the characters
of the individuals who are engaged in it. Franklin, by the
simple fact that he was a printer himself, has done more toward giving dignity and respectability to the employment of
290 
REPORTS OF CASES.
printing, than a hundred orations on the intrinsic excellence
of the art. In fact, all mechanical employments have, within a few years, risen in rank in this country, not through the
influence of efforts to impress the community directly with a
sense of their importance, but simply because mechanics
themselves have risen in intellectual and moral character.
In the same manner, the employment of the teacher will be
raised most effectually in the estimation of the public, not by
the individual vwho writes the most eloquent oration on the
intrinsic dignity of the art, but by the one who goes forward
most successfully in the exercise of it, and who, by his general attainments and public character, stands out most fully
to the view of the public as a well-informed, liberal-minded,
and useful man.
If this is so-and it can not well be denied-it furnishes
to every teacher a strong motive to exertion for the improvement of his own personal character. But there is a stronger
motive still in the results which flow directly to himself from
such efforts.:No man ought to engage in any business which,
as mere business, will engross all his time and attention.
The Creator has bestowed upon every one a mind, upon the
cultivation of which our rank among intelligent beings, our
happiness, our moral and intellectual power, every thing valuable to us, depend; and after all the cultivation which we
can bestow, in this life, upon this mysterious principle, it will
still be in embryo. The progress which it is capable of making is entirely indefinite. If by ten years of cultivation we
can secure a certain degree of knowledge and power, by ten
more we can double, or more than double it, and every succeeding year of effort is attended with equal success. There
is no point of attainment where we must stop, or beyond
which effort will bring in a less valuable return.
Look at that teacher, and consider for a moment his condition.  He began to teach when he was twenty years of
age, and now he is forty.  Between the ages of fifteen and
291
.1 
THE TEACIIER.
twenty he made a vigorous effort to acquire such an education as would fit him for these duties.  He succeeded, and
by these efforts he raised himself from being a mere laborer,
receiving for his daily toil a mere daily subsistence, to the
respectability and the comforts of an intellectual pursuit.
But this change once produced, he stops short in his progress.
Once seated in his desk, he is satisfied, and for twenty years
he has been going through the same routine, without any effort to advance or to improve.  Hle does not reflect that the
same efforts, which so essentially altered his condition and
prospects at twenty, would have carried him forward to higher and higher sources of influence and enjoyment as long as
he should continue them.  His efforts ceased when he obtainied a situation as teacher at fifty dollars a month, and,
though twenty years have glided away, he is now exactly
what he was then.
There is probably no employment whatever which affords
so favorable an opportunity for personal improvement-for
steady intellectual and moral progress, as that of teaching.
There are two reasons for this:
First, there is time for it.  WVith an ordinary degree of
health and strength, the mind can be vigorously employed at
least ten hours a day. As much as this is required of students in many literary institutions. In fact, ten hours to
study, seven to sleep, and seven to food, exercise, and recreation, is perhaps as good an arrangement as can be made; at
any rate, very few persons will suppose that such a plan allows too little under the latter head. Now six hours is as
much as is expected of a teacher under ordinary circumstances, and it is as much as ought ever to be bestowed; for,
though he may labor four hours out of school in some new
field, his health and spirits will soon sink under the burden,
if, after his weary labors during the day in school, hle gives
up his evenings to the same perplexities and cares.   And it
is not necessary. No one who knows any thing of the na
292 
REPORTS OF C ASES.
ture of the human mind, and who will reflect a moment on
the subject, can doubt that a man can make a better school
by expending six hours labor upon it with alacrity and ardor,
than he can by driving himself on to ten. Every teacher,
therefore, who is commencing his work, should begin with
the firm determination of devoting only six hours daily to the
pursuit. Make as good a school, and accomplish as much
for it as you can in six hours, and let the rest go. When you
come from your school-room at night, leave all your perplexities and cares behind you. No matter what unfinished business or unsettled difficulties remain, dismiss them till another sun shall rise, and the hour of duty for another day
shall come.   Carry no school-work home with you, and do
not even talk of your schlool-woirk at home.   You will then
get refreshment and rest. Your mind, during the evening,
wvill be in a different world from that in which you have
moved during the day. At first this will be difficult. It will
be hard for you, unless your mind is uncommonly well disciplined, to dismiss all your cares; and you will think, each
evening, that some peculiar emergency demands your attention just at that timne, and that as soon as you have passed the
crisis you will confine yourself to what you admit are generally reasonable limits; but if you once allow school, with its
perplexities and cares, to get possession of the rest of the day,
it will keep possession. It will intrude itself into all your
waking thought4s, and trouble you in your dreams.  You will
lose all command of your powers, and, besides cutting off
from yourself all hope of general intellectual progress, you
will, in fact, destroy your success as a teacher. Exhaustion,
weariness, and anxiety will be your continual portion, and in
such a state no business can be successfully prosecuted.
There need be no fear that employers will be dissatisfied
if the teacher acts upon this principle. If he is faithful, and
enters with all his heart into the discharge of his duties during six hours, there will be something in the ardor, and alac
293 
TI-ITHE TEACH-lER.
rity, and  spirit with which his duties will be performed
swhich parents and scholars will both be very glad to receive
in exchange for the languid, and dull, and heartless toil in
wahich the other method must sooner or later result.
If the teacher, then, will confine himself to such a portion
of time as is, in fact, all he can advantageously employ, there
will be much left which can be devoted to his own private
employment-more than is usual in the other avocations of
life. In most of these other avocations there is not the same
necessity for limiting the hours which a man may devote to
his business. A merchant, for example, may be employed
nearly all the day at his counting-room, and so may a mechlianic. A physician may spend all his waking hours in visiting patients, and feel little more than healthy fatigue. The
reason is, that in all these employments, and, in fact, in most
of the employments of life, there is so much to diversify, so
many little incidents constantly occurring to animate and relieve, and so much bodily exercise, which alternates with and
suspends the fatigues of the mind, that the labors may be
much longer continued, and with less cessation, and yet the
health not suffer.  But the teacher, while engaged in his
work, has his mind continually on the stretch.  There is
little relief, little respite, and he is almost entirely deprived of
bodily exercise. He must, consequently, limit his hours of
attending to his business, or his health will soon sink under
labors which Providence never intended the human mind to
bear.
There is another circumstance which facilitates the progress of the teacher.  It is a fact that all this general progress
has a direct and immediate bearing upon his pursuits. A
lawyer may read in an evening an interesting book of travels,
and find nothing to help him with his case, tihe next day, in
court; but almost every fact which the teacher thus learns
will come at once into tse in some of his recitations at school.
294 
REPORTS OF CASES.
WAe do not mean to imply by this that the members of the
legal profession have not need of a great variety and extent
of knowledge; they doubtless have.  It is simply in the diiectiiess and certuiity with which the teacher's knlowledge may
be applied to his purpose that the business of teaching has
the advantage over every other pursuit.
This fact, now, has a very important influence in encouraging and leading forward the teacher to make constant intellectual progress, for every step brings at once a direct reward.
10. TI-IE CHESTNUT 11-uR.-A  story fo?l school-boys.-One
fine Saturday afternoon, in the fall of the year, the master
~. —. was taking a, walk in the woods, and
li  e caime to a place where a nIumberl of
boys - ere gathering chestnuts.
,  One of the boys was sitting upon a
banlk trying to open some chestnut burrs
whilch hlie had knocked off from the tree.
The burrs were green, and he was at                    tempting to open  them  by pounding
them with a stone.
HIe was a very impatient
boy, and was scolding in a
- 
295 
THE TEACHER.
lou(], angry t.one against the burrs.  He did not see, he said,
what in the world chestnuts were made to grow so for.
They ought to grow right out in the open air, like apples,
and not have such vile porcupine skins on them, just to
plagiue the boys.  So saying, he struck with all his might
a fine large burr, crushed it to pieces, and then jumped,up,
using at the same time profane and wicked words.  As soon
as he turned round he saw the master standing very near
him. He felt very much ashamed and afraid, and hung down
his head.
"Roger," said the master (for this boy's name was Roger),
"can you get me a chestnut burr?"
Roger looked up for a moment to see whether the master
was in earnest, and then began to look around for a burr.
A boy who was standing near the tree, with a red cap full
of burrs in his hand, held out one of them.  Roger took the
burr and handed it to the master, who quietly put it into his
pocket, and walked away without saying a word.
As soon as he was gone, the boy with the red cap said to
Roger, "I expected that the master would have given you a
good scolding for talking so."
"The master never scolds," said another boy, who was
sitting on a log pretty near, with a green satchel in his hand,
"but you see if he does not remember it."  Roger looked as
if he did not know what to think about it.
"I wish," said he, "I knew what he is going to do with
that burr-"
That afternoon, when the lessons had been all recited, and
it was about time to dismiss the school, the boys put  away
their books, and the master read a few verses in the Bible,
and then offered a prayer, in which he asked God to forgive
all the sins which any of them had committed that day, and
to take care of them during the night.  After this he asked
the boys all to sit down.  He then took his handkerchief out
of his pocket and laid it on the desk, and afterward he put
t
296 
RZEPOPTS OF CASES.
his hand into his pocket again, and took out the chestnut
burr, and all the boys looked at it.
"Boys," said he, "' do you know what this is?"
One of the boys in the back seat said, in a half whlisper,
'It is nothing but a chestnut burr."
Lucy," said the master to a bright-eyed little girl near
him, "- what is this?"
"It is a chestnut burr, sir," said she.
'Do you know wh-lat it is for?"
I suppose there are chestnuts in it."
" But what is this rough, prickly covering for?"
Lucy did not know.
"Does any body here know?" said the mastelr.
One of the boys said that he supposed it was to hold the
chestnuts together, and keep them up on the tree.
"' But I heard a boy say," replied the master, " that they
ought not to be made to grow so.  The nut itself, he thought,
ought to hang alone on the branches, without any prickly
covering, just as apples do."
"But the nuts themselves have no stems to be fastened
by," answered the same boy.
"That is true; but I suppose this boy thought that God
could have made them grow with stems, and that this,would
have been better than to have them in burrs."
After a little pause the master said that he would explain
To them what the chestnut burr was for, and wished them all
to listen attentively.
"HI-ow  much of the chestnut is good to eat, William?"
asked he, looking at a boy before him.
"Only the meat."
"How long does it take the meat to grow?"
'TfAll sumnier, I suppose, it is growing."
Yes; it begins early in the summer, and gradually swells
and grows until it has become of full size, and is ripe, in the
fall.  Now suppose there was a tree out here near the school                            N2
) -7
L9i 
TIIE TEACHER.
house, and the chestnut meats should grow upon it without
any shell or covering; suppose, too, that they should taste
like good ripe chestnuts at first, when they were very small.
Do you think they would be safe?"
William said " No; the boys would pick and eat them before they had time to grow."
'"WVell, what harm would there be in that?  Would it not
be as well to have the chestnuts early in the summer as to
have them in the fall?"
William hesitated.  Another boy who sat next to him
said,
"There would not be so much meat in the chestnuts if
they were eaten before they had time to grow."
"Right," said the master; " but would not the boys know
this, and so all agree to let the little chestnuts stay, and not
cat them while they were small?"
William said he thought they would not. If the chestnuts were good, he was afraid they would pick them off and
eat them if they were small.
All the rest of the boys in the school thought so too.
