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Lorsque le document est trop grand pour dtre raproduit en un seul clichd, il est filmd d partir de Tangle sup6rieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images n^cessaire. Les diagrammes suivants illustrent la mdthode. rata >elure, I d 3 32X 1 2 3 1 2 3 4 5 6 ' ■ «^ THE ART OF SCHOOL MANAGEMENT. ) A Text-Booh for Normal Schools and Normal Institutes, and a Reference Book for Teachers, School Offic and Parents. icers BY J. BALDWIN, PRESIDENT OF TH^: STATE NORMAL SCHOOL, KIRKSVILLK, MISSOURI. Adapted for use in the Schools and Homes of Canada BY R. DAWSON, B.A., T.C.D., HEAD MASTER, HIGH SCHOOL, WESTON. TORONTO: 1886. Kntered according to the Act of Parliament of Canada, in the year one thousand eight hundred and eighty-six, by Warwick & Sons, in the office of the Minister of Agriculture. Warwick & Sons, Printers, 26 AND 28 FRONT STRtET WtST, TORONTO. PREFACE. Baldwin's Art of School Maj.agement has been well and favourably known to the teaching profession in Canada ever since its first appearance, and the subject very properly has formed, and still forms, an essential j'art of the professional examination of candi- dates for certificates of qualification as teachers in the Province of Ontario. It has been found, however, that the book, in its original form, contains some things that are not so well suited to the wants of Canadian Schools and Teachers as they are to those of the neighbouring republic, and others that are not exactly in harmony with the School Law and Regulations of Ontario. The present edition has been prepared specially to meet these reasonable objections, and thus to render the book suitable in every way for use in the schools and homes of Canada. It is not a compendium of the original work, nor is it merely an abbreviated edition, made by the rejection of what appeared to be superfluous. Many of the sections have be^n entirely recast, especially in the earlier and more important portions of the work ; and among these early chapters have been interpolated many of the ideas and suggestions scattered more or less through the later chapters of the work. A good deal of space has been gained by avoiding unnecessary repetitions, and by excluding a large amount of speculation on topics interesting enough in themselves, but bearing no direct reference to the subject of School Management. By thus relievirj, the teacher from the drudgery of mastering irrelevant subjects, by rearranging the important principles so as to exhibit their harmony with Canadian Laws and customs, and by carefully elaborating the Topical Reviews of all the chapters, the editor trusts that he has at least partially succeeded in making the Art of School Management easier and more interesting to his fellow-teachers in Canada than it was in its original form. Though it has been deemed advisable to harmonize the text as closely as the subject would permit with the School Laws of the province, it has not been considered necessary in any case to limit [1] PREFACE. the suggestions and recommendations for the management of schools to the compulsory requirements of the Law. These suggestiims would in several things, no doubt, impose upon the teacher a heavier task than he is now required to perform ; but though he is some- times recommended to go further than the law, the book does not now contain any rule or recommendation at all contrary to the law, as it exists in Ontario. Wherever such recommendations have been found in the original text care has boen taken to alter or expunge them. As an example of what is meant by going fnrthcr than the law but not contrary to it, may be instanced the suggestions as to the Opening Exercises (Paii: II., Cap. IV., p. G8) where singing and the reverential reading of a suitable portion of Scripture are recommended in addition to the form of opening provided by the Regulations ; here the recommendation goes beyond the legal requirement, but is very far from being contraiy to it. Other instances will be readily detected by the reader. An error, perhaps a little more tliau a clerical one, occurs in giving the number of cubic feet of air space for each pupil (Part I. , Cap. II., p. 23) ; it should be 250 instead of 150, but, as the page was already printed before the detection of the error, I take the present opportunity of correcting it. In connection with the whole subject of school buildings ody- culture. 6. Action— Culture. 7. The day for Parrot-work is past. CONTENTS. Chaptkr. Page. V. Principles of Education and Teaching . . 180 1. Fundamental PrincipleH. 2. General Principles of Education. (Brookrf.) 3. Psychological Principles relating to Teaching. 4. Principles pertaining to the Order of presenting Truth. 5. Prin- ciples pertaining to the processes in Harmonious Teaching. (Johonnot.) G. Courses of Study and Methods of Teaching. PART V. CLASS MANAGEMENT. I. Principles Relating to Class Management . . 187 1. Class Defined. 2. The Interest of the Pupils must be Secured. 3. Each Pupil Responsible for Each Answer. 4. Answers must be in the Puijil's Own Words. 5. The Pupil must do what he can for himself. G. Recitation hour is the Time for Explanation. 7. Pui)ils should be Honest, Independent, Thorough. 8. Pui)il8, not Teachers, should do the work. 9. Each Pupil Recites at Every Lesron of his Class. 10. Oral and Written Work Equally Important. 11. System, Vigour, and Vivacity Essential to Suc- cess. 12 The Heart Must be in the Work. II. Lessons and Class Work 191 1. Objects of Class Work. 2. Length of Recitations. 3. Assign- ing Lessons. 4. Treatment of the Unprepared. III. General Class Methods .... 196 1. Introduction. 2. The Socratic Method. 3. The Topic and Question Method. 4. The D^acussion Method. 5. The Conver- sation Method. 6. The Lecture Method. IV. Auxiliary Class Methods 203 1. Auxiliary Methods. 2. The Writing Method. 3. The Outline Method. 4. The Reporting Method. 5. The Reciprocal Method. 6. The Concert Method. V. Questionable, Erroneous, and Antiquated Class Methods 206 1. Questionable Class Methods should be avoided. 2. Erroneous Class Methods violate principles. 3. Antiquated Class Methods. 4. Conditions of Progress. VI. Art of Questioning 210 1. Principles underlying the Art of Questioning. 2. General State- ments relating to Questioning. 3. Objects and kinds of Questions. VII. Golden Hints to Teachers 214 1. The Seven Laws of Teaching. 2. Preparation of Lessons. 3. Practical Rules to be Taught to Pupils. 4. Conditions of Success. 5. Secrets of Success. 6. A Model School — Principles —Practice— Results. 7. Effects of Method. CONTENTS. 7 PART VI. examinations .*nd rkc0rd8. Ckai'TKR. Tagk. I. Scuool Examinations 221 1. Examinations MuHt remain as Means of Education. 2. Objects of Examination— generally, to Supplement Good Teaching. 3. What should Examinaticms be? What should they not be? 4. FreciueUv^'y of Examinations. 5. Oral and Written Examin- ations. 0. Examinations should be brief. 7. Promotion Ex- aminations. II. Marking Grades 22G 1. Marking is n Mechanical Necessity. 2. Objects of Marking, 3. Criteria for Marking. 4. Frequency of Marking. 5. The Scale of Marking, — from 1 to 100. 0. General Remarks. III. School Records and Reports .... 230 1. Form of Registc^rs. 2. Value of Registers. 3. School Registers for Ungraded Schools. 4. Teachers' Reports, ti. Insppfitor's Report. APPENDIX I. M Page. School Law and Regulations ... 239 Duties of Trustees . 239 Rural Schools 239 Cities, Towns and Incorporated Villages 242 Teachers ..... 246 Certificates .... 248 County Boards . . . . 261 County Model Schools 262 Institutes .... 252 Inspectors .... 253 Superannuation .... 268 Non-Resident Pupils 261 Authorized Books 262 Public School Regulations 263 Accommodation 263 School House .... 264 Blackboard, Globes and Maps 266 Programme of Studies 266 8 CONTENTS. PrGE. General Directions 268 j First Three Classes . 268 ^ Fourth Class .... 270 Fifth Class .... 271 . General 272 I : \ Duties of Pupils 273 ] School Kours 276 j j i Duties of Teachers 276 j ( Collections, Presents— Last Time 278 1 1 Inspectors .... ' 278 1' Qualification 278 County Inspectov's Duties 279 t City Inspectors 282 Powers of Inspectors 283 County Model Schools . 283 Course of Study . , 28.5 Text Books 285 Final Examination 285 Teachers Institutes 286 First Day 287 Second Day 288 Normal Schools 288 \ General 288 Duties of the Principal 288 Master 289 ' «... Students 289 ■ Course of Study 289 ! , Practical Teaching 289 1 [ Examinations 290 : ; Subjects for Final Examination 290 ' ■ Model Schools 290 Religious instruction 291 1 \ Superannuated Teachers Fund 292 Text-Books 293 Care of School Property . 29^ Arbor Day 295 j Fire Drill .... 295 ]' APPEND] :x II. Forms of Prayer 296 THE ARr OF SCHOOL MANAGEMENT. INTRODUCTION. I. School Management Defined.— School Management is the art of so directing school aflfairs as to produce Sys lem and Order, and thus to secure Efficiency. This art is sometimes called school economy, school discipline, or school, government ; but such titles are far too narrow, for School Management not only includes these subjects, but embraces, besides, all that pertains directly or indirectly to the successful education of children. Hence it has to deal with all the machinery of education as well as with the pupils to be educated, with the school-house and its surroundings, the furniture and equip- ment of the class-: ooms, the subjects of study and the best means of studying, the rules of the school and the laws on which they are based, the relations of the teacher to his pupils, to his trustees, to the community, and to himself. II. The Art is based on the Science of Education.— All true education is self-education, and the best mefhod of educa- tion is that which guides, controls, and assists the unconscious process of self -education that begin** with the infant in its cradle ; 80, too, the ideal method of achool management is that which judiciously develops the power of self-government inherent in the child, and thus makes the pupil himself the unconscious instrument of his own self-control. m 1| ! I i 10 INTRODUCTION. it ' ! i I : 1 ' m. Essential to Success. — School management is an essen- tial part of the teacher's preparation for his duties. Without it there can be no order, and without order education is impossible. No matter how learned the teacher may be in the subjects to be taught, no matter how painstaking, conscientious, and zealous he may be in the discharge of his duties, yet if he does not possess the art of wiselj adjusting the educational forces at his disposal nine-tenths of his labour will have been in vain. And not oi ly will the pupils fail to acquire mere booh-leaming at the hands of uuch a teacher, they will miss the equally important education in the habit of self-con- trol which ought to be one of the chief objects aimed at by every member of the profession. We send our children to school not merely that they may learn a certain modicum of facts, but that their latent powers and dormant faculties may be called forth, and that they may be so strengthened in the practice of habits of self- government and self-control as to be enabled afterwards worthily to take their proper positions in the world as the free citizens of a free com m unity. IV. Successful Teachers.— School Management demands ability and skill, and offers a wide field for the exercise of Origin' ality. Independence, and Individuality. To organize educational forces and instrumentalities aright requires as much generalship and executive ability as to command armies or govern states. The time has come when we demand that our teachers shall be possessed of ability, culture, and experience ; and no one need hope to succeed in the exercise of this profession who does not possess these re- quisites in at least a moderate degree. Exceptional facilities are now provided for the education of our teaciiers, and the chief aim of the present work is to assist the young teacher in acquiring that experience in the art of school management so necessary to success. It is not given to all to be equally successful as teachers, nor can any general method be laid down which would serve as a model for the guiflance of every teacher. The utmost that can be done is to lay down a few broad, general principles, by the light of which each may be assisted in developing his own method, and in stamping his own individuality on the pupils for whose welfare he is responsible. But though all cannct be equally successful, all can succeed, if nature has endowed them with a love of children and a wish to INTRODUCTION. 11 make them happy and to do them good. This is the key to the successful practice of the teacher's art, and without this natural endowment no one can ever become a truly successful teacher ; but if you feel that you have indeed this divine attribute of sympathy, you may rely on it that you possess the essential elements of suc- cess ; and you may confidently enter the noblest of all professions in the full assurance that Faitf: ^nd Feeling will enable you to oon- quer all your difficulties. V. Objection to Methods.— It is frequently vtrgaA that attempts to systematise methods of instruction, or even to introduce method at all into the teacher's work, can only be productive of bad results. Such phrases as " Oast-iron methods," " Machine-made teachers," and the like, are glibly uttered, and we are assured that to encourage members of the scholastic profession to follow any system is the sure way to emasculate the intelligence and annihilate the individuality of the teacher. These ob j ections are most frequently raised either by outsiders who know nothing whatever, practically, of that whereof they speak, and who will be foimd generally to have some sinister object in view, some ulterior purpose to serve, whether it be social, political, economical, or what not ; or they are advanced by some of the old-fogy members of the profession, either by those who, having never had a method, are naturally averse to acquiring one, or by those who, being urged to exchange a vicious method of their own for a better one, find it easier to decry the use- fulness of systems in toto than to acknowledge that their errors have arisen from a too fond attachment to the misshapen bantlings of their own creation. But whatever may be the causes of them, a very slight consideration of the subject shows not only that such objec- tions are without weight, but that they have been long since given up by the best educators of our time. What would be thought of the man who would seriously propose as an axiom that the indi- viduality of a general would be destroyed by a minute knowledge of the method of drill ? — that a physician would be unable to cope wi% disease because hh had made himself acquainted with the system of his school of medicine? — that the artist would cease to be original who had studied the principles of perspective, and become familiar with the optical theory of colour ? It is undeniable that the most skilful generals have always been those who had familiariaed themselves with IS INTRODUCTIOX. (I systems of tactics, and had learned all the details of a soldier's duty. The best and most original physicians, painters, engineers, and others have been those who have most carefully methodized their know- ledge of the principles that form the foundations of their several professions ; and so it is in the the teacher's profession — the best and most original teachers will be found to be those who have some well-considered system, or method, of government, and are able therefore to seize on any and every opportunity of stamping their own individuality on the school, and of developing such marks of originality as they may observe in their pupils. It is not well for the teacher to follow even the best system too slavishly and blindly in all its details, but it would be better for him to do even that than to have no system at all to follow. VI. The Plan of the Work.