so that you may know how," she makes most of the suggestions herself, refusing the co-operation of the class. That most wonderful of all instruments, the human mind, the child may use or abuse without protest from any one. Let him dull a chisel, and a quick hand snatches it from him. But let him dull his perception, let him stultify his wits, and no one cares. The real child is altogether ignored. He is robbed of the joy of using his own initiative; he is asked only to do as his instructor says. And meanwhile he becomes a prodigal in the use of his mentality. Is it a wonder that we see such wastefulness of time and talent all about us? Here and there an instructor may deal rationally with the child mind. Now and then one may find in the schoolroom such a teacher as "Emmy Lou" called a "real person"; but no sooner have her live methods attracted attention than they are misapplied a hundred times over by other unthinking instructors. The child's satisfaction in the success of his self-discipline, the pleasure in finding that he can think independently, the ability to progress and to rejoice in his growing prowess, all are ground to Idust in the mill of school methods. What wonder then that we have first the indifferent student, then the passive one, and then the utterly dependent creature that sits idly by and asks, "How are you going to amuse or entertain us today?" All the love of conquest is gone; the pupil has nothing to contribute, for no one recognizes the importance of what is of utmost value to him; and he needs put forth no effort, for there is nothing that demands his best. Bill's argument was right. "Come on, Rusty, go fishin' wid me." "Nope, I can't." "Why can't yer? Course ye kin. Come on. I got nuff tackle, an' dandy bait too." "Nope. Got to study." "Aw, shucks. What ye got to study fer? Make 'em larn ye.' And most of the pupils agree with Bill. -Do we read in the faces of passersby how many of the tragedies of life are traceable to this attitude encouraged in our schools? † School and Society, 20: 505, ff. Earhart. Teaching Children to Study, pp. 76, 129, 171. (To be continued in December Education.) The Personality of an Evening School Teacher RALPH C. FITTS, DIRECTOR OF EVENING SCHOOLS, T GARDNER, MASS. HE Massachusetts Statute states the duties of a teacher in these terms-"to impress upon the minds of children and youths committed to their care and instruction the principles of piety and justice, and a sacred regard for truth, love of their country, humanity and universal benevolence, sobriety, industry and frugality, chastity, moderation and temperance, and those other virtues which are ornaments of human society and the basis upon which a republican constitution is founded". It is an essential part of "the job" of an evening school teacher to be enthusiastic and sympathetic. The Evening School is the Public Organization that is trying to Americanize a Community. May I make a few statements as I would speak to a teacher who was just trying to hold down a job instead of being on it?— You are the man on the firing line, the destiny of these aliens rests partly in your power. It is up to you to be the man in the trench and win for your country and for civilization the hearts of the alien population. You are paid for it, your duty demands it. They are the people in need, you must be their friend indeed. A sympathetic understanding is as necessary in evening school work as a bayonet is in a charge. You are fighting the battle that may save the American Nation from internal revolution after this world war is over. If you are unqualified to meet the situation, prepare yourself for what is to come. have the opportunity to act. This is the time when there is the "sifting out of the hearts of men before His judgment seat." You now The virtues that must be taught children and youths are just as important to be instilled into the minds of those who have been in this country but for a short time, and who have met more frequently people without these virtues than those with them. . And it is only through reaching "the hearts of men" by being a living example of what they desire to be that the work is done. "Actions speak louder than words". Business is built upon nickles and dimes. It is not a question of the income but how much is saved. The nickles and dimes of an evening school organization are the friendly acts of the teaching staff. It is not a question of how many come the first night, but of how long they stay. Business principles must be used in school work. The process is slow, the undertakings are not easy. All good things come slowly, and we must do our bit. We need the pupils, the pupils need you. In the day school the pupils must attend regardless of the personality of the teacher. In the shop men act a certain way for fear of being fired. But with evening school work it is different. If the "take it or leave it spirit" is assumed by the teacher, the pupils will leave without even saying "good-night". They feel that it isn't worth while. The unsympathetic example of the teacher means bad advertising. Continuous and permanent attendance is desired year after year; and when many men are lost the first year, it means always an unprogressive school. The problem of keeping a pupil within the school system is the same as the Hiring and Firing Problem of the Factory. In both cases the failure to keep the men on the job is expensive and non-progressive. Make your pupils get the habit. These men make a choice as to how their evenings shall be spent. Make them feel that they cannot get along without the school work and especially you. Strive to have a record attendance. Remember that their attendance is voluntary, and that you are the attendance advertiser. You are the drawing card of the show, the leading lady of the Make evening entertainment. Make the pupils feel at home. them feel glad that they have come. Greet them in a whole hearted manner. Make the greeting personal. Show them that you are interested in their affairs. Call all of your pupils by their first name. It breaks the ice, and they appreciate it. Also make your pupils sorry that the evening is over. Send them home good natured. First and last impressions stick longest. Make them This feel that there is something better coming the next session. kind of an atmosphere cannot be created if the "leading lady" is not playing her part in earnest. Remember that the evening school must be a live organization, filled with live wires. The spirit of sympathy is catching. It radiates in every direction, and permeates the atmosphere. Remember that you are a human dynamo. You create an electric field. All persons within this field are affected in a marked degree by the kind and amount of energy you create. Take life seriously, but don't be a dead one. Get the kick into your work, and strike a knockout blow. Drive home to your pupils that life is more than a ten hour day in the factory but that work is only a means to an end, the privilege to live, to progress, and to be independent. Remember that your pupils are sizing you up, and every moment is interpreted by your men. You are in the lime light. You must play your part. Follow up cases of absence. Make the work a personal affair. A personal letter from you means more than one written by me. You are in closer contact with your pupils. Make yourself indispensable. Be a force in the organization. Don't be afraid that you will be doing another person's work. Every pupil that you reach means more personal power that must be credited to you. Efficiency can only be secured when you are master of your own situation. Every case of continual absence is due to some cause. Your work can prevent it to some extent, if you make a personal investigation. It is for your benefit. Remember that I will cooperate with you in every possible way. Record and report your findings and then decide whether the work is worth while. There can be but one answer to the question. You have become broader minded and more sympathetic, even though other results are not forth coming. As a Principal I must listen to all, and must appreciate the work of the teacher and pupil. I must be sympathetic and enthusiastic. But I must also valuate, and see the point of view of all committed to our care and instruction. What must I do when Mike Austerwicz tells me that "teacher no good,” “me want new teacher"? "Me want that teacher," pointing at a room in another part of the building. Surely the heart of Mike was not reached by Miss A., and it is also evident that the teacher Mike desires has unconsciously reached Mike's heart. And when Joe Koski says, "Me like my teacher, Miss B. good teacher, no want new teacher," when I desire to put him in a new class that I think better suited to his needs, I know that Miss B. has been doing something that is lasting. And when pupils of other years hunt in every room to find the teacher that they understand and really know, regardless of the work that she is assigned to do, I am sure that Personality of the Teaching Staff is the Controlling Factor in Evening School Attendance. Remember that an Evening School is a foundry in which the raw material to be moulded are human beings, and that you are the skilled pattern maker that designs what form the final product is to take. Your duty is to humanize their interests, and instill American Standards. Let us stand for all that is best in society. Let us do our bit, and let us be big enough to handle the job that is given us to do. The Volunteer. Who was the child that stood at the entry "Have you no friends, poor soldier, to meet you? Don't you wish you, too, had someone to kiss you? Good-bye and when I say 'Now I Lay Me,' JULIA MARTIN, Seattle, Wash. |