"Here, then," said the master, "is one reason for having
prickles around the chestnuts when they are small.  But then
it is iwt necessary to have all chestnuts guarded from boys in
this way; a great many of the trees are in the woods, which
the boys do not see; what good do the burrs do in these
trees?"
The boys hesitated. Presently the boy who had the green
satchel under the tree with Roger, who was sitting in one
corner of the room, said,
"I should think they would keep the squirrels from eating
them.
" And besides," continued he, after thinking a mom* eient,
I should suppose, if the meat of the chestnut had no covering, the rain would wet it and make it rot, or the sun migli
dry and wither it."
i)( 8 
nEPOR.TS OF CASES.
Yes," said tile master, "these are very good reasons why
the nut should be carefully guarded. First the meats are
packed away in a hard brown shell, which the water can not
get through; this keeps it dry, and away from dust and otlher things which migiht injure it.  Then several nuts thus protected grow closely together inside this green, prickly covering, whichl spreads over them and guards them from  the
larger animals and the boys.  Where the chestnut gets its
full groNwthi and is ripe, this covering, you know, splits open,
and the nuts drop out, and then any body can get them and
eat them."
The boys were then all satisfied that it was better that
chestnuts should grow in burrs.
"But why," asked one of the boys, "do not apples grow
So?"
' Can any body answer that question?" asked the master.
The boy with the green satchel said that apples had a
smooth, tight skin, which kept out the wet, but he did not see
how they were guarded from animals.
The master said it was by their taste.  " They are hard
and sour before they are full grown, and so the taste is not
pleasant, and nobody wvishes to eat them, except sometimes a
few foolish boys, and these are punished by being made sick.
When the apples are full grown, they change from sour to
sweet, and become mellow-then they can be eaten.  Can
you tell me of any other fruits which are preserved in this
way?"
One boy answered, " Strawberries and blackberries;" and
another said, " Peaches and pears."
Another boy asked why the peach-stone was not outside
the peach, so as to keep it from being eaten; but the master
said that hlie would explain this another time.  Then he dismissed the scholars, after asking Rloger to wait until the rest
had gone, as he wished to see him alone.
Several of the articles whlich follow were communicated
299 
TIlE TEACHIEI,.
for this work by different teachers, at the request of the au
thor.
11. THE SERIES OF WVRITING LEssoNs.-Very many pupils soon become weary of the dull and mlonotonous business
of writing, unless some plans are devised to give interest and
variety to the exercise; and, on this account, this branch of
education, in which improvement may be most rapid, is often the last and most tedious to be acquired.
A  teacher, by adopting the following plan, succeeded in
awakening a great degree of interest on the subject, and, consequently, of promoting rapid improvement. The plan wvas
this: le prepared, on a large sheet of paper, a series of lessons in coarse-hand, beginning with straight lines, and procceeding, to the elementary parts of the various letters, and
fi- ally to the letters themselves.   This paper was posted iip
i.i a part of the room accessible to all.
The w-riting-books were  made of three slieets of foolscalp paper, folded into a convenient size, mnaking twenty-four
p. ges in the book.   The books were to be ruled by the pupil,
for it wvas thought important that each should learn this art.
Every pupil in school, then, being furnished with one of these
writing-bookls, was required to commence this series, and to
practice each lesson until hle could write it well; then, and
not till then, he was permitted to pass to the next.   A few
brief directions were given under each lesson on the large
sheet.  For example, under the line of straight marks, which
constituted the first lesson, was  written as follows:
SIraeig'ht, eqzuidistant,,ai-alicl, snmootli,  ell-t(erinate.
These directions were to call the attention of the pupil to
thie excellences which he must aim at, and when hlie supposed
he had secured them, his book was to be presented to the
teacher for examination.  If approved, the word Passed, or,
af.erwNard, simply P., was written under the line, and he could
300 
IEPORTS OF CASES.
then proceed to the next lesson. Other requisites were necessary, besides the correct formation of the letters, to enable
one to pass; for example, the page must not be soiled or blotted, no paper must be wasted, and, in no case, a leaf torn out.
As soon as oae line was written in the manner required, the
scholar was allowed to pass.  In a majority of cases, however, not less than a page would be practiced, and in many
instances a sheet would be covered, before one line could be
produced which would be approved.
One peculiar excellency of this method was, that although
the whole school were working under a regular and systematic plan, individuals could go on independently; that is, the
progress of no scholar was retarded by that of his companion; the one more advanced might easily pass the earlier lessons in a few days, while the others would require weeks of
practice to acquire the same degree of skill.
During the writing-hour the scholars would practice each
at the lesson where he left off before, and at a particular
time each day the books were brought from the regular place
of deposit and laid before the teacher for examination.
WTithout some arrangement for an examination of all the
books together, the teacher would be liable to interruption at
any time from individual questions and requests, whilch would
consume much time, and benefit only a few.
When a page of writing could not pass, a brief remark,
calling the attention of the pupil to the faults which preventcl it, wvas sometimes made in pencil at the bottom of the
page.  In other cases, the fault was of such a character as
to require fill and minute oral directions to the pupil.  At
last, to facilitate thle criticism of the wnriting, a set of arbitrary marks, indicative of the various faults, was devised and
applied, as occasion might require, to the writing-books, by
means of red ink.
These marks, which were very simple in their character,
were easily remembered, for there was generally some  con
301 
TIlE TEACIIER.
nection between the sign and the thing signified. For examnple, the mark denoting that letters were too short was
simply lengthening them in red ink; a faulty curve was denoted by making a new curve over the old one, &c.  The
following are the principal criticisms and directions for which
marks were contrived:
Strokes rough.
Curve wrong.
Bad tetminationri.
Too slanting, and the reverse.
Too broad, and the reverse.
Not parallel.
Form of the letter bad.
Large stroke made too fine, and
the reverse.
A catalogue of these marks, with an explanation, was made
out and placed where it was accessible to all, and by means
of them the books could be very easily and rapidly, but thoroughly criticised.
After the plan had gone on for some time, and its operation was fully understood, the teacher gave up the business
of examining the books into the hands of a committee, appointed by him from among the older and more advanced pupils. That the committee might be unbiased in their judgment, they were required to examine and decide upon the
books without knowing the names of the writers. Each
scholar was, indeed, required to place her name on the right
hand upper corner of every page of her writing-book, for the
convenience of the distributors; but this corner was turned
down wh-en the book was brought in, that it might not be
seen by the committee.
This committee was invested with plenary powers, and
there was no appeal from their decision.  In case they exercised their authority in an improper way, or failed on any account to give satisfaction, they were liable to impeachment, hut
whlile they continued in office they were to be strictly obeyed.
302
Too tall or too short.
Stems not straight.
Careless work.
Paper wasted.
Almost well enough to pa.ss.
Bring your book to the teacher.
P, ormer fault not corrected. 
REPOPRTS OF CASES.
3*.03
This plan w-ent on successfully for three months, and with
very little diminution of interest. The whole school went
regularly through the lessons in coarse-hand, and afterward
thirough a similar series in fine-hand, and improvement in
this branch w-as thought to be greater than at any former
period in the same length of time. 
The same principle of arranging the several steps of an art
or a study into a series of lessons, and requiring the pupil to
pass regularly from one to the other, might easily be applied
to other studies, and would afford an agreeable variety.
12. THE CORRESPON'DENCE.-A master of a district school
was walking through the room with a large rule in his hands,
and as he came up behind two small boys, he observed that
they were playing with some papers.  He struck them once
or twice, though not very severely, on the head with the rule
which hie had in his hand. Tears started from the eyes of
one.  They were called forth by a mingled feeling of grief,
mortification, andcl pain.   The other, who was of "sterner
stuff," looked steadily into the master's face, and when his
back was turned, shook his fist at him and laughed in defiance.
Another teacher, seeing a similar case, did nothing.  The
bovs, when they saw him, hastily gathered up their playthings and put them away.  An hour or two after, a little
boy, who sat near the master, brought them a note addressed to them both. They opened it, and read as follows:
"To EDWARD AND JOHN,-I observed, when I passed you to-day, from
your concerned looks, and your hurried manner of putting something
into your desk, that you were doing something that you knew was
wrong.   \Vhen you attempt to do any thing whatever which con-Iscience tells you is wrong, you only make yourself uneasy and anxious
while you do it, and then you are forced to resort to concealment and
deception when you see me coming.  You would be a great deal happier if you would always be doing your duty, and then you would never be afraid.     Your affectionate teacher,." 
THIE  TEACIIEIR.
As the teacher was arranging his papers in his desk at the
close of school, he found a small piece of paper neatly folded
up in the form of a note, and addressed to him. He read as
follows:
"DEA.R TEACHER,-We are very much obliged to you for writing us
a note.  We were making a paper box.  We know it was wrong, and
are determined not to do so any more.  WVe hope you willforgive us.
"Your pupils,                               EDWARD,
JOHN."
Which of these teachers understood human nature best?
13. WVEEKLY REPOPTs.-The plan described by the following article, which was furnished by a teacher for insertion
here, was originally adopted, so far as I know, in a school on
the Kennebec. I have adopted it with great advantage.
A teacher had one day been speaking to her scholars of
certain cases of slight disorder in the school, which, she remarked, had been gradually creeping in, and which, as she
thought, it devolved upon the scholars, by systematic efforts,
to repress.  She enumerated instances of disorder in the arrangement of the rooms, leaving the benches out of their
places, throwing waste papers upon the floor, having the
desk in disorder inside, spilling water upon the entry floor,
irregular deportment, such as too loud talking or laughing
in recess, or in the intermission at noon, or when coming to
school, and making unnecessary noise in going to or returning from recitations.
"I have a plan to propose," said the teacher, "which I
think may be the pleasantest way of promoting a reform in
things of this kind.  It is this.  Let several of your number
be chosen a committee to prepare statedly-perhaps as often
as once a week-a written report of the state of the school.
The report might be read before the school at the close o
each week. The committee might consist, in the whole, of
04
6 
REPORTS OF CASES.
seven or eight, or even of eleven or twelve individuals, who
should take the whole business into their hands. This committee might appoint individuals of their number to write
in turn each week.  By this arrangement, it would not be
known to the school generally who are the writers of any
particular report, if the individuals wish to be anonymous.
'wo individuals might be appointed at the beginning of the
week, who should feel it their business to observe particularly
the course of things from day to day with reference to the report.  Individuals not members of the committee can render
assistance by any suggestions they may present to this committee. These should, however, generally be made in writing.
Subjects for such a report will be found to suggest themselv-es very abundantly, though you may not perhaps think
so at first. The committee may be empowered not only to
state the particulars in which things are going wrong, but
the methods by which they may be made right.  Let them
prescet us with any s(uggestions they please.  If we do not
like them, we are not obliged to adopt them. Forinstance,
it is generally the case, whenever a recitation is attended in
the corner yonder, that an end of one of the benches is put
against the door, so as to occasion a serious interruption to
the exercises when a person wishes to come in or go out.  It
would come within the province of the committee to attend
to such a case as this, that is, to bring it up in the report.
The remedy in such a case is a very simple one. Suppose,
however, that instead of the simple remedy, our committee
should propose that the classes reciting in the said corner
should be dissolved and the studies abolished?   We should
know the proposal was an absurd one, but then it would do
no hurt; wve should have only to reject it.
"Again, besides our faults, let our committee notice the
respects in which we are doing particularly well, that we may
be encouraged to go on doing well, or even to do better. If
they think, for example, that we are deserving of credit for
il) 0 5 
1TIlE  TE,CIIEl'.
the neatness with which books are kept-for their freedom
from blots, or scribblings, or dog's-ears, by which school-books
are so commonly defaced, let them tell us so. And the same
of any other excellence."