— In the following pages it will be the aim of the Editor to present the subject in a plain, clear, conversational style ; no effort shall be made at fine writing ; nor shall anything be introduced that does not appear to be of special value to the teachers of Ontario. It is intended that the Book shall be useful, (a) as a Class-book for teachers in training at the Model Schools, (6) as a Text-book for discussion at Teachers' Institutes, (c) as a Manual for the teacher's guidance in the school-room, (d) as a Reference-book for trustees, parents, and other friends of education. Several topics that usually find their way into works on school management have been omitted in this edition, not because of any desire or intention to ignore their importance, but because they do not appear to come fairly within the scope of a work specially intended to meet the wants of the teachers of Ontario. ^^^AAA^^^^^A#W^% 1 ii PART I. EDUCATIONAL INSTRUMENTALITIES. Chapter I.— school Grounds. ** II. — School Buildinos. ** III. — School Apparatus. " IV.— School Text-Books. •• v.— School Hygiene. Nil PART I. EDUCATIONAL INSTRUMENTALITIES. CHAPTER L School Grounds. School Grounds neglected in Rural Sections.— In our cities and towns very many of the school grounds are laid down with considerable taste, and with due regard to the objects for which school grounds are intended ; but In f&r too many of our rural sections, notwithstanding the cheapness and abundance of land, and the consequent facilities at the disposal of the school officers for securing desirable accommodation, so little attention has been paid to this matter that the school grounds may without any exaggeration be described as a disgrace to the community. That such a state of things should exist in the very earliest days of the infancy of civili- zation in a new country might naturally be expected, and ought at least to be tolerated if not condoned. But it is simply intolerable that any school should now exist in this country without being fully provided with the necessary accommodation in the way of school grounds. In many sections, on the other hand, the people take a most commendable pride in their school and its surroundings, and the very fact that so many of our rural schools are situated in spacious, beautiful, and commodious grounds ought to be an incentive to those who have heretofore paid but little attention to the subject. What is possible in relation to this matter in one section is possible in all, [15] 16 SCHOOL GROUNDS. [Part I. 1 ; I . and it is earnestly bo be hoped that the day is not far distant when the sohools and school grounds of Ontario shall be quoted as models for imitation by the inhabitants of other countries. Whether it be true or not that '' the school-building with its surroundings represents the average culture of the community," it is beyond question that communities are to a large extent judged by the mere appearance of their churches and their schools. And it is right that it should be so. Men have long since learned that they cannot afford to neglect the surroundings of their churches and chapels if they wish to maintain a character for self-respect ; and just as little can they afford to neglect the school-grounds of their section, if they desire to secure the reputation of being affectionately anxious for the welfare, the comfort, and the happiness of their children. I. LOCATION OF GROUNDS.— In selecting a site for the school houso and grounds, particular attention should be paid to the following points. The grounds should be : 1. Accessible and Central.— The site must be accessible ; and, other things being equal, that site should be chosen which is most easily reached by the largest number of the pupils. Con- sequently the centre of population, present and prospective, should be chosen rather than the mere geographical centre. 2. Commodious and Suitable. — Commodious school- grounds, adapted to educational ends, pay large dividends. Cities expend vast sums to secure large school-yards. Many of our towns and villages set apart from two to ten acres for school purposes. In the rural sections, not less than from two to Jive acres should be consecrated to child-culture. To restrict a country school to half an acre is a mistake and a misfortune. 3. Healthful and Beautiful. — Science has shed such a flood of light on sanitary measures that nothing short of inexcusable stupidity or obstinacy can explain the selection of an unhealthy site for a school-buildir.g. The healthfulness, and therefore, to a very large extent, the success of the school depends (a) on the nature of the soil ; (b) on the elevation ; (c) on the drainage ; (d) on remoteness from marshy ground and stagnant water. ill! Cap. 1.] LOCATION AND PLAN OF GROUNDS. 17 The soil should be dry and good ; a sandy loam and a southern sloi)e are in every way desirable. The elevation should be such as to secure pure, fresh air in unlimited quantity. The drainage should be carefully attended to ; particular care must be taken to guard against the possibility of sewage or any other impurity finding its way to the pump or well. The vicinity of marshy ground or stag- nant water should be ligidly eschewed ; thf nalarial effluvia and the noxious insects engendered in such places very seriously impair the health no less than the comfort of the teachers and pupils. Though health must be the primary consideration, beauty of loca- tion should by no means be overlooked, and in general it will be found that beautiftd svirroundings, in which parents and pupils can alike take pleasure, will prove to be at the same time conducive to health. II. PLAN OP GROUNDS. 1. Each Section should have its own Plan.— Given plans are suggestive, but are never to be copied too closely. Individuality and originality should characterize the educational nurseries of the race. Here is an excellent field for invention and taste. The school-building and grounds should represent the highest culture of the neighbourhood ; and all concerned should vie in their efforts to render the surroundings of the school, as well as the school itself, beautiful and attractive. The very best results may be obtained by taking advantage of such natural beauties as the ground itself affords, adapting the det'^ils of the plan to harmonize with the features of the locality rather than attempting to force nature into an unwilling conformity with some unsuitable model. 2. Grass and Flower Plots should decorate all school groimds, however small. In no other way can so much be done at so little cost to foster ce^nahle. 4. ModeU of style, amd of art. Uses of text-books. 1. To aid the teacher. ?,. To OAd the pupU. Abuses of text-books. 1. Memorismg without imderstaTidvng. 2. Neglect iiig the subject for the book. 3. Putti/ng the book in place of natv/re and e:"periment. 4. Ignoring oiher books. 5. Employing oral teaching to the exclusion of text-boohs. Uniformity. Fupils in the same class should have the same text-hooks. CHAPTER V. School Htoiene. I. HYGIEITB, OR THE ART OF PRESERVING HEALTH is the most important of all earthly arts that can be acquired by the pupils ; it is the primary duty of the teacher to inculcate sound hygienic principles and to train his pupils to the Iwihit of right living. The following pages are not intended as a substitute for the standard works on hygiene ; we merely give a few of the most important conditions of sound health, to be observed by teachers and i upils during their connection with the school-room. n. HYGIENIC POSITION. 1. The Erect Position in sitting, standing, and walking is as necessary to health as to gracefulness. " Keep your back straight," were the last words of a celebrated physician to his son. The violation of this condition of health is one of the great hygienic sins of school life, occasioning untold suffering. Not for a moment must a stooping position be tolerated. 2. Height of Seat. — The child's feet should rest firmly 0:1 the floor. No child can long occupy a seat too high or too low and keep the spinal column erect. The shoulders fall forward, the chest is compressed, the breathing is defective, the circulation is impaired and the child slowly becomes an invalid. See to it that the seats vary in height to suit your pupils. 3. Curve of Seat and Slope of Back.--Straight seats and backs, rendering an erect position difficult, are now inexcusable. The construction of desks that will foster an erect position has com- manded the best efforts of able scientists. Some of our school-desks are admirable. The seat is curved and scopes upward. The back is curved to support the back of the chad, and the slant is such as to favour the erect position. The old box desk, that cruel instru- ment of torture, like the old slab seat, belongs to a past age. 4. Height of Desk. -Curvature of the spine often results from sitting habitually with one shoulder liigher than the other. In such [37] 88 SCHOOL HYGIENE. (Pabt I. ! f ii! Ih IP' ill an awkward attitude, neither the breathing nor the circulation can be normal. On this point the teacher cannot be too careful. The Regulations of the Education Department of Ontario recommend the following as convenient : Ghaibb ob Seats. Desks. AoB OF Pupils. Height. Slope Back. Length. Width Height Front Rear. D'ble. Single next Pupils. Fivd to (tight years. Eight to .en years. Ten to tbL"teen years. Thirteen to sixteen y'rs. 12 in. 13 " 14 " 16 " 11 J in. 13* " 15j" 2 in. 2 " 2h" 3 " 36 in. 36 " 36 " 40 " 18 in. 18 " 20 " 22 " 12 in. 12 " 13 " 18 " 22 in. 23 " 24 ' 26 " 6 Training is the Condition of Success.— With all pos- sible aids, constant watchfulness is needed to train pupils to the habit of maintaining an erect position. III. VENTILATION OP SCHOOL-ROOMS. 1. Importance of Adequate Ventilation. — Pure air con- tains 21 per cent, of oxygen and 79 per cent, of nitrogen. Air once breathed becomes loaded with organic and other impurities. Breathing vitiated air enervates, impairs digestion, causes headache, renders the pupils listless and inattentive, and makes mental growth almost impossible. 2. How to Secure Good Ventilation.— In the chapter on School Buildings (Chapter II., Section V.), we have sufficiently indicated how good ventilation can be secured ; we refer to it here in order to emphasise our conviction that its importance can hardl> be exaggerated. IV. LIGHT IN THE SCHOOL-ROOM. 1. Dark and Damp Rooms are a fruitful source of disease. The prevalence of weak eyes and short-sightedness is a sad com- mentary on our management with reference to light. 2. Imitate Nature. — The nearer the light of the school-room approaches thac of the open air the better. Ourtaina or shutters are only used to avoid the glare of the sun. Cap. v.] HEALTH FBOM EXEBCISK 89 a. 22 ir». < 23 " ( 24 ' ( 26 " 3. Position of Pupil. — ^The light should not fall directly in front of the pupil. High windows, admitting the light from above and on the left side are best. 4. Change Position. — It is well so to place the pupil during recitation that the light will fall upon him from a different direc- tion than during study. With a little care the teacher may observe this hygienic law. 6 Look well to the Bye^j of your Pupils.— Not to do so is cruel. By judicious management many eyes may be improved, and nearly all may be saved from permanent injury. School-rooms should be lighted from the top, back, and one of the sides only. Pupils must not be permitted to face windows unless the room is sufficiently long to have the window at a considerable distance from them. As far as possible the light should come from above the level of the eye, and from the left side. V. OALISTHBNIO BXBROISBS.— A well-arranged course of indoor exercises is of great benefit in any school. The books published upon this subject need to be used with care. Many of them multiply exercises unnecessarily. Some contain much that is objectionable, if not actually improper. Of the value of such exer- cises, judiciously directed, there can be no doubt. (1.) They supply a great want when outdoor exercise can not be taken. (2.) They can be used at any time to break up sluggishness. (3.) They call into activity all the muscles and hence promote 'i prompt and exact obedience. (6.) They train the pupils to work in harmony with others, and thus prepare them for the great world without. VI. PLAY AND HBALTH. 1 As a hygienic agency, nothing can take the place of amuse- ments. Recreation is re-creation. Study exhausts ; play rests. Many are utterly ignorant of the philosophy of recreation, and to not a few teachers recreation seems to be a lost art. 2. Play-Grounds.— Every school should be provided with ample play-groimds, and every proper form of out-door amusement 40 SCHOOL HYGIENE. [Part I. should be encouraged. Health is vastly more to he desired than the sham rafinement aud mock delicacy that forbid healthful re- creation. School lift) is the time when, most of all, healthful amusemenc is needed ; and it is the duty of the Trustees to provide the means for indulging in it. 8. Plays for Boys. — Hardy and vigorous games should be encouraged. We want strong men, able to do and to bear. The more studious the boy, the more vigorous should be the recreation. Oricket, foot-ball, lacrosse, baseball are well adapted to the wants of the senior pupils ; even the younger pupils will enjoy those games, if thoy are allowed to play them without running the risk of coming into collision with those much bigger and stronger than themselves. 4. Plays for Girls. — ^For girls, nearly all schools, high and low, are prison-houses of decorum, repressing the glad activity necessary to physical vigor and happy live& It is infinitely better to give our girls less music and less book knowledge, but more physical vigor. A teacher who does not stimulate the girls to "romp" and take abundance of outdoor recreation sins against the race ; the girls are the future wives and mothers. Encouraged by teachers and parents, girls will usually select appropriate plays. Every play-ground should have a portion fenced oflf specially for the girls, so that they may enjoy vigor i outdoor exercises, undeterred by the presence and criticism of their more athletic fellow-pupils, — the boys. 5. Play is Spontaneous Activity. — Pupils should be left free to select their own plays, provided only that they be neither unhealthy nor demoralising ; unwittingly, they will bring into action all the principal muscles, especially those that are used least while in the school-room. The teacher may, and indeed shotdd, be upon the play-g 'ound, to suggest plays, and thus quietly secure the selec- tion of refining amusements. He should not dictate in any respect, nor use authority while du-ecting the pupils in their plays. "The Philosophy of Recreation,'^ ought to interest teachers and parents. VIII. HYQIBNIO HABITS.