Εικόνες σελίδας
PDF
Ηλεκτρ. έκδοση

Illustration.-A dilemma.

John looks for his pencil

seat, grows anxious and

John, who sits near to William, drops his pencil, and it falls under William's desk. on the right and left of his perplexed. William has noticed him, and he carefully picks up the pencil, while he perhaps is looking for it in another direction, and with the kind intention of relieving his neighbor's anxiety and restoring his property, he touches his elbow, and softly whispers, "Here is your pencil, John," then immediately resumes his own studies, and is probably entirely unconscious that he has violated any law. At the same instant the artful Charles, half concealing his face with his hand, with his wary eye turned to the teacher, wilfully addresses another pupil on some point in no way connected with study or duty. The teacher sees both these cases, and calls the offenders to his desk. The one trembles, and wonders what he has done amiss, while the other perhaps prepares himself to deny his offense, and thus to add falsehood to his other sins. The rule awards to both the ferule. It is applied to Charles with energy, and with the conviction that he deserves it; but I ask, can a man with any sense of justice raise his hand to punish William? If so, I see not how he can ever again hold converse with his own conscience. Yet the rule allows him no discretion. He must violate either the rule or his conscience; and too often in such cases he chooses the latter alternative.

Now my advice is, make but few rules, and never multiply them till circumstances demand it. The rule of right will usually be sufficient without any special

Hint for young teachers.-Threatening.-Wake up mind.

legislation; and it has this advantage, that it leaves the teacher the largest discretion.

I have been thus full on this point, because so many fail here, and especially young teachers. It has cost many a young teacher much bitter experience to make this discovery for himself, and I have desired to save others who may hereafter engage in teaching, the pain and perplexity which they may so easily and so safely avoid.

For similar reasons, I should also urge that the teacher should avoid the too common practice of threatening in his school. Threatening is usually resorted to as a means of frightening children into their duty,— and, too often, threats are made without any expectation of a speedy necessity either to execute or disregard them. The consequence is, they are usually more extravagant than the reality, and the teacher's word soon passes at a discount; his threats are viewed as very much like the barking of a dog who has no intention to bite. As threatening is moreover the language of impatience, it almost always leads to a loss of respect.

V. WAKE UP MIND IN THE SCHOOL, AND IN THE DISTRICT. There is usually but very little trouble in government where the scholars are deeply engaged in their studies or school exercises, and especially if at the same time the feelings of the parents are enlisted. To this end I would recommend that early attention should be given to some efforts to wake up mind, such as have been described in a former section of this work. It will be found, when skilfully conducted, one of the

Varieties in school.-Vocal music.-German proverb.

most successful instrumentalities in aid of good order and good feeling in the school.

An ingenious teacher, too, may introduce other varieties into the school exercises, and thus sometimes turn the attention of discontented pupils from some evil design to give him trouble. So long as the teacher keeps steadily the main object of his school in view, namely, progress in the studies, he is excusable if occasionally, to break up monotony and excite a deeper interest, he introduces a well-considered new plan of study or of recitation. Indeed, much of his success will depend upon his power to do this, and in nothing will its advantages appear more obviously than in the government of the school. A great portion of the disorder and insubordination in our schools, has its origin in a want of interest in the school exercises. He is the successful teacher, and the successful disciplinarian who can excite and maintain the necessary interest.

As one of these varieties, I may mention the exercise of vocal music in school. I have already alluded to it As a means of keeping alive the interest in a school, it is very important. Music is the language of the heart, and though capable of being grossly perverted, (and what gift of God is not?)-its natural tendency is to elevate the affections, to sooth the passions, and to refine the taste.

"The Germans have a proverb," says Bishop Potter, "which has come down from the days of Luther, that where music is not, the devil enters. As David took his harp, when he would cause the evil spirit to depart

Music in heaven.-Easily introduced in schools.-Visit parents.

from Saul, so the Germans employ it to expel the obduracy from the hearts of the depraved. In their schools for the reformation of juvenile offenders, (and the same remark might be applied to those of our own country,) music has been found one of the most effectual means of inducing docility among the stubborn and vicious. It would seem that so long as any remains of humanity linger in the heart, it retains its susceptibility to music. And as proof that music is more powerful for good than for evil, is it not worthy of profound consideration that, in all the intimations which the Bible gives us of a future world, music is associated only with the employments and happiness of Heaven?”

Almost any teacher can introduce music into his school; because if he cannot sing, he will always find that it will only require a little encouragement to induce the scholars to undertake to conduct it themselves. It will consume but very little time, and it is always that time which, if not employed in singing, would otherwise be unemployed or misemployed. It is the united testimony of all who have judiciously introduced singing into their schools, that it is among the best instrumentalities for the promotion of good feeling and good order.

VI. VISIT THE PARENTS OF YOUR SCHOLARS. I shall more particularly enjoin this, when I speak of the teacher's relation to his patrons, [chap. xi. :] but I cannot forbear in this place to urge it upon the teacher as one of the means of securing good order in school. A great deal of the insubordination in our schools, arises from some misunderstanding, or some dislike

Reasons why.-Registers of credits.-Why credits.

entertained by the parent towards the teacher, and spoken of in presence of the children. Whatever the pupils hear at home, they will be likely to exemplify in school. It should be the teacher's first object to become acquainted with the parent, and to let him understand, by a personal interview, all his plans and aims for the improvement of the school. This can be done best at the parent's own fireside. happened, that by a friendly visit of an teacher, the parent's heart has been softened, his prejudices removed, his co-operation gained, and the cheerful and cordial obedience of his children in school secured.

It has often

hour by the

These visits should of course be made in the true spirit of the teacher. They should be made in the honest desire of his heart to render his labors more successful. A visit made in such a spirit seldom fails to make the parents personal friends ever after; and of course, in case of a collision afterwards between him and their children, this is a very important point.

Registers of the

VII. REGISTERS OF CREDITS. standing of pupils in their schools and their classes, are very highly recommended by some, whose experience is entitled to confidence. I am inclined to place this among the means of securing good order. I would recommend, however, that they should be registers of credits only. Some recommend the use of "black marks," that is, the record of prominent faults and perhaps of punishments. My own experience teaches me that this is unwise. The teacher should not show a

« ΠροηγούμενηΣυνέχεια »