With the plan as thus presented, the scholars were very
much pleased.  It was proposed by one individual that such
a committee should be appointed immediately, and a report
prepared for the ensuing week.  This was done.  The committee were chosen by ballot. The following may be taken
as a specimen of their reports:
W'TEEKLY REPORT.
The Committee appointed to write the weekly report have noticed
several things which they think wrong. In the first place, there have
been a greater number of tardy scholars during the past week than
usual. Much of this tardiness, we suppose, is owing to the interest felt
in building the bower; but we think this business ought to be attended to only in play-hours.  If only one or two come in late when we are
reading in the morning, or after we have composed ourselves to study
at the close of the recess, every scholar must look up from her bookwe do not say they ought to do so, but only that they will do so. However, we anticipate an improvement in this respect, as we know' a word
to the wise is sufficient.'
" In the two back rows we are sorry to say that we have noticed whispering. WVe know that this fact will very much distress our teacher,
as she expects assistance, and not trouble, from our older scholars. It
is not our business to reprove any one's misconduct, but it is our duty
to mention it, however disagreeable it may be. We think the younger
scholars, during the past week, have much improved in this respect.
Only three cases of whispering among them have occurred to our
knowledge.
"W e remember some remarks made a few weeks ago by our teacher on the practice of prompting each other in the classes. We wish
she would repeat them, for we fear that, by some, they are forgotten.
In the class in Geography, particularly in the questions on the map, we
have noticed sly whispers, which, we suppose, were the hints of some
kind friend designed to refresh the memory of her less attentive companion.  We propose that the following question be now put to vote.
Shall the practice of prompting in the classes be any longer continued?
306 
IEEPOI'TS OF CASES.
\i  e would propose that we have a composition exercise this week
similar to the one on Thursday last. It was very interesting, and we
think all would be willing to try their thinking powers once more.  We
would propose, also, that the readers of the compositions should sit near
the centre of the room, as last week many fine sentences escaped the
cars of those seated in the remote corners.
w\e were requested by a very public-spirited individual to mention
once more the want of three nails, for bonnets, in the entry. Also, to
saiv that tile air from the broken pane ef glass on the east side of the
room is very unpleasant to those who sit near.
" Proposed that the girls who exhibited so much taste and ingenuity
in the arrangement of the festoons of evergreen, and tumblers of flowers
around the teachlir's desk, be now requested to remove the faded roses
and drooping violets.  We have gazed on these sad emblems long
enough.
Finally, proposed that greater care be taken by those who stay at
noon to place their dinlner-baskets in proper places.  The contents of
more than one were partly strewed upon the entry floor this morning."
If such a measure as this is adopted, it should not be continued uninterrupted for a very long time.  Every thing of
this sort should be occasionally changed, or it sooner or later
becomes only a form.
14. TIIE SIOPPIN-CG EXERCISE.-I have often, when going
a shopping, found difficulty and trouble in mnaking change.
I could never calculate very readily, and in the hurry and
perplexity of the moment I was always making mistakes.  I
has e heard others often make the same complaint, and I resolved to try the experiment of regularly teaching children to
make change.  I had a bright little class in Arithmetic, the
members of which were always ready to engage with interest in any thing new, and to them I proposed my plan.  It
was to be called the Shopping Exercise.  I first requested
ealch individual to write somethling upon her slate which she
w ould like to buy, if she wvas going a shopping, stating the
quantity she wished and the price of it. To make the first
lesson as simple as possible, I requested no one to go above
307
0 
TIlE TEACIIER.
ten, either in the quantity or price. When all were ready,
I called upon some to read what she had written. Her next
neighbor was then requested to tell us how much  the purchase would amount to. Then the first one named a bill,
which she supposed to be offered in payment, and the second
showeed what change was needed. A short specimen of the
exercise will probably make it clearer than mere description.
Miary. Eight ounces of candy at seven cents.
Susan. Fifty-six cents.
MJary. One dollar.
Szusan Forty-four cents.
Susan. N-ine yards of lace at eight cents.
Anna. Seventy-two cents.
Susan. Two dollars.
Anna. One dollar and twenty-eight cents.
Ann7a. Three pieces of tape at five cents.
Jane. Fifteen cents.
Anzna. Three dollars.
Jane. Eighty-five cents.
Several voices. WVrong.
Ja7ze. Two dollars and eighty-five cents.
Jane. Six pictures at eight cents.
Sarah. Forty-two cents.
Several voices. Wrong.
Sarah. Forty-eighlt cents.
Jane. One dollar.
Sarah. Sixty-two cents.
Several voices. Wrong.
Sarah. Fifty-two cents.
It will be perceived that the same individual who names
the article and the price names also the bill which she would
give in pay,ment; and the one wvho sits next her, who calculated the anuoiunt, calculated also the change to be returned.
She then proposed hei- example to the one next in the line,
with whom the same course was pursued, and thus it passed
down the class.
0
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REPORTS OF CASES.
The exercise went on for some time in this way, till the
pupils had become so familiar with it that I thought it best
to allow them to take higher numbers.  They were always
interested in it, and made great improvement in a short time,
and I myself derived great advantage from listening to them.
There is one more circumstance I will add which may
contribute to the interest of this account. While the class
were confined, in what they purchased, to the number ten,
they were sometimes inclined to turn the exercise into a frolic. Tile variety of articles which they could find costing less
than ten cents was so small, that, for the sake of getting
somethLing new, they would propose examples really ludicrous, such as these: three meeting-houses at two cents
four pianos at nine cents.  But I soon found that if I allowed this at' all, their attention was diverted from the main object, and occupied in seeking the most diverting and curious
examples.
15. ARTIFICES IN RECITATIONS.-The teacher of a small
newly-established school had all of his scholars classed together in some of their studies.  At recitations he usually
sat in the middle of the room, while the scholars occupied
the usual places at their desks, which were arranged around
the sides.  In the recitation in Rhetoric, the teacher, after a
time, observed that one or two of the class seldom answered
p   -opriately the questions which came  to them, but yet
were always ready with some kind of answer-generally an
exact quotation of the words of the book. Upon noticing
these individuals more particularly, he was convinced that
their books were open before them in some concealed situation.  Another practice not uncommon in the class was that
of proiilgtiii each other, either by whispers or writing.  The
teacher took no notice publicly of these practices for some
time, until, at the close of an uncommonly good recitation, lihe
remarked, "I think we have had a fine recitation to-day.
OD 
TILE TEACHER.
It is one of the mcst agreeable things that I ever do to hear
a lesson that is learned as well as this.  Do you think it
would be possible for us to have as good an exercise every
day?"  " Yes, sir," answered  several, faintly.  " Do  you
think it would be reasonable for me to expect of every member of the class that she should always be able to recite all
her lessons without ever missing a single question?"   "No,
sir," answered all.  "I do not expect it," said the teacher.
"All I wish is that each of you should be faithful in your
efforts to prepare your lessons.  I wish you to study from a
sense  of duty, and for the sake of your own improvement.
You know I do not punish you for failures.  I have no going
up or down, no system of marking.   Your only reward, wAhen
you have made faithful preparation for a recitation, is the
feeling of satisfaction which you will always experience; and
when you have been negligent, your only punishment is a sort
of uneasy feeling of self-reproach. I do not expect you all to
be invariably prepared wvith every question of your lessons.
Sometimes you wvill be unavoidably prevented from studying
them, and at other times, when you have studied thlem very
carefully, you may have forgotten, or you may fail from some
misapprehension of the meaning in some cases.  Do not, in
such a case, feel troubled because you may not have appeared as well as some individual who has not been half as
faithful as yourself. If you have done your duty, that is
enough.  Oin the other hand, you ought to feel no better satisfied with yourselves when your lesson has not been studied
well, because you may have happened to know the parts
which came to you.  HIave I done well? should always be
the question, not, HIave I managed to al)pear well?
'I wvill say a word here," continued the teacher, " upon
a practice -which I have known to be very common in some
schools, and which I have been sorry to notice occasionally
in this. I mean that of prompting, or helping each othler
along in some way at recitations. Now where a severe pun
310 
REPORTS OF CASES.
ishinent is the consequence of a failure, there might seem to
be some reasonableness in helping your companions out of
difficulty, though even then such tricks are departures from
honorable dealing.  But, especially where there is no purpose
to be served but that of appearing to know more than you
do, it certainly must be considered a very mean kind of artifice. I think I have sometimes observed an individual to be
prompted where evidently the assistance was not desired, and
even where it was not needed.  To whisper to an individual
the answer to a question is sometimes to pay her rather a
poor compliment at least, for it is the same as saying' I am
a better scholar than you are; let me help you along a little.'
" Let us then, hereafter, have only fair, open, honest dealings with each other; no attempts to appear to advantage by
little artful manoeuvring; no prompting; no peeping into
books. Be faithful and conscientious, and then banish anxiety for your success. Do you not think you will find this
the best course?"  "Yes, sir," answered every scholar.  "Are
you willing to pledge yourselves to adopt it?"  "Yes, sir."
"Those w-ho are may raise their hands," said the teacher.
Every hand was raised; and the pledge, there was evidence
to believe, was honorably sustained.
16. KEEPING RESOLUTIONs.-The following are notes of a
familiar lecture on this subject, given by a teacher at some
general exercise in the school.  The practice of thus reducing
to w-riting what the teacher may say on such subjects will be
attended with excellent effects.
T-' is a subject upon which young persons find much  difficulty.
The question is asked a thousand times, "How shall I ever learn to keep
my resolutions."  Perhaps the great cause ofyour failures is this.  You
are not sufficiently definite in forming your. purposes. You will resolve
to do a thing, without knowing with certainty whether it is even possible to do it. Again, you make resolutions which are to run on indefinitely, so that, of course, they can never be fully kept. For instance,
one of vou will resolve to i        rie earlier in the mormm.  You fix upon no
311 
THE TEACHERE.
definite hour, on any definite number of mornings, only you are going
to i;rise carlier."  Morning comes, and finds you sleepy and disinclined
to rise.  You remember your resolution of rising earlier.  "But then
it is very early," you say. You resolved to rise earlier, but you didn't
resolve to rise just then. And this, it may be, is the last of your resolution. Or perhaps you are, for a few mornings, a little earlier; but
then, at the end of a week or fortnight, you do not know exactly whether
your resolution has been broken or kept, for you had not decided whether
to rise earlier for ten days or for ten years.
In the same vague and general manner, a person will resolve to be
vzore stitdiots or more diligent.  In the case of an individual of a mature and well-disciplined mind, of acquired firmness of character, such a
resolution might have effect.   The individual will really devote more
time and attention to his pursuits. But for one of you to make such a
resolution would do no sort of good. It would only be a source of
trouble and disquiet.  You perceive there is nothing definite-nothing
fixed about it. You have not decided what amount of additional time
or attention to give to your studies, or when you will begin, or when
you will end.  There is no one time when you will feel that you are
breaking your resolution, because there were no particular times when
you were to study more. You waste one opportunity and another, and
then, with a feeling of discouragement and self-reproach, conclude to
abandon your resolution. " Oh! it does no good to make resolutions,"
-ou say; "I never shall keep them."