— Teachers and parents should assist and encourage each other in training the rising generation to convert hygienic laws into hygienic habits. Cap. v.] HYGIENIC HABITS. Ai 1. Cleanliness. — Order may be heaven's first law, but assuredly cleanliness is its second ; soap and civilization are inseparable, dirt and degradation are the constant companions of the savage. Children should never be allowed to take their places in the school room with dirty hands or faces. The wise teacher will sec Ms pupils an example of personal neatness, and insist on their following it. Not only will the appearance and comfort of the children be im- proved by cleanliness ; it will greatly benefit their health also. A free use of water promotes mental growth as well as physical vigor, and is the best of all preventives of disease. 2. Clothing. — Proper attention to clothing conduces highly to the health and comfort of the wearer ; and it is the duty of the teacher to give good advice and to set a good example to his pupils. It is not necessary that the clothing of children at school should be expensive ; on the contrary, every tendency to extravagance in dress should be discouraged and repressed. The garments should be neat, clean, and appropriate to the season ; the material should be suited to the circumstances of the parents ; and the children should be taught that a neatly patched jacket is no cause of shame, whereas an unm mded rent or rip is a piece of slovenliness for which there can be no excuse. 3. Pood. — The wise man "eats to live ;" the glutton "lives to eat." Temperance in eating and drinking is essential to the enjoy- ment of good health ; a few good lessons on the hygiene of diet might be given by the teacher, to the great benefit of the pupils, their parents, and the community in general. The quality cmd qtiantity of food, the mode ofprepaHng i<, and the times and mawner of eating are the most important points on which instruction is required in this subject. 4. Sleep. — Abundant sleep is a primary condition of sound health and profitable study. It is nature's remedy for the exiiaustion of mind and body, caused by study and physical exertion. It enables the system to repair the wasted tissues of the brain and muscles and to carry off the waste material, so that one in good health may rise up in the morning as fresh and vigorous as on the previous day. The great students and great workers have ever been good sleepers. Hard study hurts no one ; but irregularity, dissipation, and late hours do incalculable injury, especially to the young. Some !; 1 42 SCHOOL HYGIENK [Part I. !> ^;,f constitutions require more rest than others, but an average of about eight hours s jund, refreshing sleep will be found sufficient for most people. Every pupil should get to bed before ten o'clock and be up and washed and dressed by six o'clock. 5. Cheerfulness. — Youth ti le is the sunny side of life. Clouds will appear and do appear ; but the teacher should endeavour to turn the silver lining to his pupils, and lead them to look upon that. Serenity and cheerfulness pay in effective work, and a good con- science usually means a long life and a happy old age. Cheerfulness is the best of all hygienic agencies. Those who are always glad are seldom sick. Of all places, home and school should be made most cheerful. A grim, cold, repulsive teacher chills the child to the bones. Education comes from voluntary and glad effort. The teacher ought to be happy and glad, and ought to fill the school-room with an atmosphere of love and a glow of cheerfulness. In such a school, disease will be a stranger. VIII. SCHOOL PUNISHMENTS SHOULD BE HYGIENIC — The health of the teacher as well as of the pupils is often seriously injured by unwise punishments. Think of it. Study to make your pupils happy, not miserable. Even punishment should be full of encouragement. Its purpose is to reform, not to crush. IX. LAWS OF HEALTH.— [Holbrook's "Hygiene of the Brain."] These laws are stated from the educational standpoint. 1. A WeU-regulated Mind is the Most Important Law of Health. — The proper object of life is the development of the mind. The brain requires constant exercise to maintain its power. The tone of the mind has the most potent influence on the health. If our pursuits are rational and in harmony with the laws of God, the self-satisfaction resulting has the most exhilarating influence on health. 2. A Resolute Will and Ambition to Succeed in some Honorable Career is the Second Law of Health.— A strong will has a wonderful effect on the health. A determination to live and work throws off diseases. 2. Love in all Innocent Forms is the Third Law of Health— Love of Friends, Love of Society, Love of Women, Love of God. — There is no higher hygienic law than Cap. v.] LAWS OF HEALTH, 48 to love with our whole bo'jI, and to work with all our might. The brute basks, man works. ''The bliss is in action, not in ease." God is love, and the superior man is godlike. 4. Balanced Culture is the Fourth Law of Health. — Muscular exercise must balance mental, and intellectual activity must balance emotional. Every muscle and every brain-cell needs to be daily used. Every power of the soid should be kept in action. Balanced culture gives a vigorous body and a vigorous mind. One- sided culture is a fatal mistake. Let the workingman devote certain hours daily to mental culture. Let the student devote certain hours daily to labour and recreation. 5. To Resist and Throw Off Trouble is the Fifth Law of Health. — Every species of uncomfortable sensation must be driven off. " These misera ale feelings MUST go!" is better than all medicine. The great destroyers of life are care, misery, worry, fretting, crime, and dissipation ; and not exertion, physical or mental. Fretting is a moral and physical sin, destroying health, usefulness, and happiness. None but a cliild cries over spilt milk. Let it go ; only take care for the future. Always do the best y( u can, and never worry. Worrying undermines health and unfits the teacher for his duties. X. NEVER USE TOBACCO [Dio Lewis].— I trust you will never learn to use tobacco. It is doing more to destroy the brajns and nerves of American boys than any other agency that can be named. Within half a century no yon.ng man addicted to the use of tobacco has graduated at the head of his class in Harvard College, though iive-sixths of the students have used it. If a man wishes to train for a boat race, his trainer will not let him use tobacro, be- cause it weakens his brain and muscles so that he cannot win. If a young fellow would prepare to play a fine game of billiards, while he is training for the tournament his trainer will not let him use tobacco. And, as you see from the experience in Harvard College, if a man will train himself t > graduate from a college with honor, he must not use tobacco. It in a powerful poison, and the brain can not escape if it is used in any form. f ^11 r ■ ' i 44 SCHOOL HYOIENK. IPabt 1. Topical Rb"iew. — School Hygienb. Deflnition. Importance. Hygienic position. 1. Keep your back straight. 2. Height of seat. 3. Cv/rve of seat and hack. 4. Desks in the schools of Ontario. 5. Training is the condition of success. Ventilation of sohool-rooms. 1. Importance of ventilation. 2. How to secure it. Light in the school-room. 1. Evils of improper light. 2. Imitate nature. 3. Position of pupils. 4. Change of position, 5. Look well to the eyes of you/r pupils. Calisthenic exercises. 1. Supply a want. 3. Promote health. 5. Train to ohedici'^ 2. Break up sluggishness. 4. Develop gra^efnlness. 6. Promote harmony. Play and health. 1. Recreation is re-creation. 2. Play-grounds shoidd be extensive. 3. Plays foi' boys. 4. Plays for girls. 5. Sponta/neous a^itivity. Hygienic habits. 1. Cleanliness. 2. Clothing. 3. Food. 4. Sleep. 5. Cheerfulness. School punishments should be hygienic. 1. Should not injure Jiealth. 2. ShouldbefuUofeticouragement. Laws of health from the educational standpoint. 1. A wdl regulated mind. 2. Besolute urill and ambition. 3. Love. 4. Bakmced cxdture. 5. Throunng off trouble. Never use tobacco. 1. It destroys physical power. 2. Destroys mental vigor. 3. Prevents success at college. 4. Is a powerful poiswi. cwffA PART 11. SCHOOL ORGANIZATION. CHAPTER I.— Preparatory Work. ** II.— School Tactics. III. — School Classification. IV. -Opening Exercises, Seating, and Kecessks. v.— First Day of School. (( PART II. SCHOOL ORGANIZATION, ■ CHAPTER I. Preparatory Work. School Organization is the systematising of school work — the adoption of such rules and regulations, such tactics and other devices as shall secure constant employment, efficient instruction, and moral control. The office of the school is to promote the physical, mental, moral, and eesthetic development of the pupils, so as to fit them tor positions in the world, alike creditable to them- selves and serviceable to their fellow-men. To this end all the arrangements of the school are directed ; everything is so adju )ted as to remove friction, induce order, and secure cheerful and effective work. The proper organization of an ungraded school, even to the experienced teacher, is not an easy task. It would be simple enough if the teaching staff' were so large as to allow a teacher to each class, alternately supervising its studies and conducting its recitations. But where the teacher has to give oral instruction to one class, and at the same time to keep a watchful eye on the m« ny classes studying at their desks, it is obvious that thorough organization is an essential condition of success, and that the solution of the problem how best to organize his school is of vital consequence to teacher and to pupils. Defective oi^anization is a fruitful source of failure in school management. No matter how sound may be the scholarship of the teacher, no matter how excellent his method of imparting £47] I If *■ 1 !,^ i- ! 48 PREPARATORY WORK. [Part II. instruction, if he has not also the faculty of providing constant employment for the whole school, and the moral power requisite to keep its members cheerfully active in a right direction, his school will be a failure in every way. On the other hand, a wjU- orgaaized school becomes a kind of mechanical power, having for its working force the exuberant energies of childhood and youth, and for its intelligent direction the boundless inflr-^^ce of the wise teacher. The faithful teacher will devote all his efforts to securing right answers to the following questions, nor will he feel that ho has done all that might be done for the organization of his school till every answer is perfectly satisfactory : 1. Are your educational instrumentalities the best you can com- mand ? Are they aujfficient to enable you, in the management of your school, to do justice to yourself and to your pupils ? 2. Are your Irishiess arrangements satisfactory ? 3. Have you mastered a good system of school tactics f 4. Are your pupils properly seated ? 5. Are your pupils wisely classified? Is the classification the btot that could bo adopted for your school ? 6. Have you adopted sensible regidations f Do your pupils perceive the justice and reasmiahleness of your rules ? 7. Are your programme and tim^-table well planned ? 8. Do you make the best possible use of the opening exercises and of the recesses of the school ? Before entering upon the direct work of school organization, the following important preliminaries demand attention : — I. TEACHER'S QUALIFICATIONS.— The great want everywhere is competent teachers. Give us competent teachers, and all obstacles to educational progress can be overcome. The teacher should have : > 1. Vigorous Health. — The labor is necessarily severe, taxing to the utmost the strongest men and women. There is no profession so exacting, none that breaks sickly men and women down so early, as that of faithful teaching. The cheerfulness, the vigor, the ver- satility, and the endurance essential to success can come of good health only. Cap. 1.1 teacher's QUALIFICATIOKS. 49 2. Knowledge of the Branches. — The teacher needs not only to have a thon ugh knowledge of the branches to be taught, but also ft fair knowledge of the cognate branches. To be able to teach well, one must be at once master of the text-book and the subject. It is worse than folly for one who is not a scholar to assume the responsi- bilities of the teacher. 3. Skill in Teaching. — Teaching is the art of human develop- ment. Methods of teaching are the ways in which educational means are applied to educational ends. '' In education method is everything," says Everett. From the want of method and skill, the most scholarly teachers often make the most striking failures : they know, but they cannot cause others to know. With them teaching is an undiscovered art. The teacher needs to observe, read, think, practise. He needs to sit at the feet of Jesus, of Aristotle, of Socrates, and of Pestalozzi, and learn me aods from the masters. 4. Skill in Management.— Here good sense and tact havo boundless scope. The successful teacher must combine the qualities of the statesman and the diplomatist — he must be possessed of a natural or an acquired insight into the principles of government, and he must have learned the art of smoothing away the asperities of temper and removing the antagonisms of discordant elements. To manage a school well is hardly less di£Bcult than to manage a state ; it requires a maturity of judgment not to be expected in the inexperienced. To place a new recruit in command of an army would be eminent wisdom in comparison with the practice of placing undisciplined boys and girls in charge of our scl.ools. Happily, the facilities provided for the training of teachers are doing much to supply the lack of experience. The conscientious teacher-in- training should do his utmost to profit by his opportunities in this respect — opportunities the like of which were enjoyed by very few of his predecessors. 5. Sympathy with Children. — The true secret of success in the teacher's profession is love of children — sympathy with them in their griefs and joys, their triumphs and defeats. Whoever possesses this, possesses all that is necessary to warrant him in entering on the study of the art of teaching with the fuUest confidence that he will ultimately succeed ; whoever does not possess it, had better give up at once all hope of attaining to any high degree of merit as a s n i^ I: lii y ^ ? ■ r I I 50 PREPARATORY WORK. [Pabt II. I II ^eacher — had heti/er retire at once from a profession of which he can never become an ornament. Sympathy with children wins their confidence without an effort, renders the study of child-nature easy and attractive beyond all conception, and immensely helps the would-be teacher in the study of the various branches in which he must be proficient. II. SECURING- POSITIONS.— Teaching is a business as well as a profession, and business principles should be followed in the dealings of the teacher with his employers, as they are between the physician and his patients or the lawyer and his clients. No legitimate eflfort should be spared by the teacher to secure a position where most good can be acco^iplished. 