Now, if you would have the business of making resolutions a pleasant and interesting instead of a discouraging, disquieting one, you must
proceed in a different manner. Be definite and distinct in your plan;
decide exactly what you will do, and how you will do it-when you will
begin, and when you will end.  Instead of resolving to "rise earlier,"
resolve to rise at the ringing of the sunrise bells, or at some other definite time. Resolve to try this, as an experiment, for one morning, or
for one week, or fortnight. Decide positively, if you decide at all, and
then rise when the time comes, sleepy or not sleepy. Do not stop to
repent of your resolution, or to consider the wisdom or folly of it, when
the time for acting under it has once arrived.
In all cases, little and great, make this a principle-to consider well
before you begin to act, but after you have begun to act, never stop to
consider. Resolve as deliberately as you please, but be sure to keep
your resolution, whether a wise one or an unwise one, after it is once
made.   Never allow yourself to reconsider the question of getting up,
after the morning has come, except it be for some unforeseen circum
312 
REPORTS OF CASES.
stance. Get up for that time, and be more careful how you make resolutions again.
17. ToPics.-The plan of the Topic Exercise, as we called it, is this.  Six or seven topics are given out, information
upon whlich is to be obtained from any source, and communicated verbally before the whole school, or sometimes before
a class formed for this purpose the next day.  The subjects
are proposed both by teacher and scholars, and if approved,
adopted.  The exercise is intended to be voluntary, but ought
to be managed in a way sufficiently interesting to induce all
to join.
At the commencement of the exercise the teacher calls
upon all lwho hleave any information in regard to the topic assigned-suppose, for example, it is Alabaster —to rise.  Perhaps tw-enty individuals out of forty rise.  The teacher mav
perhaps say to those in their seats,
"Do you not know any thing of this subject?  Hlave you
neither seen nor heard of alabaster, and had no means of ascertaining any thing in regard to it?  If you have, you ought
to rise. It is not necessary that you should state a fact altogether nevw and unheard-of, but if you tell me its color, or
some of the uses to which it is applied, you will be complying with my request."
After these remarks, perhaps a few more rise, and possibly the whole school.  Individuals are then called upon at
random, each to state only one particular in regard to the
topic in question. This arrangement is made so as to give
all an opportunity to speak.  If any scholar, after having
mentioned one fact, has something still farther to communicate, she remains standing till called upon again. As soon
as an individual has exhausted her stock of information, or
if the facts that she intended to mention are stated by another, she takes her seat.
The topics at first most usually selected are the common
objects by which we are surrounded-for example, glass, iron,
0l
313 
THE TEACHER.
mahogany, and the like. 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 them with clearness and force, and communicating with ease and confidence
the knowledge they possess.
18. Music.-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 joir 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," etc.  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 might 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
314 
REPORTS OF CASES.
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 afterward termed, Siibgigy Conmmittee.
Singing now became a regular and interesting exercise of
the school, and the committee succeeded in managing the
business themselves.
19. TABU.-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
Taebu; 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 must 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
,1 5 
TriLE TEACIIER.
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. iIEN-TAL ANALYSIS.-Scene, a class in Arithmetic at
recitation. The teacher gives therm 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
,,hers.
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 abode
it, eight.  Now you recollect that to add eight, you must
-', 1 6 
IEPORTS  OF CASES.
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 niumber, 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; twvelve, thirteen,' &c.
(c.) "The third mode is to add by threes 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 calculatingj; 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.")
(1)b.) "Another way of calculating is to skip about the column, adding those numbers which you can combine most easil?y, 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 biring in the other
317 
TIIE TEACIHElI.
numbers.  Often, in such cases, you forget what you have
alded 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 sevCen 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 twentytwo.'  This mode, though it may seem more intricate than
any of the others, is, in fiact, more rapid than any of them,
when one is a little accustomed to it.
" These are the four principal modes of calculating which
occur to me.  Pupils do not generally practice any 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 mzemorJ?.  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 a)d five?
"How much is seven times nine?  Seven aitd nine?
"Eight times six?  Eight arid six?
"Nine times seven?  Nine al(d seven?"
After asking a few questions of this kind, it was perceived
that the pupils could tell much more readily what was the
, Is 
REPORTS OF CASES.
result when the numbers were to be multiplied than when
they wvere 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 wvay 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) fiom seven to fifteen hiindreds 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 mumnbling 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 because 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 traveling on a shorter road. We will therefore study the addition table now, in the class, before we go any farther."
319 
TII I' TEACiIEi'r.
' i. TAPDINEss.-When  only a few  scholars in a school
are tardy, it may be their fault; but if a great many are so,
it is the fault of the teacher or of the school.  If a school is
prosperous, and the children are going on well and happily
in their studies, they will like their work in it; but we all
(come reluctantly to wvork which we are conscious we are not
successfullyl performing.
There may be two boys in a school, both good boys; one,
may be going on well in his classes, whlile the other, from
the concurrence of some accidental train of circumstances,
nay be belinidhand in his work, or wrongly classed, or so
situated ia othler respects that his school duties perplex and
harass him day by day-.  Now how different will be the feelings of these two boys in respect to conming to school.   The
one will be caeer and prompt to reach his place and commence his duties, while the other will love much better to
loiter in idleness and liberty in the open air. Nor is he, under the circumstances of the case, to blame for this prefer(nce. There is no one, old or young, who likes or can like
to do what he himself and all around him think that he does
not do well.  It is true the teacher can not rely wholly on
the interest which his scholars take in their studies to niak e
them punctual  at school; I,uit if he finds amniong them any
32(i 
REPORTS OF CASES.
very general disposition to be tardy, hlie ought to seek for the
fault mainly in himself and not in them.
The foregoing narratives and examples, 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 youthlful 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 miake ol)bservations
and experiments upon mind a part of his daily duty, and
nothling will more facilitate this than keeping a record of results.  There c(an be no opportunity for studying humnan nature more favorable than the teacher enjoys.   The materials
are all before him; his very business, from day to d(uy, 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 whlat would otherwise be a weary toil.  It at once
relieves his labors, while it doubles their efficiency and success.
02
321 
THE TEACHER.
CHAPTER IX.
TIlE TEACHERPS FIRST DAY.
HE 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 mnanner.  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 around him, all looking him in the face, and waiting to be employed.  Every
thing comes upon him at once.   Ie can do nothing until the
day and the hour for opening the school arrives-then he has
every,thing 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 experi
322 
THE TEACHEt'R S FIRST DAY.
enced 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 seenling 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 neighbors. There is danger that his resentment may be roused a little, and that his mind will as
323 
TIl TEACIHEI.
sume a hostile attitude at once toward such individuals, so
that he will enter upon his work rather witli a desire to seek
collision withl thlem, or, at least, wvithl secret feelings of deI;ance toward them-feelings which will lead to that kind
of unbending perpendicularity in his demeanor toward them
whichl will allmost inevitably lead to a collision.   Now this
is wrong.   There is, indeed, a point where filim resistance to
unreasonable demands becomes a dutv; but, as a general
principle, it is most unquestionably true that it is the teaclh ('s duty to (ccoieiiiodate ]in)iself to t/e ccigracteo ald( e.Q})ecattioas of hil c1111)loye1is, not to fae and brave them.  Those
italicized -worids  6,# Ze understood to miean 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 foi them
i'.' all cases to pursue.  If, therefore, the teacher finds by his
i: Iuiries into the state of his district that there aire some peuliar difficulties and dangers there, let him not c(-herish a disposition to face and resist them, but to avoid them.  Let lhin
go with an intention to sootlhe rather than to irritate feelings
whichl have been wounded before, to comply withl the wishes
of all so fajras hle can, even if they are not entirely reasonaLle, and, while he endeavors 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 relationli he sustains-in a word,
let him skillfily aoid(1 the dangers of his navigation, not obs.tinately run lhis 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 ougtht to be
made.   AVe come now to a second point.
2. It wvill 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 schlolars on  the
324 
TIIE TEACIIER'S FIRST DAY.
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. HIe may call upon a few
ifamilies, especially those which furnish a large number of
schlolars 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
hlie 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 probahbly 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 instructor some
service, and would go to the school-room on the next morn
325 
TIIE TEACIIER.
ing 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 coinplaining, 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
instructor 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 befween 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 governmnent 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 cre
26 
TIlE TEACHER'S FIRST DAY.
ated by their seeing how he acts in the various emergencies
which will spontaneously occur, and not by assuming 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 mleet his scholars with the air and tone of free and famluiliar 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 hlie 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
thlrough the snow, the arrangements of seats; calling upon
theim 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
ro,ugh and ill-natured boy, lwho has perhaps  come to the
school with the express determination of attempting to make
mischief, will be completely disarmed by being asked politely
to help the teacher arrange 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 eveningc, 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 hlie 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 commenc
327 
THE TEACIEII.
ing exercises of some sort will at length arrive, though if the
workl of making personal acquaintances is going on prosperously, 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.  lie 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 objecti6ns are made known
to him, he need nlot 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 wvill be inattentive, and many utterly uliconcerned, yet it is not possible to bring children, even in
' — ) 8 
TIIL TEACIIER'S LFIRST DAY.
form, into the presence of God every day, and to utter in
their hearing the petitions which they ought to present, without bringing a powerful element of moral influence to bear
upon their hearts. The good wvill be made better; the conscientiouts 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 hy-pocritical; no hackneyed pltrases
used without meaning, or intonations of assumed solemnity.
It must be honest, heartfelt, simple prayer; the plain and diic(t expression of such sentiments as children ought to feel,
nd of suchl petitions as they ought to offer.  AVe sliall speak
)presentll of the mode of avoiding some abuses to whiclh this
exercise is liable; but if these sources of abuse are avoided,
and the dutty is performed in that plain, simple, direct, and
hlonet manner in whlich it certainly will be if it springs from
the heart. it must have a great influence on the moral progress of the chlildren, and, in fact, in all respects on the prosperIity of the school.
But, then. independently of the oadv('tctcyes which may be
expected to result from the practice of daily prayer in school,
it woul(l seem to be the imperious dhttl of the teacher to adopt
it.  So many human minds coimmitte(I 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 God on the part of any indiv-idual to lwhom such a trust is committed.  The duty springs
so direetlv out of the attitude 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 altogethler
the existence of a God.
IHow vast the responsibility of giviiig'form aiid ca2cracter to
I
,'-) 2 9 
THE TEACHER.
the huiacti, sould!  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 God 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 can not perform it because lie is not a religious man-he makes no pretensions to piety. But this can surely be no reason. Ile
ougjlt 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 Jehlovah is a work which requires no preliminary steps.  It is to be done at once by sincere confessioni, 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 God, 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 God'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
di-posed to postpone this duty a day or two, from timidity'or
other causes, hoping that, after becoming acquainted a little
330 
THE TEACI-IERI'S FIRST DA-Y.
with the school, and having completed their more important
arrang(ements, they shall find it easier to begin.  But this is
a great miistake.  The longer the duty 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 worship is made the first opening act of the
school.
AVhere 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
IimI to ead a prayer selected from books of devotion, or prepared by himself expressly for the occasion.   By this plan
lhis school will be, during the exercise, under his owvn obser-va.tion, 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 understoodcl, both by readers and hearers, to be a solemn act of religious worship.   In a word, if the teacher is really honest
and sincere in his wish to lead his pupils to the worship of
God, he will find no serious difficulty in preventing the abuses
and avoiding the dangers which some might fear, and in accomplishing vast good, both in promoting the prosperity of
the school, and in the formation of the highest and best traits
of individual character.