1. Suitable Positiotl. — The right teacher in the right place is a desideratum in education. By attempting too much you may endanger all. You should have a school that you can manage and hold. This will enable you to grow, and to make a reputation. 2. Line of Promotion. — Beginners can afford to take humble positions and work up. The best officers often come from the ranks. An inspector is better for having taught in all the grades. A teacher should prepare himself for the best positions, and then secure a place, if possible, in the line of promotion. Merit and pluck will win. Large fields of usofulness, as well as fair salaries, await talent and well-directed effort. 3. Wew Recommendations. — No one who has not taught successfully should ask a recommendation ; and the pernicious dishonesty of giving high-flown testimonials to incompetent teachers, simply to get rid of them, should be sternly frowned upon by every lover of education. Life is too short to read bundles of recommendations. All you need is your professional certificate, and a single paragraph from a responsible educator as to teaching ability and success. The rest you must do for yourself. 4. Apply in Person. — As a rule, thi.r teacher. As H band of honorable men and woinen, we must work together. We mus*^ scorn everything mean and unworthy. We dare not stoop to the low tricks of petty politicians. A teacher who would under- mine tha reputation or slander the character of another, would be a disgrace to a society of thieves. 6. Permanent Position. — Persistently seek promotion until you secure a satisfactory position. Make this permanent. To retain the teacher for a series of years is best for all concerned. The pre- cariousness of the teacher's position is a blight upon the profession and upon the cause of education. Frequent changes are always a calamity, and are sometimes a disgrace. Secure a position that will require all your powers, — one to which you can gladly devote your best eflforts. III. CONTRACT BETWEEN TRUSTEES AND TEACHER. — All contracts should be in writing, signed by the teacher and by a majority of the board in rural sections, or by the teacher and 'ihe chairman and secretary of the board in cities and towns, and sealed with the corporate seal. They should be made in duplicate, one copy for the board, the other for the teacher. 1. Yearly Engagements. — The contract should be for one year, unless under exceptional circumstances, and should state the amount of the yearly salary, with the dates of payment, which should not be more than three months apart. 2. Teachers must bo and continue to be Qualified.— Thp teacher agrees to conduct the school in accordance with the requirements of the School Law and Regulations. He waives his claim on the trustees in case of his ceasing to be the holder of a legal Certificate of Qualification as a Public School Teacher in Ontario, »o that his claim for salary would lapse from the date of the expira- tion or cancellation of his Certificate. ^ 3. Legal HoliCays. — The Trustees agree to pay the teacher : — (a) For all holidays and vacations, prescribed by Law and Regu- lations, occurring during his engagement ; (b) For the days of his attendance at the Teachers' Institute ; (c) For such period of sickness as may be provided for by Statute. ■i ii il h I ril 52 PREPARATOEY WORK. [Part II. 4. Notice of Termination of Agreement.— Either party to the contract may terminate it by giving to the other, in writing, such notice as may be agreed upon — the notice to be given not less than one calendar month previous to the termination, and the engagement to end on the last day of a calendar month. 5. Agreement Continues from Year to Year.— The agreement should continue in force without re-engagement from year to year, until it is terminated by formal notice, given by either of the parties. The foregoing are the provisions of the Contract between Teachers and Trustees in Ontario. For convenience of reference, the full form of Agreement provided by the Regulations of the Education Department is here given : — Form of Agreement for Engagement of a Public School Teacher. Memorandum of Agreement made this day of 18 — , between the Public School Trustees of Section No. , in the Township of [or the Public School Board of the City, Town or Village of] , and (Name here) of , the holder of a class Certificate of qualification as a Public School Teacher in Ontario, as follows : 1. The [Trustees or Board of Public School Trustees] hereby employ for their said school such Teacher, at the yearly salary of dollars, for the terra of one year, beginning on the day of , one thousand ei^^ht hundred and , and ending on the day of , one thousand eight hundred and eighty , and further agree that they and their successors in office will pay such salary to the said Teacher at least quarterly, and will exercise all powers and perform all duties under the Public Schools' Act and Regulations of the Education Department, which may be requisite for making such payment. 2. The Teacher agrees with the said Board of Public School Trustees to teach and conduct the said school during the said term, according to the said Law and Regulations in that behalf. 3. The foregoing is subiect to the following conditions : (1) That the teacher shall continue to be the holder of a legal Certificate of qualification as a Public School Teacher in Ontario. (2) That holi- days and vacations prescribed bv the Law and Regulations are excepted from the said term. (3) That the days on which the Teacher has attended the meetings of Teachers' Associations or Institutes, as certified by the Inspector or Chairman thereof, shall Cap. I]. WORK OP THE TERM. 53 be allowed him as if he had actually taught in the said school ; and (4), That in case of sickness, as certified by a registered medical practitioner, he shall be entitled to receive his salary without deduction, for such period as may be authorized under the Statute in that behalf. 4. The Trustees or School Board and the Teacher may, at their option respectively, terminate this engagement by giving notice in writing to the other of them at least calendar months previously, and so as to terminate on the last day of a calendar month. 5. This agreement shall also be construed to continue in force from year to year, unless and until it is terminated by the notice hereinbefore prescribed. As witness the Corporate Seal of the said Trustees or School Board and the hand and seal of the Teacher, on the day and year first above-mentioned. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! VTrusteeB. \.^or<^^ j Seal.] Teacher. [Seal.] In presence of [In Duplicate.] One copy to be retained by the Trustees and the other by the Teacher. IV. PLAN OP THE WORK FOR THE TERM.— Before entering on the active work of the session, it is of great importance that the teacher should have carefully considered, and adopted, some general plan of operations. A few preliminary preparations may also be necessary, especially in a new situation. Success is more important than money, and the sooner the people understand that their teacher is acting on this principle the sooner will they begin to appreciate and second his efforts for the common good. 1. The Building. — Manage to have this put in good condition. Let the school-room be clean, orderly, and cheerful, to begin with, and keep it so. 2. The Apparatus. — If necessary, have the black-boards slated ; secure erasers and crayons. If there is no library room, procure a case for the apparatus, and another for the library and cabinet. Have everything in readiness for use. 3. Books and Slates. — Precious time may ho saved by making such arrangements that the children can procure their books, slates^ Vi I ffP (.: 1 1 ■r f ■ .: ■■ f ' ■ III 1 IT 54 PREPABATORY WORK. [Paet II. i 1 i etc., for the first day. The dealers will be glad to procure the necessary supply, if you will let them know in time what books, and about how many of each will be required for the session. 4. Enlist Trustees and Parents. — They wiU gladly aid you if they see you mean business, that you are not afraid of extra work, and that you esteem success more than money. 6. Programme and Time-Table.— The prescribed "Course of Study " relieves you of the trouble and anxiety of considering what subjects you shall teach ; the School Register, with such information as you can get from the Trustees and others, will give you a fair idea of the probable number of pupils in each class — so that you can prepare a time-table beforehand, that will require but little change. 6. Plan for Each Branch. — The work yov propose to do throughout the term should be well considered and wisely planned, and the what, the how, and the how much thought out in detail. What is your plan for Language Lessons? Arithmetic? Geography? Oral Work ? Much must be left to be developed from week to week, but a well-matured general plan is essential to success. Mere text-book routine — assigning pages and hearing recitations — belongs to a past age. You must teach. 7. Remove Obtacles. — Stand above the petty quarrels and jealousies of the neighbourhood. Quietly make friends of all, and unite them in the school work. Prudently grapple with obstacles to success, and, if possible, remove them. 8. A Good Boarding-place. — The teacher needs much time for preparation and study. He requires a comfortable home, and must have a good, cheerful, airy room to himself. Growing men and women are the only companions fit for teachers. Growth implies study ; study implies facilities. Even if the cost is greater, a good, horns-like boarding-place is indispensable. 9. First Day. — Have your plan well matured for this day of days. Secure a large attendance at the beginning. When at all possible, each pupil should be in attendance on the first day. No effort to this end should be spared. Too much importance cannot be attached to the fii'st day of school. Do the best work of which you are capable during this and each succeeding day, and you will not fail to win success. Cap. I.J TOPICAL REVIEW. 55 Topical Review. — Preparatory Work. Introduction. —School Organization. 1. Definitio'/i. 2. Objects. 3. Difficidty. 4. Importance 5. Bep/idts. 6. Topics for consideration. Qualifications of the competent teacher. 1. Vigoroi'yS health. 2. Knowledge of subjects. 3. Skill in teaching. 4. Skill in management. 5. Sympathy vnth children, and knowledge of child-nature. Securing positions. 1. Secure a position suited to your capa^city. 2. Secure a position in the Ihie of promotion. 9. Garry few recommendations. 4. Make a personal application. 5. Never undermine nor underbid. 6. Secu/re a permanent position. Agreement between teacher and trustees. 1. Yearly engagement. 2. Teacher must be legally qualified. 3. Legal holidays. 4. Notice of termination, of agreement. 5. Continuous engagement. 6. Form, of contract in Ontario. Plan of the work for the term. 1. Prepare the building and surroundings. 2. See that the apparatus is in order. 3. Provide for supply of books avd slates. 4. Enlist the help of trustees and parents. 5. Arrange your time-table. 6. Have a plan for each subject. 7. Remove obstacles to success. 8. Secure a suitable boarding-place. 9. Have a well-matured plan for the. first day. CHAPTER n. School Taotios. ' ' School Tactics is a system of signals and movements adapted to school work. Proper school tactics save time, impart vigor, improve the appearance and spirit of the school, and train to the habit of exact anu prompt obedience. Order results from system. A want of system in the movements of the school is a prolific source of confusion. The teacher, not less than the military commander, needs to be master of well-planned tactics. In organizing the school, from the first moment the pupils should be carefully trained in school tactics. They are indispensable in large schools — it would be impossible to carry on the work without them. Though not so imperatively necessary in small schools, they are of great value as aids to discipline ; and their employment in the smaller schools will help the aspiring teacher to carry them on efficiently in a larger one when he is promoted to take charge of it. Because of its neglect we emphasize this subject. School tactics should not be arbitrary. Principles should deter- mine the movements and the signals. Even children ought to be able to perceive the fitness of the tactics. Principles Pertaining to School Tactics. 1. School Tactics should be Uniform.— So far as ap- plicable, the tactics should be the same in all schools. The tactics of the army are the same throughout the nation. The combinations and changes of teachers and pupils continually going on demand the same uniformity for the schools. Variety in instruction, but uniformity in movement, is a desideratum in school management. 2. Each Movement should be necessitated by the School Work. — All movements for mere display must bo dis- carded. The necessity for each movement should be apparent. All changes should be effected in the shortest time consistent with propriety and good order. [66] I Cap. It] GENERAL PRINCII>LES. 57 3. The Signals should be Few and Signifloant.— The correctness of this principle will hardly be questioned, but in practice its violation is almost universal, and the consequent waste of time and energy is enormous. 4. Each Movement should have its Own Signal.— When a given signal is always used for the same movement, the pupils learn to respond almost mechanically. The constant associa- tion of the movement with its signal does away with all uncertainty and confusion. 5. The Signal should be given with the Falling In- flection, and in a low, firm Tone.— The elocution of the teacher is an important factor in the government of the school. Good elocution commands respect and obedience, whereas a thin, faltering tone and rising inflection generally cause even the children to smile. 6. All Movements should be executed Quietly, Quick- ly, and with Military Precision. — Movements executed in this way arouse and sustain the interest of the pupils ; but the noisy, slovenly movements of some schools cause only disorder, lack of interest, and the formation of bad habits generally. 7. Movements should Follow Signals.— This principle requires the observance of the following points : (1.) No general movement must be permitted except in obedience to a signal. Otherwise confusion reigns. (2.) The movement ordered must be executed before the next signal is given. Allow sufficient time for prompt execution. (3.) Never for a moment tolerate disobedience, or carelessness, or slovenliness. One negligent pupil may demoralize an entire school. A System of School Tactics. I. CALLING SCHOOL. 1. Ring Bell. ,- . . _^ J r.. J 2. Give Time to Assemble. (Mommg, Afternoon, and after ^ 3^ Attention (command by Kecesses.) . , „ 1 , v ' I voice, or bell, or clock). 1. Ring Bell. — In small schools the teacher ordinarily rings the bell. If a pupil can be trained to do this, it is better, as it enables 'I ; J -; J- i:; ! n I M H I I 58 SCHOOL TACTICS [Part II. the teacher to devote his time and energies to other work. But it must be considered an honor, and one pupil should not be con- tinued in the position too long. No one is allowed to ring the bell except the pupil designated. At the first sound of the bell the pupils should instantly desist from their sports, &c., and take their places quietly in the lines. 