We have dwelt, perhaps, longer on this subject than we
ought to have done in this place; but its importance, when
view-ed in its bearings on the thousands of children daily assembling  in our district schools must be our apology.  The
emlbarrasslments 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
mass of the youthful population. But we must not, because
331 
TIlE TEACIIER.
we have no national c,'tttc/, cease to have a national 2-elijion.
All our institutions ought to be so administered as openly to
recognize the hand of God, anrid 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 thie great difficulty whichi embarrasses the
beginning of his labors, namely, that of finding 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.  I-is object slould be, in all ordinary cases, for the first
few days, twofold  first, to revive and restore, in the main,
the general routine of classes and exercises pursued bly his predecessor in the same school; and, secondly, while doing this,
to become as fully acquainted witli his scholars as possible.
It is best, then, o)r-c!arii, 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, whlere a teacher is coimmencing, a private school, on a
previously well-dig,ested plan of his own, or where one who
has had experience, and has confidence in his power to bring
his new pupI.Iils promptly and at once into the system of classification 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.   Ic may afterward make chang,es, as lie
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  idcl
entire revolution.
0 i,) 
Tie TEACHER'S FIRST DAY.
The first thing, then, when the scholars are ready to be employed, is to set them at work in classes or upon lessons, as
they would have been employed had the former teacher continuedl in charge of the school.  To illustrate clearly how
this may be done, we may give the following dialogue:
Tecac/te?. Can ally one of the boys inform me what was the
Iirst lesson that the former master used to hear in the morning?
Thle boys are silent, looking to one another.
Tetchie'. Did hlie hear c,iy recitation immediately after school
fecaln?
Booys (faintly, and with hesitation). No, sir.
'tcc,ier.  iow long was it before he began to hear lessons?
Sev-eral bovs simultaneously. "About half an hour." "A
little while."' " Quarter of an hour."
; What did he do at this time?"
" Set copies," "Looked over sums," and various other answers are perhaps given.
The teacher makes a memorandum of this, and then inquires,
"And what lesson came after this?"
" Geography."
' All the bovs in this school who studied Geography may
rise."
A considerable number rise.
"'Did you all recite together?"
'No, sir."
" There are two classes, then?"
"'Yes. sir."  "Yes, sir."  "3 Iore than two."
"All who belong to the class that recites first in the morning may remain standing; the rest may sit."
The boys obey, and eight or ten of them remain standing.
The teacher calls upon one of them to produce his book, and
assigns them a lesson in regular course.  Hie then requests
sonme one of the number to write out, in the course of the day,
333 
THE TEACHER.
a list of the class, and to bring it wvith him to the recitation
the next morning.
Are there any other scholars in the school who think it
would be well for them to join this class?"
In answer to this question probably sonme new scholars
might rise, or some hitherto belonging to other classes, who
might be of suitable age and qualifications to be transferred.
If these individuals should appear to be of the proper standing and character, they might at once be joined to the class
in question, and directed to take the same lesson.
In the same manner, the other classes would pass in review
before the teacher, and he would obtain a memorandum of
the usual order of exercises, and in a short time set all his
pupils at work preparing for the lessons of the next day. IIe
would be much aided in this by the previous knowledge which
he would have obtained by private conversation, as recoinmended under a former head. Some individual cases would
require a little special attention, such as new scholars, small
children, and others; but hle would be able, before a great
while, to look around him and see his whole school busy with
the work he had assigned them, and his own time, for the
rest of the morning, in a great degree at his own command.
I ought to say, however, that it is not probable that he
would long continue these arrangements unaltered.  In hearing the different classes recite, he would wvatch for opportunities for combining them, or discontinuing those where the
number was small; he would alter the times of recitation,
and group individual scholars into classes, so as to bring the
school, in a very short time, into a condition corresponding
more nearly with his own views.  All this can be done very
easily and pleasantly when the wheels are once in motion;
for a school is like a ship in one respect-most easily steered
in the right direction when under sail.
BPy this plan, also, the teacher obtains what is almost absolutely necessary at the commencement of his labors, time
334 
THE TEACHER'S- FIRST DAY.
for observations. It is of the first importance that he should
become acquainted, as early as possible, with the characters
of the boys, especially to learn who those are which are most
likely to be troublesome.  There always will be a few who
will require special watch and care, and generally there will
be only a few.  A great deal depends on finding these individuals out in good season, and brninging the pressure of a
proper authority to bear upon them soon.   By the plan I
hlave recommended of not attempting to remodel the school
wholly at once, the teacher obtains time for noticing the pupils, andl learningr something about their individual characters.  In faet, so important is thlis, that it is the plan of
some teachers, whenever they commence a new school, to let
the boys have their own wiay, almost entirely, for a few days,
in order to find out fully who the idle and mischievous are.
This is, perhaps, going a little too far; but it is certainly desirable to enjoy as many opportunities for observation as can
be secured on the first few days of the school.
6. MIake it, then, a special object of attention, during the
first day or two, to discover who the idle and mischievous individuals are.  They will have generally seated themselves
together in little knots; for, as they are aware that the new
teacher does not know them, they will imagine that, though
perhaps separated before, they can now slip together again
without any trouble.  It is best to avoid, if possible, an open
collision with any of them at once, in order that they may be
the better observed. Whenever, therefore, you see idleness
or play, endeavor to remedy the evil for the time by giving
the individual something special to do, or by some other
measure, without, however, seeming to notice the misconduct.
Continue thus adroitly to stop every thing disorderly, while,
at the same time, you notice and remember where the tendencies to disorder exist.
By this means, the individuals who would cause most of
the trouble and difficulty in the discipline of the school will
335 
THE TEACIER,
soon betlray themselves, and those whose fidelity and good
behavior can be relied upon will also be known.   The names
of the former should be among the first that the teacher
learns, and their characters should be among the first,lwhich
l,e studies. The most prominent among them- those apparently most likely to makle trouble- he should note particularlyl, and malke inquiries out of school respecting them,
their characters, and their education at home, so as to become acquainted witah them as early and as fully as possible,
for he must have this full acquaintance with them before he
is prepared to commence any decided course of discipline with
them.  The teacher oftcn does irreparable injury by rash action at the outset.  He sees, for instance, a boy secretly eating an apple which hle has concealed in his hand, and which
hle bites withl his book before his mouth, or his head under
t]ie lid of his desk.  It is perhaps the first day of the school,
aid the teacher thinks he had better make an example at
thec outset, and calls the boy out, knowing nothing about his
general chlaracter, and inflicts some painful or degrading puni.inment before all the school.  A little afterward, as he becomes gradually acquainted with the boy, lie finds that he is
ef mild, gentle disposition, generally obedient and harmless,
:nd that his offense was only an act of momentary thoughtlessness, arising from some circumstances of peculiar temptation at the time; a boy in the next seat, perhaps, had just
before given him the apple. The teacher regrets, when too
late, the hasty punishment. He perceives that instead of
having the influence of salutary example upon the other boys,
it must have shocked their sense of justice, and excited dislike toward a teacher so quick and severe, rather than of fear
of doing wrong themselves. It would be safer to postpone
such decided measures a little-to avoid all open collisions, if
possible, for a few days. In such a case as the above, the
boy might be kindly spoken to in an under tone, in sudli a
Inay as to show both the teacher's sense of the impropriety
310 6 
THE TEACHER S FIRST DAY.
of disorder, and also his desire to avoid giving pain to the
boy. If it then turns out that the individual is ordinarily a
well-disposed boy, all is right, and if he proves to be habitually disobedient and troublesome, the lenity and forbearance
exercised at first will facilitate the effect aimed at by subsequent measures. Avoid, then, for the few first days, all open
collision with any of your pupils, that you may have opportunity for minute and thorough observation.
And here the young teacher ought to be cautioned against
a fault which beginners are very prone to fall into, that of
forming unfavorable opinions of some of their pupils from
their air and manner before they see any thing in their conduct which ought to be disapproved. A boy or girl comes
to the desk to ask a question or make a request, and the
teacher sees in the cast of countenance, or in the bearing or
tone of the individual, something indicating a proud, or t
sullen, or an ill-humored disposition, and conceives a prejudice, often entirely without foundation, which weeks perhaps
do not wear away.  Every experienced teacher can recollect
numerous cases of this sort, and he learns, after a time, to
suspend his judgment. Be cautious, therefore, on this point,
and in the survey of your pupils which you make during the
first few days of your school, trust to nothing but the most
sure and unequivocal evidences of character, for many of your
most docile and faithful pupils will be found among those
whose appearance at first prepossessed you strongly against
them.
One other caution ought also to be given. Do not judge
too severely in respect to the ordinary cases of misconduct in
school. The young teacher almost invariably does judge too
severely. While engaged himself in hearing a recitation, or
looking over a "sum," he hears a stifled laugh, and, looking
up, sees the little offender struggling with the muscles of his
countenance to restore their gravity. The teacher is vexed
at the interruption, and severely rebukes or punishes the boy,
P
337 
THE TEACHER.
when, after all, the offense, in a moral point of view, was an
exceedingly light one-at least it might very probably have
been so. In fact, a large proportion of the offenses against
order committed in school are the mere momentary action of
the natural buoyancy and life of childhood. This is no reason why they should be indulged, or why the order and regularity of the school should be sacrificed, but it should prevent their exciting feelings of anger or impatience, or very
severe reprehension. While the teacher should take effectual measures for restraining all such irregularities, he should
do it with the tone and manner which will show that he understands their true moral character, and deals with them,
not as heinous sins, which deserve severe punishment, but as
serious inconveniences, which he is compelled to repress.
There are often cases of real moral turpitude in school,
such as where there is intentional, willful mischief, or disturbance, or habitual disobedience, and there may even be,
in some cases, open rebellion. Now the teacher should show
that he distinguishes these cases from such momentary acts
of thoughtlessness as we have described, and a broad distinction ought to be made in the treatment of them. In a word,
then, what we have been recommending under this head is,
that the teacher should make it his special study, for his first
few days in school, to acquire a knowledge of the characters
of his pupils, to learn who are the thoughtless ones, who the
mischievous, and who the disobedient and rebellious, and to
do this with candid, moral discrimination, and with as little
open collision with individuals as possible.
7. Another point to which the teacher ought to give his
early attention is to separate the bad boys as soon as he can
from one another. The idleness and irregularity of children
in school often depends more on accidental circumstances
than on character. Two boys may be individually harmless
and well-disposed, and yet they may be of so mercurial-a
temperament that, together, the temptation to continual play
338 
TIlE TEACHIER'S FIRST DAY.
will be irresistible. Another case that more often happens is
where one is actively and even intentionally bad, and is seated next to an innocent, but perhaps thoughtless boy, and contrives to keep him always in difficulty.   Now remove the
former away, where there are no very frail materials for him
to act upon, and place the latter where he is exposed to no
special temptation, and all would be well.
This is all very obvious, and known familiarly to all teachers who have had any experience. But beginners are not
generally so aware of it at the outset as to make any direct
and systematic efforts to examine the school with reference
to its condition in this respect. It is usual to go on, leaving
the boys to remain seated as chance or their own inclinations
grouped them, and to endeavor to keep the peace among the
various neighborhoods by close supervision, rebukes, and punishment.   Now these difficulties may be very much diminished by looking a little into the arrangement of the boys at
the outset, and so modifying it as to diminish the amount of
temptation to which the individuals are exposed.
This should be done, however, cautiously, deliberately, and
with good-nature, keeping the object of it a good deal out of
view.  It must be done cautiously and deliberately, for the
first appearances are exceedingly fallacious in respect to the
characters of the different children. You see, perhaps, some
indications of play between two boys upon the same seat, and
hastily conclude that they are disorderly boys, and must be
separated. Something in the air and manner of one or both
of them confirms this impression, and you take the necessary
measures at once. You then find, when you become more
fully acquainted with them, that the appearances which you
observed were only momentary and accidental, and that they
would have been as safe together as any two boys in the
school. And perhaps you will even find that, by their new
position, you have brought one or the other into circumstances of peculiar temptation. Wait, therefore, before you
33') 
THE TEACHER.
make such changes, till you have ascertained actual character,
doing this, however, without any unnecessary delay.
In such removals, too, it is well, in many cases, to keep
the motive and design of them as much as possible out of
view; for by expressing suspicion of a boy, you injure his
character in his own opinion and in that of others, and tend
to make him reckless. Besides, if you remove a boy from a
companion whom he likes, avowedly to prevent his playing,
you offer him an inducement, if he is a bad boy, to continue
to play in his new position for the purpose of thwarting you,
or from the influence of resentment. It would be wrong, indeed, to use any subterfuge or duplicity of any kind to conceal your object, but you are not bound to explain it; and
in the many changes which you will be compelled to make
in the course of the first week for various purposes, you may
include many of these without explaining particularly the
design or intention of any of them.
In some instances, however, you may frankly state the
whole case without danger, provided it is done in such a
manner as not to make the boy feel that his character is seriously injured in your estimation. It must depend upon the
tact and judgment of the teacher to determine upon the particular course to be pursued in the several cases, though he
ought to keep these general principles in view in all.
In one instance, for example, he will see two boys together,
James and Joseph we will call them, exhibiting a tendency
to play, and after inquiring into their characters, he will find
that they are good-natured, pleasant boys, and that he had
better be frank with them on the subject. He calls one of
them to his desk, and perhaps the following dialogue ensues:
"James, I am making some changes in the seats, and
thought of removing you to another place. Have you any
particular preference for that seat?"
The question is unexpected, and James hesitates. He
wishes to sit next to Joseph, but doubts whether it is quite
340 
THE TEACHER'S FIRST DAY.
prudent to avow it; so he says, slowly and with hesitation,
"No, sir, I do not know that I have."
" If you have any reason, I wish you would tell me frankly,
for I want you to have such a seat as will be pleasant to you."
James does not know what to say. Encouraged, however,
by the good-humored tone and look which the master assumes,
he says, timidly,
"Joseph and I thought we should like to sit together, if
you are willing."
"Oh! you and Joseph are particular friends, then, I suppose?"
"Why, yes, sir."
"I am not surprised, then, that you want to sit together,
though, to tell the truth, that is rather a reason why I should
separate you."
"Why, sir?"
"Because I have observed that when two great friends are
seated together, they are always more apt to whisper and
play.  Have you not observed it?"
"Why, yes, sir."
"You may go and ask Joseph to come here."
When the two boys make their appearance  again, the
teacher continues:
" Joseph, James tells me that you and he would like to sit
together, and says you are particular friends; but I tell him,"
he adds, smiling, " that that is rather a reason for separating
you. Now if I should put you both into different parts of
the school, next to boys that you are not acquainted with, it
would be a great deal easier for you to be still and studious
than it is now. Do you not think so yourselves?"
The boys look at one another and smile.
"However, there is one way you can do.  You can guard
against the extra temptation by extra care; and, on the whole,
as I believe you are pretty good boys, I will let you have your
341 
THE TEACHER..
choice.  You may stay as you are, and make extra exertion
to be perfectly regular and studious, or I will find seats for
you where it will be a great deal easier for you to be so.
Vhich do you think you should rather do?"
The boys hesitate, look at one another, and presently say
that they had rather sit together.
"Well," said the teacher, "it is immaterial to me whether
you sit together or apart, if you are only good boys, so you
may take your seats and try it a little while.  If you find it
too hard work to be studious and orderly together, I can
make a change hereafter.  I shall soon see."
Such a conversation will have many good effects. It will
make the boys expect to be watched, without causing them
to feel that their characters have suffered. It will stimulate
them to greater exertion to avoid all misconduct, and it will
prepare the way for separating them afterward without awakening feelings of resentment, if the experiment of their sitting, together should fail.
Another case would be managed, perhaps, in a little different way, where the tendency to play was more decided.
After speaking to the individuals mildly two or three times,
you see them again at play. You ask them to wait that day
after school and come to your desk.
They have, then, the rest of the day to think occasionally
of the difficulty they have brought themselves into, and the
anxiety and suspense which they will naturally feel will give
you every advantage for speaking to them with effect; and
if you should be engaged a few minutes with some other business after school, so that they should have to stand a little
while in silent expectation, waiting for their turn, it would
contribute to the permanence of the effect.
"Well, boys," at length you say, with a serious but frank
tone of voice, " I saw you playing in a disorderly manner today, and, in the first place, I wish you to tell me honestly all
Al
I'D 4 2 
THE TEACHER'S FIRST DAY.
about it. I am not going to punish you, but I wish you to
be open and honest about it.  What were you doing?"
The boys hesitate.
"George, what did you have in your hand?"
" A piece of paper."
"And what were you doing with it?"
George. William was trying to take it away from me.
"Was there any thing on it?"
"Yes, sir."
"What?"
George looks down, a little confused.
Williamn. George had been drawing some pictures on it.
"I see each of you is ready to tell of the other's fault,
but it would be much more honorable if each was open in
acknowledging his own.  Have I ever had to speak to you
before for playing together in school?"
"Yes, sir, I believe you have," says one, looking down.
"More than once?"
"Yes, sir."
"More than twice?"
"I do not recollect exactly; I believe you have."
"Well, now, what do you think I ought to do next?"
The boys have nothing to say.
"Do you prefer sitting together, or are you willing to have
me separate you?"
"We should rather sit together, sir, if you are willing,"
says George.
"I have no objection to your sitting together, if you could
only resist the temptation to play. I want all the boys in
the school to have pleasant seats."
There is a pause, the teacher hesitating what to do.
"Suppose, now, I were to make one more experiment, and
let you try to be good boys in your present seat, would you
really try?"
"Yes, sir," "Yes, sir, we will," are the replies.
343 
TIlE TEACHER.
"And if I should find that you still continue to play, and
should have to separate you, will you move into your new
seats pleasantly, and with good-humor, feeling that I have
done right about it?"
"Yes, sir, we will."
Thus it will be seen that there may be cases where the
teacher may make arrangements for separating his scholars,
on an open and distinct understanding with them in respect
to the cause of it. We have given these cases, not that exactly such ones will be very likely to occur, or that, when
they do, the teacher is to manage them in exactly the way
here described, but to exhibit more clearly to the reader than
could be done by any general description, the spirit and tone
which a teacher ought to assume toward his pupils.  We
wished to exhibit this in contrast with the harsh and impatient manner which teachers too often assume in such a case,
as follows:
" John Williams and Samuel Smith, come here to me!" exclaims the master, in a harsh, impatient tone, in the midst
of the exercises of the afternoon.
The scholars all look up from their work. The culprits
slowly rise from their seats, and with a sullen air come down
to the floor.
"You are playing, boys, all the time, and I will not have
it.  John, do you take )-our books, and go and sit out there
by the window; and, Samuel, you come and sit here on this
front seat; and if I catch you playing again, I shall certainly
,unish you severely."
The boys make the move with as much rattling and disturbance as is possible without furnishing proof of willful intention to make a noise; and when they get their new seats,
and the teacher is again engaged upon his work, they exchange winks and nods, and in ten minutes are slyly cannonading each other with paper balls.
344 
THE TEACHER'S FIRST DAY.
In regard to all the directions that have been given under
this head, I ought to say again, before concluding it, that they
are mainly applicable to the case of beginners and of small
schools. The general principles are, it is true, of universal
application, but it is only where a school is of moderate size
that the details of position, in respect to individual scholars,
can be minutely studied. MIore summary processes are necessary, I am aware, when the school is very large, and the
time of the teacher is incessantly engaged.
8. In some districts in New England the young teacher
will find one or more boys, generally among the larger ones,
who will come to the school with the express determination
to make a difficulty if they can. The best way is generally
to face these individuals at once in the most direct and open
manner, and, at the same time, with perfect good-humor and
kindness of feeling and deportment toward them personally.
An example or two will best illustrate what I mean.
A teacher heard a rapping noise repeatedly one day, just
after he had commnenced his labors, under such circumstances
as to lead him to suppose it was designed. I-e did not appear to notice it, but remained after school until the scholars had all gone, and then made a thorough examination.
I-le found, at length, a broken place in the plastering, where
a lath was loose, and a string was tied to the end of it, and
thence carried along the wall, under the benches, to the seat
of a mischievous boy, and fastened to a nail. By pulling the
string he could spring the lath, and then let it snap back to
its place. He left every thing as it was, and the next day,
while engaged in a lesson, he heard the noise again.
He ros,e from his seat.
The scholars all looked up from their books.
"Did you hear that noise?" said he.
"Yes, sir."
"Do you know what it is?"
"No, sir."
P2
345 
THE TEACHER.
"Very well; I only wished to call your attention to it.  I
may perhaps speak of it again by-and-by."
He then resumed his exercise as if nothing had happened.
The guilty boy was agitated and confused, and was utterly at
a loss to know what to do.  What could the teacher mean?
Had he discovered the trick? and, if so, what was he going
to do?
He grew more and more uneasy, and resolved that, at all
events, it was best for him to retreat.  Accordingly, at the
next recess, as the teacher had anticipated, he went slyly to
the lath, cut the string, then returned to his seat, and drew
the line in, rolled it up, and put it in his pocket. The teacher,
who was secretly watching him, observed the whole manoeuvre.
At the close of the school, when the books were laid aside,
and all was silence, he treated the affair thus:
"Do you remember the noise to which I called your attention early this afternoon?"
"Yes, sir."
"I will explain it to you now. One of the boys tied a
string to a loose lath in the side of the room, and then, having, the end of it at his seat, he was pulling it to make a noise
to disturb us."
The scholars all looked astonished, and then began to turn
round toward one another to see who the offender could be.
The culprit began to tremble.
" He did it several times yesterday, and would have gone
on doing it had I not spoken about it to-day. Do you think
this was wrong or not?"
" Yes, sir;" " Wrong;" "Wrong," are the replies.
"What harm does it do?"
"It interrupts the school."
"Yes.   Is there any other harm?"
The boys hesitate.
"It gives me trouble and pain. Should you not suppos6
it would?"
346 
THE TEACHER'S FIRST DAY.
"Yes, sir."
" Have I ever treated any boy or girl in this school unjustly or unkindly?"
"No, sir;" " No, sir."
"Then wily should any boy or girl wish to give me trouble or pain?"
There was a pause. The guilty individual expected that
the next thing would be to call him out for punishment.
" Now what do you think I ought to do with such a boy?"
No answer.
" Perhaps I ought to punish him, but I am very unwilling
to do that. I concluded to try another plan-to treat him
with kindness and forbearance. So I called your attention
to it this afternoon, to let him know that I was observing it,
and to give him an opportunity to remove the string. And
he did.  He went, in the recess, and cut off the string.  I
shall not tell you his name, for I do not wish to injure his
character. All I want is to have him a good boy."
A pause.
"I think I shall try this plan, for he must have some feelings of honor and gratitude, and if he has, he certainly will
not try to give me pain or trouble again after this. And now
I shall say no more about it, nor think any more about it;
only, to prove that it is all as I say, if you look there under
that window after school, you will see the lath with the end
of the string round it, and, by pulling it, you can make it
snap."