2. Give Time to Assemble. — From two to three minutes are necessary to allow all to assemble. The pupils form in lines, march to their respective rooms, and pass to their places in an orderly manner. 3. Attention. — The clock indicates that the time is up. At the stroke of the programme clock, or at the word "Attention," or at the tap of the bell, there is absolute stillness. The teacher gives the necessa/ry directions, and all enter upon the work of the hour. Those not in seats when the signal for attention is given are marked tardy. {1. School, Attention ! 2. (General Business). 3. Arrange Desks. 4 Rfiadv 5. Rise. 6. March. 1. School, Attention! — All sit erect and await orders A slight tap of the bell may be substituted for this signal. The stroke of the programme clock is a still better substitute. 2. General Business. — Here the teacher makes such remarks as may be deemed necessary, and attends to matters pertaining to discipline, etc. Be exceedingly brief. Be certain you have some- thing to say ; otherwise say nothing. 3. Arrange Desks. — Books to be left are quietly placed in desks, and others are arranged for carrying. Division leaders dis- tribute hats, wraps, etc. If the building is properly arranged this is unnecessary, as each one can take his things as he passes out. 4. Beady. — All prepare to rise. All is stillness and readiness. 6. Rise. — Simultaneously all rise, and each turns in the direction in which he is to move. A signal for turning is unnecessary. Cap. II.] CALLING AND DISMISSING. 69 6. March.— It is best to count, 1, 2, 3, 4,-1, 2, 3, 4 ; and at the second 1 let all step off with the left foot, and keep time to counting. Let the divisions follow each other, so that all may move at once. Where the school has two cloak rooms and two entrances, the pupils can be dismissed quickly and without confusion or disorder. When there is a musical instrument (piano or organ) in the school, it has an excellent effect to allow the pupils to march to music fl. Beady. III. CALLING CLASSES.^ 2. Rise. \3. Pass. 1. Ready. — For the first few days it may be necessary for the teacher to name the class referred to, before giving this signal. When the pupils become familiar with the time-table they will not require any warning. At the word "Ready " each member of the class instantly prepares to rise. 2. Rise. — All rise at the same instant, step into the aisle, and turn in the direction in which they are expected to move. 3. Pass. — The class passes quickly and in order to the board or recitation benches, as the case may be, when they quietly take their places facing the teacher, and await further orders. IV. DISMISSING CLASSES. '1. Ready. 2. Rise, or Turn. ^3. Seats, or Pass. 1. Ready. — The board will be cleared before this command is given. As this signal is never given except when the pupils are about to move, no misunderstanding can occur. 2. Rise, or Turn. — The pupils rise and turn if on recitation seats. If the class is at the board, Turn is the signal given. 3. Pass, or Seats. — In dismissing a class, Pass is always used ; in sending the class from boards to recitation seats. Seats is the signal. The order of passing will be so arranged as to consume the least time and avoid confusion. Some teachers let the pupils star.d after passing to desks, and at the signal Seats all take seats at onje ; but this is not necessary. M ll i\ ii c r ! < i ^ ^^* I il f 60 SCHOOL TACTICS. [Part II. 018498 Symmetry. — Place the tallest in the middle of the class, and the others each way according to height. The reverse order is equally good. You secure symmetry, and each pupil always knows his place. Since **■ turning down " has been abandoned, this arrangement of classes is becoming general. Position at the Boards. — The pupils should stand in straight lines, i.e., in lines parallel to the boards. It will require some tact and training to induce them to keep this position con- stantly. The teacher should be careful not to make the recitations too long, so that the position may not become irksome. Loung- ing must not be permitted. Appearance as well ap health re(£uires the erect position. Make your pupils always stand and sit erect, and the position will soon become habitu. 1. I. UP. V. HAND TACTICS., DOWN. 1. To Answer. 2. To Criticise. 3. To Ask Question. 4. To Concur or Oppose When Recog- nized. When one is Called. ioei I. HANDS UP. — No one speaks without permission. This regu- lation is imperative and absolute. In all cases the desire to speak is indicated by raising the right hand. 1. The pupil raises his hand whenever prepared to answer the question or do the work required. All should be made to realize that it is wrong and dangerous to raise the hand unless prepared. 2. Each pupil is held responsible for each answer. All that object to the answer given raise their hands ; but no hands are raised till the pupil has finished ; otherwise hand-raising becomes prompting. Any one wishing to offer a criticism raises his hand. A failure to raise the hand indicates approval. 3. The pupil wishes to ask a question. The desire is indicated by raising the hand. II. HANDS DOWN.—l. Whenever the teacher recognizes the pupil, the hand is dropped. 2. When any one is called to answer, all hands are dropped. Cap. II.] TOPICAL REVIEW. Topical Review. — School Tactics. 61 3. Necessity. {General busitieaa). Rise. Introduction.— School Tactics. 1. Definition. 2. Importa/tice. Principles of tactics. 1. School tactics should he umfcrm. 2. Each movement should he necessitated hy school-work, 3. Sifjnalsfew and sujnificant. A. Each movement should have its otvn sujnal. 6. Signals should he given voith correct elocution. 6. Movements miist he quick, quiet, and precise. 7. Movements should follow signals. Calling school. 1. Bing the bell, pupils take places in line. 2. Pupils march to places in class-room. 3. Attention. (Command by voice, or bell, or clock.) Dismissing school. 1. School, attention! or tap on the hell. 2. 3. Arrange desks. 4. Beady. 5. 6. March. (Count 1, 2, 3, 4—1, 2, 3, 4.) Calling classes. 1. Beady. 2. Bise. 3. Pa^. Dismissing classes. 1. Beady. 2. Bise, or turn. 3. Pass, or seats. Hand Tactics. HANDS UP. 1. To answer. 3. To asl a question. HANDS DOWN, 1. When recognized. 2. When one is called. Remarks. — 1. The hand should be raised as high as the head, and held stUl. 2. Snapping the fingers must never be tolerated. 3. Pupils not raising hands should frequently be called. 4. The teacher should be wide awake, so as to see all hands as soon as raised. 5. Pupils must not raise hands except for good cause. Timid and dull pupils must be encouraged. [Board Tactics belongs rather to the Art of Teaching than to the Art of School Management. Each teacher can frame his own system to suit the use he makes of his black-board in teaching.] 2. To criticise. 4. To concur or oppose. ■ i !•! i I F i ! CHAPTER IIL School Olassifioation. School Classification is the grouping of the pupils for school work according to age, ability, and scholarship. Wiso classification puts each child in its proper place. Two distinct plans are pursued — close classification and loose classification. On the first plan the pupil makes equal advancement in the several branches of the course ; on the second plan the pupil is permitted to advance in certain branches without reference to his attainments in the other branches. In all elementary schools the classification should be close ; the loose system would waste most of the teacher's time, and keep his classes in a constant state of confusion — it is being steadily superseded by the close method. As a basis, attention is invited to the following general principles and suggestions : I. PRINCIPLES RELATING TO SCHOOL CLAS- SIFICATION. 1. Uniformity. — The Several iiiunches shoxdd he kept Abreast. The phase of the several branches pursued must be the same. It is not uncommon to find pupils well advanced in Arithmetic, but extremely backward in other branches, or well advanced in Geography, but deficient in Arithmetic. These unfortunates should be so classed as to give the greater part of their time to subjects in which they are deficient. The application of this principle will work well in ungraded schools. 2. Adaptation. — The pupil shoxdd he placed in Classes adapted to his Ability and Advancement. If classed too low, the pupil is not stimulated to effort ; if classed too high, he is apt to become confused and discouraged. Nothing succeeds like success. Each pupil should be so classed as to become a success in his classes. The application of this principle requires sound judgment and a profound study of child-nature. Classification can never be done by machinery. You must know your pupils before you can classify them to advantage. m Cap. III.] GENERAL PRINCIPLES. 68 ;- 3. Criteria. — Age^ Ability, and Sdwlariihip determine the Classification. Other things being equal, older pupils are classed higher than younger, and strong, bright pupils, higher than delicate or dull ones. The reasons are apparent. To consider scholarship alone is a grave, though common error. Examinations, oral and written, give some of the conditions ; but to ignore ability is to fail to reach the correct solution. Study the child. 4. Standard. — Readlwj and Arithmetic are made the Standard of Classification. All the pupils in the elementary school are in these branches. Ignorance of these bars progresb in other studies. The judicious teacher will give due weight to the pupil's advance- ment in other branches ; some may be worked up, others merely reviewed. Complete adjustment may be secured by firmness and a few months of hard work. 6. Number of Classes. — As few Classes should he Organ- ized as is Consistent unth good Grading. Upon this principle depends largely the efficiency of the ungraded school. Numerous classes fritter away the time of the teacher without producing satisfactory results. Uniformity of text-books, wise combinations, and practical devices enable the competent teacher to reach a high standard of efficiency even in a large ungraded school. 6. Size of Classes. — Medium-sized Glasses a/re Best. Each Pupil miist be reached Individually during the Recitation. In very large classes this can not very well be done. In very small classes it is difficult to maintain sufficient interest on the part of teacher and pupils. A class numbering from ten to thirty is most desirable. Avoid, if possible, organizing classes for three or four pupils. As a rule, from five to ten should be the minimum number in any class where the school is large. 7. Adjustment. — The Work must he Adjusted to the Ahili- ties and Tastes of Different Pupils. Some, for example, excel in Language, but have little or no taste for Arithmetic. It would be manifestly absurd to attempt to make such pupils accomplished arithmeticians. The proper course would be to require of them the minimum amount of work* in Arithmetic and the maximum in Languages. And so with other branches. ( I r ■li t r m W i I SCHOOL CLASSIFICATION. [PartIL II. TEMPORARY OLASSIPIOATION.— Permanent clas- sification is not possible at the first. The teacher goes to work vig- orously and approximates a p'^oper classification. The young teacher may profit by fcho loUowing suggestions : 1. P'^xiow the Classification of yom' Predecessor.— If this has been reasonably good, it will give you a good basis on which to build. The pupils will readily fall into line, and further classifi- catir<)blem to be solved by every conscientious teacher is, not simply "How may I keep order ?" but " How may T so develop the self-governing instincts of my pupils that orderly behavior shall become the chosen law of my school ?" The end of school government is to facilitate growth — mental, m^^^al. "nd physical ; but this growth must be the result of voluntary and well-directed effort. The child is to be developed into the self-reliant, self-determining man. His vicious habits are to be broken up, and right habits formed in their stead. These results are not to be attained by force, nor by mere authority, nor by iron rules, nor by cruel punishments. It is, indeed, possible to "keep order" by such means ; but it is the "order" of the slave, not of the loving subject. We have known schools in which the pupils had been reduced to a more than clock-work precision of uniform behavior by the terrorism of a martinet master ; but the lessons of obedience and precision enforced by such discipline have seldom been lasting, — their educaticmal value must always be very slight. The teacher must constantly bear in mind that the future C79] I n 80 ELEMENTS OF (JOVERNING POWER. [Part III. Ill success of his pupils depends not more on the intellectual progi-oss they may make during their school years, than on the f(jrniatioi) of such habits as will fit them for the proper discharge of their duties in the great world without. They must be led to love and choose the good, and to hate and reject the bad. By judicious, painstakiiig, conscientious training, pnncipies must be converted into habits. As the best instructor is the one who renders his pupils independent of himself, so the best disciplinarian is the one who trains liis pupils to govern themselves. — who creates such a love of order throughout the school that the disorderly or disobedient pupil would find him- Bolf at once discredited by the public opinion of the IHtle community around him. Governing power, in its educational sense, is ability to tiain to the habit of self-control. It is the capacity to marshal and render eifective all educational resources. The teacher spares no effurt to master the elements of governing power, and, tijus armed, he assumes the responsibility of child-culture with reasonable hopes of success. I. SYSTEM IS THE FIRST ELEMENT OF GOV- ERNING POWER. — System characterizes all go 3d government, liuman and divine. It is a condition of success iu all fields of human achievement. The three factors in system are Time, Place, and Method. 1. System means a Time for Everything.— Order, regularity, and promptitude are the pillars of government. How admirably ordered is the well-regulated household ! The rising, the retii'ing, and the meals, occur each at its appointed time, and thus confusion is prevented and comfort produced. A network of rail- roads is a grand exhibition of the power of system. The time-table has revolutionized society, and the nations have learned to move to the rhythm of the rail. Napoleon once said to his officers, "Give your men plenty to eat and plenty to do, and you will find little diflficulty in governing them." " Steady and congenial employment for the people " is the profoundest maxim of human government. " Keep the p'\tpih interested and busy " ig the best rule ever given for the management of schools. The school programme, by providing congenial employment for each pupil during each portion of the school day, lays the foundation for good government. Cap. I.] SYSTEM — ENERGY, 81 ' « ii 2. System means a Place for Everything.