Another case, a little more serious in its character, is the
following:
A teacher, having had some trouble with a rude and savage-looking boy, made some inquiry respecting him out of
school, and incidentally learned that he had once or twice
before openly rebelled against the authority of the school,
and that he was now, in the recesses, actually preparing a
347 
TIIE TEACHER.
club, with which he was threatening to defend himself if the
teacher should attempt to punish him.
The next day, soon after the boys had gone out, he took
his hat and followed them, and, turning round a corner of
the school-house, found the boys standing around the young
rebel, who was sitting upon a log, shaving the handle of the
club smooth with his pocket-knife. He was startled at the
unexpected appearance of the teacher, and the first impulse
was to hide his club behind him; but it was too late, and,
supposing that the teacher was ignorant of his designs, he
went on sullenly with his work, feeling, however, greatly embarrassed.
"Pleasant day, boys," said the teacher. " This is a fine
sunny nook for you to talk in.
"Seems to me, however, you ought to have a better seat
tlan this old log,," continued he, taking his seat at the same
t-ile by the side of the boy.
"Not so bad a seat, however, after all.  What are you
making, Joseph?" 
Joseph mumbled out something inarticulate by way of re
ply.
"I have got a sharper knife," said he, drawing his penknife out of his pocket. And then, "Let me try it," he continued, gently taking the club out of Joseph's hand.
The boys looked surprised, some exchanged nods and winks,
others turned away to conceal a laugh; but the teacher engaged in conversation with them, and soon put them all at
their ease except poor Joseph, who could not tell how this
strange interview was likely to end.
In the mean time, the teacher went on shaving the handle
smooth and rounding the ends.  "You want," said he, " a
rasp or coarse file for the ends, and then you could finishli it
finely. But what are you making this formidable club for?"
Joseph was completely at a loss what to say.  He begafl
to show evident marks of embarrassment and confusion.
348 
THE TEACHER'S FIRST DAY.
"I know what it is for; it is to defend yourself against
me with. Is it not, boys?" said he, appealing to the others.
A faint "Yes, sir" or two was the reply.
"Well, now, Joseph, it will be a great deal better for us
both to be friends than to be enemies. You had better throw
this club away, and save yourself from punishment by being
a good boy. Come, now," said he, handing him back his
club, "throw it over into the field as far as you can, and we
will all forget that you ever made it."
Joseph sat the picture of shame and confusion. Better
feelings were struggling for admission, and the case was decided by a broad-faced, good-natured-looking boy, who stood
by his side, saying almost involuntarily,
"Better throw it, Joe."
The club flew, end over end, into the field.  Joseph returned to his allegiance, and never attempted to rise in rebellion again.
The ways by which boys engage in open, intentional disobedience are, of course, greatly varied, and the exact treatment will depend upon the features of the individual case;
but the frankness, the openness, the plain dealing, and the
kind and friendly tone which it is the object of the foregoing
illustrations to exhibit, should characterize all.
9. We have already alluded to the importance of a delicate regard for the characters of the boys in all the measures
of discipline adopted at the commencement of a school. This
is, in fact, of the highest importance at all times, and is peculiarly so at the outset. A wound to the feelings is sometimes inflicted by a single transaction which produces a lasting injury to the character. Children are very sensitive to
ridicule or disgrace, and some are most acutely so. A cutting reproof administered in public, or a punishment which
exposes the individual to the gaze of others, will often burn
far more deeply into the heart than the teacher imagines.
And it is often the cause of great and lasting injury, too.
349 
THE TEACHER.
By destroying the character of a pupil, you make him feel
that he has nothing more to lose or gain, and destroy that
kind of interest in his own moral condition which alone will
allure him to virtuous conduct.   To expose children to public ridicule or contempt tends either to make them sullen
and despondent, or else to arouse their resentment and to
make them reckless and desperate. Most persons remember
through life some instances in their early childhood in which
they were disgraced or ridiculed at school, and the permanence of the recollection is a test of the violence of the effect.
Be very careful, then, to avoid, especially at the commencement of the school, publicly exposing those who do wrong.
Sometimes you may make the offense public, as in the case
of the snapping of the lath, described under a former head,
while you.kindly conceal the name of the offender. Even if
the school generally understand who he is, the injury of public exposure is almost altogether avoided, for the sense of disgrace does not come nearly so vividly home to the mind of a
child from hearing occasional allusions to his offense by individuals among his playmates, as when he feels himself, at a
particular time, the object of universal attention and dishonor.
And then, besides, if the pupil perceives that the teacher is
tender of his reputation, he will, by a feeling somewhere between imitation and sympathy, begin to feel a little tender of
it too. Every exertion should be made, therefore, to lead
children to value their character, and to help them to preserve it, and especially to avoid, at the beginning, every unnecessary sacrifice of it.
And yet there are cases where shame is the very best possible remedy for juvenile faults. If a boy, for example, is
self-conceited, bold, and mischievous, with feelings somewhat
callous, and an influence extensive and bad, an opportunity
will sometimes occur to hold up his conduct to the just reprobation of the school with great advantage. By this means,
if it is done in such a way as to secure the influence of the
i)50 
TIlE TEACIHER'S FIIRST DAY.
school on the right side, many good effects are sometimes attained. His pride and self-conceit are humbled, his bad influence receives a very decided check, and he is forced to
draw back at once from the prominent stand he has occupied.
Richard Jones, for example, is a rude, coarse, self-conceitcd boy, often doing wrong both in school and out, and yet
possessed of that peculiar influence which a bad boy often
contrives to exert in school. The teacher, after watching
some time for an opportunity to humble him, one day overhears a difficulty among the boys, and, looking out of the windown, observes that he is taking away a sled from one of the
little boys to slide down hill upon, having none of his own.
The little boy resists as well as he can, and complains bitter.
ly, but it is of no avail.
At the close of the school that day, the teacher commences
conversation on the subject as follows:
'Bows, do you know what the difference is between stealing and robbery?"
"Yes, sir."
"VWhat?"
The boys hesitate, and look at one another.
"Suppose a thief were to go into a man's store in the daytime, and take away something secretly, would it be stealing
or robbery?."
Stealing."
"Suppose he should meet him in the road, and take it
away by force?"
"Then it would be robbery."
"Yes; when that which belongs to another is taken secretly, it is called stealing; when it is taken openly or with
violence, it is called robbery. Which, now, do you think is
the worst?"
"Robbery."
"Yes, for it is more barefaced and determined-then it
gives a great deal more pain to the one who is injured. To
351 
THE TEACHER.
day I saw one of the boys in this school taking away another
boy's sled, openly and with violence."
The boys all look round toward Richard.
" Was that of the nature of stealing or robbery?"
"Robbery," sa~ the boys.
" Was it real robbery?"
They hesitate.
"If any of you think of any reason why it was not real
robbery, you may name it."
"I He gave the sled back to him," says one of the boys.
" Yes; and therefore, to describe the action correctly, we
should not say Richard robbed a boy of his sled, but that he
robbed him of his sled for a time, or he robbed him of the use
of his sled. Still, in respect to the nature and the guilt of it,
it was robbery.
" There is another thing which ought to be observed about
it.  Whose sled was it that Richard took away?"
"James Thompson's."
"James, you may stand up.
"Notice his size, boys. I should like to have Richard
Jones stand up too, so that you might compare them; but I
presume he feels very much ashamed of what he has done,
and it would be very unpleasant for him to stand up. You
will remember, however, how large he is. Now when I was
a boy, it used to be considered dishonorable and cowardly for
a large, strong boy to abuse a little one who can not defend
himself. Is it considered so now?"
"Yes, sir."
"It ought to be, certainly; though, were it not for such a
case as this, we should not have thought of considering Richard Jones a coward. It seems he did not dare to try to take
away a sled from a boy who was as big as himself, but attacked little James, for he knew he was not strong enough to
defend himself."
352 
THE TEACHER'S FIRST DAY.
Now, in some such cases as this, great good may be done,
both in respect to the individual and to the state of public
sentiment in school, by openly exposing a boy's misconduct.
The teacher must always take care, however, that the state
of mind and character in the guilty individual is such that
public exposure is adapted to work well as a remedy, and
also that, in managing it, he carries the sympathies of the
other boys with him. To secure this, he must avoid all
harsh and exaggerated expressions or direct reproaches, and
while hlie is mild, and gentle, and forbearing himself, lead the
boys to understand and feel the nature of the sin which he
exposes.  The opportunities for doing this to advantage will,
however, be rare.  Generally it will be best to manage cases
of discipline more privately, so as to protect the characters
of those that offend.
The teacher should thus, in accordance with the directions
we have given, commence his labors with careful circumspection, patience, frankness, and honest good-will toward every
individual of his charge. He will find less difficulty at the
outset than he would have expected, and soon have the satisfaction of perceiving that a mild but most efficient government is quietly and firmly established in the little kingdom
over which he is called to reign.
THE END.
30' Z3  
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-In Vermont.-In Boston.-At the Springfield Armory.
ABBOTT'S STORIES OF RAINBOW AND LUCKY. Illus  trated.  5 vols., lGmo, Cloth, 90 cents per vol.  The volumes
may be obtained separately; or complete, in neat case, for $4 50:
Hardie.-Rainbow's Journey.-Selling Lucky.-Up the River.
-The Three Pines.
ABBOTTS' ILLUSTRATED HISTORIES. Illustrated with
numerous Engravings. 16mo, Cloth, $l 20 per vol. The vol   umes may be obtained separately; or the Set complete, in box,
for $38 40:
Cyrus the Great.-Darius the Great.-Xerxes.-Alexander the
Great.-Romulus.-Hannibal.-Pyrrhus.-Julius  Casar.     Cleopatra.-Nero.-Alfred the Great.-Williamthe Conqueror.
-Richard I.-Richard II.-Richard III.-iMary Queen of
Scots.-Queen Elizabeth.- Charles I.-Charles II.-Jose     phine.-Marie Antoinette.-Madame Roland.-Henry IV.     Margaret of Anjou.-Peter the Great.-Genghis Khan.-King
Philip.-Hernando Cortez.-Joseph Bonaparte.-Queen I[or     tense.-Louis XIV.-Loutis Philippe.
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IOzteresting Books for the Young.
GAIL HAMILTON'S LITTLE FOLK LIFE. Little Folk Life.
A Book for Girls. By GAIL HAMILTON, Author of "Woman's
Worth and Worthlessness." 16mo, Cloth, 90 cents.
ADVENTURES OF A YOUNG NATURALIST.  By LUCIEN
BIART.  Edited and Adapted by PARKER GILLMORE.  Withl 117
Illustrations. 12mo, Cloth, $1 75.
AIKIN'S  EVENINGS  AT  HOME;  or, The Juvenile Budget
Opened.  By Dr. AIKIN and Mrs. BARBAULD.  With 34 En   gravings by ADAMS.  12mo, Cloth, $1 50.
A CHILD'S HISTORY OF ENGLAND.   Bv CHARLES D)ICKE- NS.
2 vols., 16mo, Cloth, $1 5!.
A CHILD'S HISTORY OF THE UNITrED STATES.   13v JOHN
BONN..ER.  3 vols., 16mo, Cloth, $3 75.
A CHILD'S HISTORY OF ROME.   By JOHN BON-\EE.   With
Illustrations. 2 vols., 16mo, Cloth, $2 50.