— " A place for everything, and everything in its place," is as important to the teacher as to the housekeeper or the mechanic ; it enables him to secure good order with great readiness. The teacher's desk, the pupils' desks, the apparatus, the school-room, and the grounds, should be models of order and neatness. The pupils being thus trained to habits of order in the school-room will be prepared to carry their orderly habits through life. 0. System means Method in doing Everything. — All general school movements and exercises, — such as calling and dis- missing school, class tactics, drill and calisthenic exercises, — should be conducted with military precision. Time is thereby gained, the harmony of concerted movement is secured, the interest of the pupils is assured, they thus acquire habits of prompt coedience, and learn to move to the rhythm of society. II. BNERaY IS THE SECOND ELEMENT OP GOVERNING POWER.— Energy is the magic wand to which all obstacles yield. System plans and organizes the work of the school ; Energy inspires and maintains its motion. 1. The Teacher should possess Boundless Energy.— A well-ordered school is like a mighty engine, equipped with all the requisite machinery, but wanting the application of the steam power to be ready for the performance of its work. The energy of the teacher is the steam power of the school, and he, the engineer who applies it. Energy keeps the grounds, the house, the furniture, and the apparatus in the best possible condition. Energy prepares all available means of illustration, infuses the utmost life and vigor into the recitation, and meets and overcomes difficulties. Energy studies the disposition and capacity of each pupil, and adapts the management and work to each. Energy evokes and directs every power of every pupil. Indomitable energy compensates for many faults, and almost compels success. 2. A Lazy Teacher is an Intolerable Nuisance— Ho keeps his seat through the livelong day. Ho prepares no lessons and gives no illustrations. In sleep-producing monotones he drawls through the weaiy hours. Under his administration dulness or disorder reigns, mischief and meanness flourish. He may ''keep 4 \ IM ' s ! - 82 ELEMENTS OF GOVERNING POWER. [Part III. ' I: ' ft school," but he can never educate. The school is a failure in h'n hands, and he is a pauper supported by the public funds. III. VIGILANCE IS THE THIRD ELEMENT OP GOVERNING POWER.—" Eternal vigilance is the price of victory." However perfect the engine, and however great the energy of steam, the constant vigilance of the engixieer is indis- pensable. However systematic the organization, and however intense the energy of the teacher, no school can be successfully managed without untiring vigilance. It is needed for the prevention even more than for the correction of disorder, and should be exercised to discover merit not less than to detect wrong. 1. The Teacher must know his School, and hence must use his eyes and ears. To govern well he must knoiv his pupils, their feelings, their purposes, and their aspirations. He must be thoroughly in sympathy with them so that he can see and hear in detail all that happens, and thus be able to correct disorder. His observation of his pupils and their doings should be that of a kind, judicious, sympathetic friend, not that of a lynx-eyed, list-slippered detective. 2. Vigilance Prevents as well as Corrects Faults.— Careless government fosters crime in the State ; it encourages dis- order in the school, and renders its punishment unpopular and ineffective. On the other hand vigilant government anticipates and prevents crime ; the eye of the watchful teacher dissuades from doing wrong, discovers and encourages eveiy eflfort to do right. 3. The Vigilant Teacher seldom finds F&nlt.— Fault findiug is one of the most hurtful habits with which any teacher could be cursed ; and he who indulges in it will soon find that his constant complaints and reproofs are utterly void of effect, and that bis influeiico over his pupils has \ani8hed. So many of the faults of children arise from mere childiah giddiness that the judicious teacher \vill find it, politic as well as humane to pass them over without notice of any kind whatever. Bv.t serious faults aho'ilr' invariably meet with serious reproof ; vioktion of princir?. , Jti* suitable punishment. 4. The Vigilant Teacher Watches to Enci v 'age.— ' '. the judicious teacher should frov^uently ignore the uninttntiooai Cap. I.] VIGILANCE — WILL-POWER. 83 errors of thoughtless childhood, so ought he on the other hand to be constantly on the alert to discover every sign of honest effort to do right. Nothing can well have a better effect in strengthening the half -formed good resolutions of tlie pupils than the consciousness that a kind, wise, sympathising friend is ever on the look out, not to detect and punish, but to encourage and assist by a kindly word or look. IV. WILL POWER IS THE FOURTH ELEMENT OF SUCCESS. — Will may be termed decision of character — persistency of purpose — the unflincliing determination to succeed, that bears down all opposition and makes success an almost fore- gone conclusion. In all ages it has been the iron will that has mastered the world, and has stamped the impress of its personality on the law i of the nations. The laws of the School shoidd be so administered as to show that a resolute will as well as a kindly heart is possessed by the teacher who controls it. Law j)ervades the universe. The child must be taught to know law, to love law, to sustain law. 1. School Management must be Uniform and Certain. —System must be strictly enforced. A vacillating, temporizing policy is as fatal to good scholarship as it is to good government. A good easy teacher is generally good for nothing. The determined teacher will hold the reins firmly, and will train to orderly habits and efficient work. 2. The Teacher needs a Powerful Will.— This trait char- acterizes the great men and women of all ages. To resist impor- tunitie.«. to counteract fickleness, and to train to form and follow plans, requires the utmost firmness. To develop decision of character, to infuse iron into child -nature, and to fit youtli for achievement, is possible only to the teacher witli great will power. 3. The Firm Hand is l*est for the Pupils.- The teaclier kindly but firmly holds the pupil to systematic Avork. The soldier obeys without question. The pugilist submits absolutely to his trainer. How much more should the pupil yield implicitly to the requirements of a loving teacher ! Have your plans and purposes clearly defined and arranged, and then carry them out A^ithout .iching. Firmness will do much to secure the confidence of your pupils, and to render the work of government easy and effective. J t I '■ i 'i i } m. ,, 84 ELEMENTS OF GOVERNING POWER. [Part III. V. SELF-CONTROL IS THE FIFTH ELEMENT OF governing" power.— The great general remains calm in the midst of the battle. The statesman is not excited by the tumult of partyism. Still more does the teacher of youth need to be calm amid all storms. He moulds as well as governs. To teach his pupils the lesson of self-control is his highest duty, and before he is able to teach the lesson to others he must have thoroughly mastered it himself. 1. Self-Possession greatly Aids Self-Control.— The teacher needs to keep all his powers well in hand, ready for every work and prepared for every emergency. 2. Anger must be Crushed. — Exhibitions of temper do incalculable injury. The violent teacher loses the respect of his pupils — loses all moral power over them. If he succeeds at all, his must be a government of force, blunting all the finer feelings and sHBceptibilitiBB of his psmpils, and rendering them morose, discon- tented, and deceitful. The importance of avoiding all exhibitions of anger can hardly be t*«o earnestly urged. 3. Impainence must be Repr©»«*ed. — A hundred things oecnr daily to rendei the teacher irritable and impatient. To yield is rum. The teaciiiiP needs a world of ]»atience. Child-nature iniuH of ptarverHity, and child-mind develoj[)S slowly. Wesley's would tell him the same thing twenty times ; and many of the preseua; day reijuire equal patience. -»=. Antag-onisms must be Suppressed. — To sutler an tagon^ B. TO sprnii: up between yourself and a pupil or a patron is a mistiaKe. Control yourself and thus control otliers. Never the antagcaiism of others, if you can avoid it without srf" principle < r loss of self-respect. A deservedly popular teach«r will tind numberless opportunities of doinu good not only to his pupils but throughout the section. 6. Cheerfulness Helps Self-Control.— Cheerfulness is an electric power. There is no one thing tVat will do more to make a well-qualified teacher successful than ciieerfulness. As the cheerful mother will do much to make sunshine and "happiness in the home circle, so the teacher who can be habitually cheerful will be very Bure to have a pleasant, happy, and successful school. Cap. I.] SELF-CONTROL — CONFIDENCE. 85 VI. CONFIDENCE IS THE SIXTH ELEMENT OP GOVERNING POWER.— There should be reciprocal confi- dence between the teacher and all who come within the sphere of his operations, — the pupils, parents, trustees, and residents of the section. If the teacher is fit to hold his position it is only fair that lie should enjoy the confidence of the community in return. Next to an implicit faith in the love of a Higher Power, the teacher will find his strongest support in the assurance that he deserves and enjoys the affection and esteem of those among whom his lot is cast. 1. Oonfldence in the Pupils.— The surest way to render your pupils worthy of confidence is to trust them. You will seldom find your confidence mis-placed, and if you should occasionally be deceived it will still be better that your pupils should consider themselves acting "on honour" than that you should prove the impossibility of being over-reached, by adopting a system of espionage, eaves-dropping, and mistrust that would disgrace the secret service of a despotism. Let the pupils know that you expect them to act honorably, and tlioy will generally do as they are expected to do. They will appreciat'i at it.*? irue value the vigilance you may find it necessary to employ in guarding them from evil ; and you will have the satisfaction of seeing them grow up into open-hearted, generous, whole-souled boys and girls. Suspicion is the mark of a weak, cowardly, cruel disposition ; it can only pro- duce falsehood, injustice, and treacherj- We want our Canadian yout/h to grow up with the ccmstant feeling that they are exf)«cM to do right, and are for this reason trusted by their teacher*. 2. Self-O0*ifldence means a well-grounded assurance on the part of the teacher that h© is able to do what he undertakes ; it is very far from being synonymous with overweening egotism, or inordinaU? self-esteem. It must be based — (1\ on sound scholar- sliip ; (2), on knowledge of child-nature ; (3), on familiarity with the principles and practice of school management. With a fair amount of self-confidence the well-prepared teacher may reasonably expect to succeed ; without it success is impossible. He must, however, carefully guard j^jainst allowing his self-confidence to degenerate into an offensive self-assei tion. Human natuio will not accept the arrogant assumption of superiority without protest or resentment. i? ,* i 1 ill hi:- 86 ELEMENTS OF GOVERNING POWER. [Pabt III. VII. POWER TO PUNISH JUDICIOUSLY IS THE SEVENTH ELEMENT OP GOVERNING POWER.— Punishment, as an educational means, is essentially corrective, its main object being to lead the pupils to see their faults and correct them ; it should also be jireventive, havinjf the effect of deterring possible oftenders from the commissicm, or at least from the repeti- tion, of oflenses, by proving to them that the violation of rules is not only wrong but is inevitably followed by punishment as its natural conseijuence. 1. The necessity for punishment becomes less and less in l)roportion as the teacher possesses the other elements of governing power ; but no teacher need expect to be able to succeed without at times inflicting punishment of some kind. He should earnestly strive to carry on the work of education with as little help from punishment as possible ; and when it is necessary to inflict it, he should see that it be judicious and judiciously administered. 2. The Art of Judicious Punishment is a rare accomplish- ment. It means the ability so to j)iinish as to increase the pupil's respect and love f(jr you, and at fclic same time to awaken in him a resolve to forsake the wrong and do the right. He must be convinced that the punishment is inflicted for his good, that it is just, and that it is the natural consequence of his fault. VIII. CULTURE IS THE EIGHTH ELEMENT OP GOVERNING POWER. — Culture of mind, culture of manners, and culture of voice vastly augment the teacher's power to govern. 1. Culture of Mind. — Thorough scholarship commands respect. We honor men and women with well-developed and well-stored mind». The ignoramus is despised, and soon comes to grief. 2. Culture of Manners.— The teacher is a model. Pupils tend to becy the Creat<^>r for government and instruction. Bv«ryone f6«Js and acknowledges the power of correct elocution • Cap. I.] PUNISHMENT — CULTURE — HEART-POWER. 87 and judicious selection of words ; and yet, how few teachers think it necessary to attend to these matters in the daily routine of the school-room. In the training of dumb animals we recognize and act on the necessity for correctness of articulation, tone, pitch, emphasis, etc. ; it is surely of no less importance to attend care- fully to these things in the control and education of the rational beings who look up to, and, consciously or unconsciously, imitate the manners, language, and even the very tones of their instructors. 4. Practise what you Teach. — Good manners and a pleasing elocution are very important parts of an education, and their possession wonderfully increases the teacher's power to govern. The best governed schools are often found in charge of girls under twenty years of age. Gentle manners, with a low, earnest voice, largely explain the mystery. Rough, double-fisted men are no longer selected to master the unruly boys of the section. IX. HEART-POWER IS THE NINTH ELEMENT OP GOVERNING POWER.— This means the ability to win and to retain the respect, the confidence, and the love of all — colleagues, teachers, parents, and pupils ; it is the power of govern- ing through the highest and most ennobling motives. The worthy teacher invariably possesses this power in some degree, as a gift of nature, which he may cultivate and improve ; the charlatan never possesses it, never succeeds in his endeavours to imitate it. 1. The Teacher must Work for his Pupils. — His days and nights must be consecrated to their interests, his constant thoughts must be employed in devising means to make them happy and to do them good. The school-room and all its surroundings should be made and kept as beautiful and as attractive as his ingenuity can make them ; and the daily feast of learning 3hould be as palatable and as instructive as his most earnest eflTorts can ronder It. 2. The Teacher must Love his Pupils.— " We love God because he first loved us. " The loving teacher, ever alFable, kind, and considerate, is certain to win respect, confidence, and love. Love wins love. Kindness, combined with judicious executive ability, will govern a school better than all arbitrary law possible. , :• ■ ' i I 88 ELEMENTS OP GOVERNING POWER. [Pabt III. ! 3. Despotism is a Mistake. — Thu cold, repulsive tyrant may have forced quiet, and may compel good lessons ; but he creates an atmosphere in which all hateful passions and habits are fostered. 