A CHILD'S HISTORY OF GREECE.  By JOHN BONN,-R.  With
Illustrations. 2 vols., 16mo, Cloth, $2 50.
BAKER'S CAST UP BY THE SEA. Cast Up by the Sea. A
Book for Young People.  By Sir SAM,IUEL BAKER.  With nunmer  ous Illustrations. 12mo, Cloth, 75 cents.
MIUTINY OF THE BOUNTY.  By Lady BELCHER.  Illustrated.
12mo, Cloth, $1 50.
EDGAR'S BOYHOOD OF GREAT MEN. With Illustrations.
16mo, Cloth, $1 20.
EDGAR'S FOOTPRINTS OF FAMOUS  MEN.   With Illustra  tions. 16mo, Cloth, $1 20.
EDGAR'S HISTORY FOR BOYS; or, Annals of the Nations
of Modern Europe. Illustrations. 16mo, Cloth, $1 20.
EDGAR'S SEA-KINGS AND NAVAL HEROES.   A Book for
Boys.  Illustrated.  16mo, Cloth, $1 20.
EDGAR'S WVARS OF THE ROSES. Illustrations. 16mo, Cloth,
$l 20.
REID'S ODD PEOPLE.   Being a Popular Description of Singu  lar Races of Men.   By Captain MAYNE REID.   Illustrations.
16mo, Cloth, 75i) cents.
MISS IMUL,OCK'S OUR YEAR.   A Child's Book in Prose and
Verse.  Illustrated by CLARENCE DOBELL.  16mo, Cloth, Gilt
Edges, $1 00.
CHILDREN'S PICTURE-BOOKS.   Square 4to, about 300 pages
each, beautifully printed on Tinted Paper, with many Illustri  tions by WEIR, STEINLE, OVERBECK, VEIT, SCHNORR, IhIARVE,
and others.  Bound in Cloth, Gilt, $1 50 a volume; or the Seris
complete, in neat case, $7 50:
The Children's Bible Picture-Book.-The Children's Pict'eo
Fable-Book.-The Children's Picture-Book of Quadrupeds nr(l
other Mammalia.-The Children's Picture-Book of the Sagacity
of Animals. -The Children's Picture-Book of Birds.
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I 
Interesting Books for the Younig.
HARPER'S BOYS' AND GIRLS' LIBRARY. 32 Volumes.
Engravings.  18mo, Cloth.  Sold separately at 75 cts. a volume:
Lives of the Apostles and Early Martyrs.-The Swiss Family
Robinson, 2 vols.- Sunday  Evenings, comprising Scripture
Stories, 3 vols.-Mrs. Hofiand's Son of a Genius.-Thatcher's
Indian Traits, 2 vols.-Thatcher's Tales of the American Rev     olution.-Miss Eliza Robins's Tales from American History, 3
vols.-Mrs. Hofland's Young Crusoe; or, The Shipwrecked
Boy.-Perils of the Sea.-Lives of Distinguished Females.     Mrs. Phelps's Caroline Westerley.-Mrs. Hughs's Ornaments
Discovered.-The Clergyman's (Cphan; the Infidel Reclaimed.
-Uncle Philip's Natural History.-Uncle Philip's' Evidences
of Christianity.-Uncle Philip's History of Virginia.-Uncle
Philip's American Forest.-Uncle Philip's History of New
York, 2 vols.-Uncle Philip's Whale Fishery and the Polar
Sea, 2 vols.-Uncle Philip's History of the Lost Colonies of
Greenland.-Uncle Philip's History of Massachusetts, 2 vols.    Uncle Philip's History of New Hampshire, 2 vols.
HARPER'S STORY BOOKS. Narratives, Biographies, and Tales
for the Young. By JACOB ABBOTT. With more than 1000
beautiful Engravings.
"HIARPER's STORY  Boois" can be obtained  complete in
Twelve Volumes, each one containing Three Stories, at the price
of $21 00; or in Thirty-six Thin Volumes, each containing One
Story, at the price of $32 40.  The volumes sold separately, the
large ones at $1 75 each, the others at 90 cents each.
Volume I.-Bruno; Willie and the Mortgage; The Strait
Gate.
" I.-The Little Louvre; Prank;  Emma.
III.-Virginia;  Timboo and Joliba; Timboo and
Fanny.
IV.-The  Harper  Establishment;  Franklin;  The
Studio.
V.-The Story of Ancient History; The Story of
English History; The Story of American
History.
VI.-John True; Elfired; The Museum.
VII.-The Engineer; Rambles among the Alps;  The
Three Gold Dollars.
VIII.-The Gibraltar Gallery; The Alcove; Dialogues.
IX.-The Great Elm; Aunt Margaret; Vernon.
X.-Carl and Jocko; Lapstone; Orkney the Peace                    maker.
"   XI.-Judge Justin; Minigo; Jasper.
"  XII.-Congo; Viola; Little Paul.
Some of the Story Books are written particularly for Girls,
and some for Boys;  and the different volumes are adaptef to
various ages, so that the Series forms a complete Library of Story
Books for Children of the Family and the Sunday-School.
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I 
Interesting Books for the Young.
HARPER'S FIRESIDE LIBRARY: expressly adapted to the
Domestic Circle, Sunday-Schools, &c   Cloth, 75 cents each:
Alden's Alice Gordon.-Alden's Lawyer's Daughter.-Alden's
Young Schoolmistress.-Burdett's Arthur Maritin.7-The Dyving
Robin.-Ellen Herbert; or, Family Changes. -Mayhew's Good
Genius that turned every thing into Gold.-William the Cot     tager..-Mayhew's Magic of Kindness.
MAYHEW'S BOYHOOD OF MARTIN LUTHER; or, The
Sufferings of the Little Beggar-Boy who afterward became the
Great German Reformer. Beautifully Illustrated. lUmo, Cloth,
,t 25.
MIAYHEW'S PEASANT-BOY PHILOSOPHER.  The Story of
the Peasant-Boy Philosopher; or, "A Child Gathering Pebbles
on the Sea-Shore." - (Founded on the Early Life oflFerguson,
the Shepherd-Boy Astronomer, and intended to show how a Poor
Lad became acquainted with the Principles of Natural Science.)
Illustrations. 16mo, Cloth, $1 25.
MAYHEW'S WONDERS OF SCIENCE; or, Young Humphrey
Davy (the Cornish Apothecary's Boy, who taught himself Natu   ral Philosophy, and eventually became President of the Royal
Society). The Life of a Wonderful Boy written for Boys. Il   lustrations. 16mo, Cloth, $1 25.
.NIAYHEW'S YOUNG BENJAMIN FRANKLIN; or, the Right
Road through Life.   A  Story to show how  Young  Benjamin
Learned the Principles which Raised him from a Printer's Boy toc
the First Embassador of the American Republic. A Bov's Book
on a Boy's own Subject.  With Illustrations by JoHN GILBERT.
16mo, Cloth, $1 25.
FOLKS AND  FAIRIES.   Stories for Little Children.  By Lucy
RAXDALL COMFORT.   Illustrated.  Square 4to, Cloth, $1 00.
MRS. MORTIMER'S READING WITHOUT TEARS; or, A
Pleasant Mode of Learning to Read.   Beautifully Illustrated.
Small 4to, Cloth, $1 50.
MiRS. MiORTI'IER'S LINES LEFT  OUT;  or, Some of the His  tories left out in "Line upon Line."  With Illustrations.  16mo,
Cloth, 75 cents.
MRS. MORTIMER'S  MIORE ABOUT  JESUS.   With Illustra  tions and a Map. 16mo, Cloth, 75 cents.
MRS. MORTIMER'S  STREAKS   OF  LIGHT;   or, Fifty-two
Facts from the Bible for Fifty-two Sundays of the Year. Illus  trations. 16mo, Cloth, 75 cents.
HARRY'S LADDER TO LEARNING. With 250 Illustrations.
Square 4to, Cloth, 75 cents.
HARRY'S SUMMER IN ASHCROFT. Illustrations. Square
4to, Cloth, 75 cents.
KINGSTON'S FRED MARKHAM IN RUSSIA; or, The Boy
Travelers in the Land of the Czar.  By W. H. G. KINGSTXON.
Illustrated.  Small 4to, Cloth, Gilt, 75 cents..
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i 
Interesting Books for the Young.
THE ADVENTURES OF REUBEN DAVIDGER, Seventeen
Years and Four Months Captive among the Dyaks of Borneo.
By JAMES GREENWOOD.  With Engravings.  8vo, Cloth, $1 75.
WILD SPORTS OF THE WORLD: A Book of Natural History
and Adventure. By JAMES GREENWOOD, Author of "The True
History of a Little Ragamuffin," "The Seven Curses of London,"
&c. With 147 Illustrations. Crown 8vo, Cloth, $2 50.
SELF-MADE MEN.   By CHARLES C. B. SEYIMOUR.   Many Por  traits.  12mo, 588 pages, Cloth, $1 75.
SMILES'S SELF-HELP; with Illustrations of Character and Con  duct.  By SAMUEL SMILES.   12mo, Cloth, $1 00.
SMILES'S  CHARACTER.   By SAMUEL SMILES. 12mo, Cloth,
$1 50.
ROUND  THE  WORLD;  Including a Residence in Victoria, and
a Journey by Rail across North America. By a Boy. Edited
by SAMUEL SMILES. Illustrations. 12mo, Cloth, $1 50.
THACKERAY'S ROSE AND THE RING; or, The History of
Prince Giglio and Prince Bulbo. A Fireside Pantomime for
Great and Small Children. By Mr. M. A. TITMARSH. Numer  ous Illustrations. Small 4to, Cloth, $1 00.
WOOD'S HOMES WITHOUT HANDS: being a Description of
the Habitations of Animals, classed according to their Principle
of Construction. By J. G. WooD, M.A., F.L.S., Author of
"Illustrated Natural History."  With about 140-Illustrations.
8vo, Cloth, Beveled, $4 50.
A  FRENCH  COUNTRY  FAMILY.   Translated by the Author
of "John Halifax" from the Fwench of Madame DE WITT,?ce
GUIzor.  Illustrations.  12mo, Cloth, $1 5)0.
MOTHERLESS.   Translated by the Author of "John Halifax"
from the French of Madame DE WITT, alee Gu-IZOT.  Illustrated.
12mo, Cloth, $1 50.
NINETEEN BEAUTIFUL YEARS; or, Sketches of a Girl's Life.
Written by her Sister.  With an Introduction by Rev. R. S.
Foster, D.D. 16mo, Cloth, $1 00.
HOOKER'S CHILD'S BOOK OF NATURE.   The Child's Book
of Nature, for the Use of Families and Schools: intended to aid
Mothers and Teachers in Training Children in the Observation of
Nature. In Three Parts. Part I. Plants. Part II. Animals.
Part III. Air, Water, Heat, Light, &c.   By  WORTHINGTON
HOOKER, M.D.   Engravings.   The Three  Parts, complete in
One Volume, Small 4to, Cloth, $2 00; or, separately, 90 cents
each.
MIACE'S SERVANTS  OF THE STOMACH.   The Servants of
the Stomach. By JEAN MACE. 12mo, Cloth, $1 75.
MIACE'S HISTORY OF A MOUTHFUL OF BREAD, and its Ef  fect on the Organization of Men and Animals.  12mo, Cloth, $1 75
MISS WVARNER'S THREE LITTLE SPADES. Illustrations
16rn* Cloths $1 00.
w
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