5 Obedience should be Cheerful and Glad. — In the sunshine of confidence and love, all that is lovely in child-nature buds and blossoms and bears fruit. Lessons are a feast and an endless delight. The teacher is a kind, loving friend, leading pupils up to all that is beautiful and desirable. Heart - power renders school government easy ; but the wise teacher will not make it his sole dependence. All the elements of governing power should be employed. X. TEACHING POWER IS THE TENTH ELE- MENT OP GOVERNING POWER. Teaching Power is the ability to enlist and direct the whole energies of the learner — to secure such effort as will result in culture and in scholarship. Good teaching requires good scholar- ship, though good scholarship by no means necessarily implies the power to teach well. Genuine teaching arouses, interests, and directs the pupil, makes him eager to learn, and finally causes him to know what will render him a powerful, useful, noble member of society. To be a thoroughly successful governor of a school, it h often sufficient to be a thoroughly good teacher ; for the good teacher is able to enlist the energies of the pupils so deeply in the cause of study that they will neither have time nor inclination for the ordi- nary disturbing influences of the school-room. They catch the enthusiasm of the teacher, and order is the natural result of their cheerful, earnest work. The enthusiastic teacher must not, however, rely entirely on his teaching power ; he will find it useful, if not absolutely necessary, to utilise the other elements of governing power in order to produce the highest and best results. XI. MANAGING POWER IS THE ELEVENTH ELEMENT OF GOVERNING POWER.— SkiU, wisdom, tact, common sense are some of the terms by which this element of power is designated, it has a world of meaning. 1. The Teacher should be a Man among Men.— He not only manages the children, but also directs the educational work of the section. He is the natural leader in all movements that tend to improve and elevate. Cap. II.] TOPICAL REVIEW. 89 2. Co-operation must be Secured. Ono can not do much. It is co-operation that builds railroads, manages school systems, and establishes States. To make a school successful demands the hearty co-operation of the entire section. To secure this requires tact, management. W'\ile guiding, the teacher must often seem to follow. 3. Everything must be Turned to Advantage. —Defeat must be changed to victory. The angry opponent who comes to give trouble must be sent away a warm friend of the teacher. Misconduct must be made the occasion for deepening the love of right. Evils must be attacked and conquered in detail. Opposing forces must be made to counteract each oflier, and thus promote tlio welfare of the school. Every agency must be utilized for the development and discipline of the natural powers of the pupils — to lead them onward and upward to higher and still higher platforms of excellence, removing the evil and cultivating the good, as the child grows into the youth, the youth into tlie man, armed and ecjuipped at all points for the great battle of life, the battle that must be fought by every child of Adam. Concluding Remarks. — Teaching is incomparably the greatest worl on this earth. The noblest creations of Art fade and crumble. Cities and nations and worlds grow old and pass away. Minds only are immort; I. The teacher's work alone endures. Minds grandly developed ; hearts attuned to the true, the beautiful, and the good ; lives devoted to every ennobling work ; spirits occupying a lofty position among the eternal tenantry of God's boundless universe — these are to be the everlasting monuments of the teacher's labours. Topical Review. — Elements of Governing Power. Introduction. 1. Ihe problem of school government, 2. hr lortance of the subject. 3. Dejinitions of school goverwnient and governing power. The eleven elements of governing power : — 1. System ; 2, energy ; 3, vigilance ; 4, will-power ; 5, self-control; 6, confidence; 7, punishment; 8, cuUwre ; 9, heaH-power ; 10, teaching ; 11, ta^t. vt< f. \.*m MIJ ': !i IMAGE EVALUATION TEST TARGET (MT-3) I 1.0 ^ i^ 112.2 I.I £ US Hio i.25 II = ill 1.4 1.6 m (^ '^ ^ % -(^ c?^^^ Sciences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. 14560 (/16) 873-4503 ^.^' '^ ^^o I? 2a 90 ELEMENTS OF GOVERNING POWER. [Part 1 1 I. System requires for everjrthing :— 1. A time ; 2. a place ; 3. a method. II. Energy. * J . The energetic teacher. 2. The lazy teacher. III. Vigilance. 1. Iiiduces the teacher to study his pupils so as to rule them. 2. Prevents as well as corrects faults. 3. Is slow at faidt-Jinding ; quick in discerning merit. IV. Will-power. 1. Uniform management. 2. The teacher m,ust have a powerful will. 3. A firm hand is best for huth pupils and teacher. V. Self-control. 1. Prepares for school control. 2. Is secured hy cheerf^dness and self-possession. 3. Js hi'iidered by angei\ impatience^ and antagonism. VI. Confidence. 1. Should be general and reciprocal. 2. Confidence in pupils. 3. In self, VII. Power to punish judiciously. 1. Punishment is necessary. 2. Should he hind, just, and firm. VIII. Culture. 1. Of miiid. 2. Of manners. 3. Of voice. 4. General. IX. Heart Power. 1. Definition. 2. The teacher shmdd love and work for his pupils. 3. Love wi7is love ; despotism prevents groioth. 4. Kindness and sympathy better tha/ti law. X. Teaching Power. 1. Definition. 2. Importance as an aid to discipline. XI. Tact, or managing power. 1. Synonyms. 2. The teacher guides the section ; 3. Co-operation secured. 4. Opposition utilized. .'»l CHAPTER II. School Regulations. System is the first condition of good government, as well as the tirst element of governing power. Wise regulations establish and foster system. The old schoolmaster, with all his iiiles and all his rods, belongs to the past. Though often a blundering despot, he did what he could. Peace to his ashes. The goodish modem teacher, with ao rules and no rods, is the opposite extreme. The efficient teacher will equally avoid these dangerous extremes. The coming teacher, with necessary regulations, wisely enforced, is the true mean. The object of School Regulations is not simply to keep order, but rather to fac'litate the moral training of the pupils, to develop the sense of right and duty, and to strengthen the innate \)OweT of self-control. I. PRINCIPLES RELATING TO SCHOOL REGU- LATIONS. — Great principles underlie all educational processes. Principles, and not whim or caprice, determine plans and test methods. 1. Pew. — School Regidations should he Feio, hut Exhaustive. Simplicity is of primary importance in school management. Many rules occasion much friction, and cause a vast amount of waste laboi in education. 2. General. — School Regidations should he General rather than Special. They should be such as apply to all pupils and all schools. Special regulations with specific penalties should be exceptional. 3. Popular. — ScJiool Regidations should Merit the Approval of All. They should be so evidently just and proper as to command the approval and support of all — teachers, patrons, and pupils. The mfliience of public sentiment is immense. 4. Practicable. — School Regulations should he su^h as the Teadirr can and mill Enforce. Rules or laws not enforced tend to bring all rulos and laws into contempt. [91] 92 SCHOOL REGULATIONS. [Part III. 6. Educational. — All Regnlations should aim at the Formation of Bight Habits. It must be constantly borne in mind that the mere accjuisition of book lore is only one of the purposes for which pupils attend school. The object of school-life is to prepare for real life, to make ready for the discharge of the dutios and responsi- bilities of citizenship. 6. Positive. — Regulations shordd he Positive, not Negative. Prohibitions should be sequences of positive regulations. To inculcate positive duties and to strengthen the moral sense are the objective points to be kept in view in the framing and enforcing of rules. II. GENERAL REGULATIONS.— The following regu- lations have been drawn up in accordance with the foregoing jirinciples, and, though few and brief, they will be found sufficiently comprehensive to cover nearly all the ground. They are in use in every school in which true education is being carried on, and they can be enforced with very little difficulty. 1. Regularity. — Teachers and Pupils must be Regular in their Attendance. Each teacher and each pupil must be present every day and every half day during the term, unless prevented by sickness or some equally weighty and unavoidable cause of absence. 2. Promptitude. — TeacJiers and Pupils must be Prompt in the Discharge of every Duiy. Regularity and promptitude are the pillars of good school discipline. 3. Decorum. — Teachers and Pupils must observe strict Decorum. Decorum means proper conduct, good manners, and becoming behaviour. It means to do the proper thing at the right time, and in the right way. 4. Quiet. — Teachers and Pupils must study *o be Quiet. In every working school there will be the hum of business, but teachers and pupils study to avoid unnecessary noise^ and to produce a pleasant stillness. While the boisterous school is both unpleasant and injurious, the death-like stillness of inactivity is equally to be avoided. 6. Communication. — All Communications during School Hours mud be made through the Teacher. The observance of this rule Cap. II.] GENERAL AND SPECIAL RULES. 93 prevents a large proportion of the disorder often noticed in schook. Pupils must not communicate by talking, by writing, or by volun- tary signs. 6. Morality. — Teachers and Pupils must sustain good Moral Characters. School government should be positive. It is not enough that pupils avoid all immorality. The positive virtues must 1)0 developed into habits. Truthfulness, honesty, benevolence, and lideliby must be systematically cultivated. III. SPECIAL REGULATIONS.— The above general regulations are exhaustive. Very few cases will arise that do not legitimately f{:ll under these rules. Bnt the peculiar circumstances, the special application, the necessary details, and the proper enforcement of general regulations may on occasion require special regulations. The general regulations should be adopted at the close of the first day ; special regulations should be adopted from time to time as they become necessary. 1. Special Regulations are intended to Specify and Enforce General Regulations. — The pupils should have their attention called to the fact that these are not new rules, but simple sequences or corollaries, of the general regulations, intended to explain them. 2. Special Regulations should only be adopted when Necessary. — Care must he taken to avoid the accumulation of school regulations. They should be few and brief ; and should not 1)0 adopted till the necessity for having them is evident to the school. IV. ADOPTION OP REGULATIONS.— The teacher should never lose sight of the fact that his authority is paramount in the school-room ; nor should he allow this fact to be ignored by others, whether pupils or outsiders. But it will greatly aid him in carrying on the discipline of the school, if he will call the pupils into consultation in the framing and adoption of the regulations necessary for their government. They will much more readily, cheerfully, and intelligently obey laws that have to some extent been made by themselves than rules that have the appearance of being arbitrarily imposed upon them by the teacher. Besides ■:i i: ! I, 94 SCHOOL REGULATIONS. [Part III. PI which, the habifc of making, obeying, and sustaining their ov/n laws will do much to prepare them for the realities of life, and to fit them for discharging the duties of intelligent, self-governing, law- abiding citizens. 1. Presentation. — The Teacher Proposes and Explains theltegti- lations. These must of course be in harmony with the School Law of the province, and must be suited to the requirements of the school. The teacher prepares the regulations beforehand, proposes and explains them to the pupils, f\nd thus leads them to adopt such rules as his experience proves to be necessary and useful. 2. Adoption. — The Teacher and Pupils Adopt the Begtdations. Having explained the regulations to the pupils, the teacher joins in their adoption. By thus acting with them he shows that rules are for his guidance as well aa for *^he government of the children. He thus raises them in their own esteem and imposes on them the very strongest obligation to obedience, because they cannot but ^'eel that the regulations are self-imposed rules of conduct, not arbi- trary laws imposed without their consent. 3. Pledge. — The Teachers and Pupils Pledge themselves to Help each other in Obeying and Sustaining the Regidations. Such a pledge is eminently proper, and is a powerful means of promoting good conduct ; it stimulates the pupils' efforts to do right until they become fixed habits. It would be an idle ceremony to adopt regulations, unless a mutual pledge be taken to abide by them and to carry them into effect. 4. Approval. — TIic School Board Approves the Regulations. It will be judicious in all lases to submit the regulations for the approval of the Board of Trustees. It will show them that the teacher and pupils are determined to starx; right, and it may stimu- late and strengthen the board in the desire to supply the necesstry equipment for the school. Their approval will, in any case, strengthen the hands of the teacher, and place him in a secure position of vantage, when any case of discipline arises requiring the attention and interference of the trustees. 5. Enforcement. — The Teacher Enforces the Regulations. The fitness of this arrangement is apparent to every pupil. The teacher is the natural head of the school, to whom they look for instruction, Cap. II. 1 CONSIDERATION AND ADOPTION. 95 for advice, and for the maintenance of law and order. The pupils have pledged themselves to abide by the regulations, and to assist the teacher in enforcing them. How he may best do so will be pointed out in the next chapter. 6. Method of Adopting. — This may vary according to the number of the pupils, their ages, and other considerations. In general, the teacher may call the school to order at the close of the first day, or on any more suitable occasion if such should present itself, and the regulations should then bo proposed, discussed, and adopted in accordance with the general dystem of school tactics. Some such plan as the following will generally be found speedy and effective ; it is not intended for universal imitation, but will help to indicate the course to be pursued : — The attention of the school is called to the necessity for some regulations. As the state must have laws, so the school must have regulations. Teacher. — How many think that the teacher and pupils should be prompt ? Pupils all raise their hands. Teacher. — How many are in favour of making promptitude one of our regulations ? Pupils all raise their hands. Teacher. — All that will join with me in a pledge to make an earnest effort to be prompt while connected with the school, please rise. Pupils all rise. In a few minutes, at the close of the first day, the six regulations may be unanimously adopted. In rare cases a pupil may refuse to rise. After dismissing the school, talk the matter over with him, and secure his pledge. As new pupils enter, they may be pledged privately or before the school. Teachers-in-training in the Model and Normal Schools will receive special instruction from the Principal as to the best method of proposing and adopting general and special regulations. t^; I. ,1 ■ *l 1 iff. ! 11 ! ! -. ! ! 96 SCHOOL REGULATIONS, [Part III. 1;i Topical Review.— School Regulations. Extremes and mean. 1. Tlie old school master, with his niles and rods. 2. The goodish tmcher, vnth no rules and no rods. 3. The coming teacher, with necessary regulations toisely en- forced. Principles pertaining to school regulations. 1. Few — Hchool regulations should he few, but ecrhaustive. 2. General . — School regtdations shoxdd he general, not special. 3. Popular. — School regulations should merit general approval. 4. Practlcahli. — School regulations should be enforceable. 5. Educatlcnal. — School regulations shoxdd ten! to form right habits. 6. Positive. — School regidatlons ahould be positive, not negative General regulations. 1. Regularity. — Teachers and pxcpils mxist be regular, 2. Promptitxtde. — Teachex's and pxipils mxist be prompt. 3. Decorxmx. — Teachex's and pxipils mxist be decoroxis. 4. Quiet. — Teachers and pxipils mxist stxidy to he qxilet. 5. Coxnmxixiicatlon. — All coxnmxmications mxist be made throxigh the teacher. 6. Moral Ity. — Teachers and pxipils mxist sxistain good characters. Special regulations. 1. Object. — To exiforce general regulations. 2. Adopted. — Oxdy when absolutely necessa/ry. Adoption of regulations. 1. Presentation. — TJie teacher proposes and explains regxdatioii s. 2. Adopt'loxi. — Teacher and pupils adopt regxdatioxis. 3. Pledge. — Teacher and pxipils pledge themselves to sustain regxdations. 4. Approval. — Tlie school-board approves the regxdations. 5. Enforcement. — The teacher enforces the regulations. 6. Method of adopting. — Will be Ukistrated in the Model and Normal Schools. ^- CHAPTER III. Enforcement of School Regulations. The Adoption of General Regulations in accordance with some such intelligent plan as that suggested in the preceding chap- ter will greatly help the teacher in carrying them into effectual operation ; but he will be sadly in error if he suppooos that adop- tion is the only thing n(jcessary for enforcement. It is, indeed, liighly probable that the pupils, elated by the thought that their teacher has considered them so far worthy of confidence as to con- sult them in the preparation of the regulations, will mak' • strenuous efforts at first to conform to the rules in whose fairness they have ac(|uiesced, and that their conduct will, therefore, be as nearly per- fect for a brief period as could possibly be expected from children of their age. But the experienced teacher will not dare to hope that such perfection of discipline will last ; he knows that the young citizens of his commonwealth are intensely human, prone to yield to the impulse of the moment, and almost as liable to violate regu- lations as are their elders : and, consequently, he will adopt eveiy means within his power to strengthen their good impulses, and to help them in their efforts to cheerfully observe the rules. " How Shall I Enforce the Regulations ?" is one of the most important questions that can be asked by the inexperienced teacher, and it is one of the most difficult to answer. The regula- tions are based on sound principles ; but great wisdom is needed in the application and adaptation of the principles. Each teacher must take into consideration all the conditions of his school and of the community, and then do the best he can under all the circum- stances. He must remember, however, that it is his bounden duty to enforce the regulations ; the more tact he can employ in doing so the better it will be for himself, his pupils, and the whole com- munity. Principle of Duty. — Pupils should be trained to feel that they have special duties to themselves, their fellow-pupils, their [97] j I i i r- t 98 ENFORCEMENT OF REGULATIONS. [Paut III. parents, and their teacher, and that these duties, as xiell as their higher duty to their Creator, place them under an ot>ligation to redeem the pledge they have given to obey and to help each other to obey the general regulations adopted by the school. I. REGULARITY. —Irregularity, in rural sections especially, is a serious evil, and no effort should be spared to reduce it to a minimum. It is very frecjuently the fault of the parents, who are only too ready to keep the children at home for trifling causes ; but it is also too commonly the result of indifference on the part of the children themselves ; and occasionally, we fear, it is due to the negligence of the teacher. It is a good thing to find out first of all what is the cause of the evil, and then apply the appropriate remedy. 1. Intensely Interest the Pupils.— Make the school as attractive in every respect as you can possibly make it. Prepare each lesson so thoroughly that you will be able to teach it in such a way as to ii. Merest every pupil, and make them feel that your lessons proceed in such a well-graded plan that they cannot stay away for even one day without losing something specially intere-'ting and important. Impress your pupils with the truth that success in school depends on regularity, and that in the outer world no amount of cleverness will make an irregular person successful or respected. If you thoroughly interest the children and make them anxious to get to school they will generally manage to be regular. 2. Interest the Parents.— Show how it is that an irregular pupil falls behind his classes and becomes discouraged. The intelli- gent parent will not willingly detain a child from a single recitation. Point out to them that the occasioned absence of other children causes inconvenience and loss to theirs ; and get them thus to see that in detaining their own children at home they are not only injuring them but also violating their duty to their neighbors. Teachers must do much missionary work of this kind. 3. Urge Regularity as a Duty.— The pupil should make the most of himself. He should so act as not to injure himself or others. Irregularity injures the pupil and also the school. More- over it dis.'^ppoints the hopes of the parents, and is a serious annoyance and inconvenience to the teacher, Cap. III.] REQtJLARITY — iPROMPTITUDE. ^ 4. Inflict necessary Punishments. — To say the least, irregularity it a misfortune, foi- which the pupil must suffer the conseciuences. If the habit becomes chronic, it may work a forfeiture of seat, of position in class, or even of position in school, fts events decide. The School Law provides that habitual irregu- larity is a sufficient cause for the suspension of a pupil ; it may become the painful duty of the teacher to carry the law into effect, .•V3 a punishment to the offender and a warning to those who may have been influenced by his bad example. II. PROMPTITUDE.— Schools wisely vie with each other in the effort to secure the utmost promptitude. To enforce prompti- tude — 1. Let the Teacher be Prompt.— The teacher should be at the school-room at least a quarter of an hour before the time of opening. The teache -'s example greatly influences the pupils. 2. Train to the Habit of Promptitude.— A determined teacher will soon revolutionize an entire school and the community. Promptitude is easy -rhen it grows into a habit. 3 Impress the Importance of Promptitude.— Point out the advantages of promptiLuc 3 and the evils of tardiness. Show the effects of tardiness by examples. Tardy pupils will often miss the first part of a recitation, which usually consists of a review of the previous day's work, and will thus lose their best opportunity of fixing the subject in the memory. Their standing in class is thus materially lowered, and their progress seriously hindered. 4. Arrange for Exceptional Cases.— Promptitude must be secured at any cost ; but simple justice requires provision for exceptional cases. Pupils peculiarly situated should not be con- sidered tardy up to a fixed time. It would be obviously unjust to punish such pupils, provided that they reach school as early as the circumstances of their cases will permit ; nor would public senti- ment sustain the teacher in exacting attendance from them at as early an hour as the other pupils are expected to be present. 5. Exercise Discretion. — In the enforcement of this regu- lation the teacher should exercise a wise discretion, and adapt the treatment to the community. What will suit one school admir- ably will not be possible in another ; even in the same school what will be easy at one season may be utterly impossible at another. t i ' M ;.f ► 'J •! 5 1 r '« rl I "I 1 I I 100 ENFORCEMLNT OP REGULATIONS. [Part III 6. Inflict appropriate I-unishments.— The tardy list woik?i well in some schools. As the t\rdy pupils enter, they write on the board or slate their names and tlie number of minutes they are tardy. At recess, when the others pass out, these take the tartly seat. If the explanation shows that the tardiness was unavoidal)h!, tho pupil is excused, otherwise he remains seated for about twice the length of time lost. As a general rule, detention is a punisli- ment that should bo inflicted as rarely as possible ; but if prompti- tude can be secured in this way only, the teacher must not shrink from adopting it. III. DECORUM. — This should characterize every voluntary net. Positions, movements, dress, manners, and conduct, in school and out, are some of the points to be considered. 1. The Teacher ehould be a Model.— Pupils tend to become like the teacher ; hence good mannera is an essential quali- fication of the teacher. An uncouth, ill-mannered, slovenly teaclier should never bo permitted to disgrace the school room ; nor should an overly fastidious, mincing, drawling dandy ever enter the teaching profession, — a calling that more than any other demands the constant exercise of shrewd, sound, practical common sense. 2. Decorum is one of the Conditions of Success.— Tlie well-behaved are everywhere preferred to tho ill-behaved. '* He is a gentleman," is the best of all passports. When pupils are made to realize that tho teacher is a lady, it is not difficult to persuado them to try to be decorous. 3. Teach Decorum Systematically.— A short, practical lesson occasionallj- will prove of great value. The subject will thus be kept before the teacher and the pupils. These lessons should bo full of interest and point ; they should aim directly at the correction of such breaches of decorum as seem to call for urgent interference ; and they must be given with such delicate tact as to correct the evil without lowering the self-respect of the offenders, or unduly weakening their confidence in the infallibility of their parents. It requires skilful handling, for example, to teach a class that spitting on the floor is a most offensive mark of ill-breeding and vulgarity. Poor children I they have perhaps been accustomed all their lives to see the filthy habit practised by most of those to whose example they would naturally look for their guidance. Cap. Ill .J DECORUM— QUIET. 101 4. Teach Decorum Incidentally.— Children must have co.icrete Wises. As theso occur, briotly call ut*:outiou to them, and commend the decorous. 5. Train to Habits of Decorum. — Precept is good; example is butter ; training is best. Training converts precepts and examples into habits. Manage to make the pupils act decorously until decorum becomes a habit. Train them to conduct themselves properly everywhere and at all times. The earnest and continuous eU'ort to become decorous will soon grow into a life habit. 6. Right Punishments may be Used.— Some pupils can not be reached in any other way. Whatever will work in the pupil ivn appreciation of good manners and proper conduct is legitiuiate. Violation of the laws of good manners is generally the result of igno'-ance, and merely to indicate the error will in most cases be sufacient to effect a speedy reformation ; but wherever a pupil persists in his offenses against decorum, the teacher should not hesitate to inflict such punishment as may be necessary to bring the offender to a speedy compliance with the regulation. IV. QUIET. — Pupils and teacher here pledge themselves to study to bo quiet ; that is, to avoid making unnecessary noise ; and it is essential to the comfort and progress of the school that this regulation should be strictly enforced. It is important to bear in mind that the (inietaess of a well-governed school is a very different thing from the stillness that used to be regarded as the great desideratum in the schools of the olden time, and that is still occasionally exacted by some teachers from whom better things might reasonably be expected. A room full of children so still that " one might hear a pin drop " speaks volumes for the crushing power of control that can produce such a phenomenon, but it says very little for the intelligence of the teacher who supposes that absolute silence is synonymous with perfect discipline in the school- room. The school-room is a workshop, and the industry of a busy, earnest community of students can no more be carried on without noise than could the operations of a first-class factory. Do not make the mistake of asking or expecting your pupils to sit still ; they cannot be active without noise ; but such noise is not disorder; it is only unnecessary noise that causes confusion, and this is what your regulation is intended to repress. ?, m ' r IS 1 1 1 J 10^ ENFORCEMENT OF REGULATtOM [Pabt III. 1. Be Quiet Yourself.— A fussy, noisy, boisterous teacher d^^moralizes the scbool, and produces the kind of noise that it is his du*y to prevent. Talk earrastly, but in a low, quiet, concentrated tone ; move quietly, and avoid all clapping, pounding, and stamping. Enei^ and vigor can and should be manifested in better ways- 2. Secure Q^-ist from Principle rather than from Pear. — ^This must be a cardinal principle in the enforcement of all school regulations ; but it is specially important in securing quiet- neea, for the quiet that results from fear is much more likely to be the stillness of inactivity than the orderly quietness of work. The pupil should be trained to feel that he has no right to disturb others, that his duty to his fellow^-pupils and the teacher impera- tively demands from him an earnest effort to be quiet. 3- Boisterousness in the School-room must Never be Permitted. — During intermission, if the pupils are confined to the house owing to inclement weather, talking and laughing are proper and should be encouraged ; but all romping, scuffling, and boisterousness must be tabooed. The school -room must be held sacred to the genius of quietness and order. 4. Train Pupils to do Everything Quietly.— K a pupil does anything noisily, c«iuae him to repeat the act quietly. Soon your pupils will become toned down, and will acquire the habit of speaking end moving quietly. Do not allow them to acquire the cat-like tread of the panther ; let them learn to move w'th th*^ quiet grace of well-bred gontlemen and ladies rather than with the treacherous noiselessness of the burglar and the thief. 6. Use necessary Punishments. —Some vicious aiid careless pupils can not otherwise be cured of noisy habits. If quietness can not be secured in any other vay, you must resort to punish- ment ; but in this and all other things do not try coercion till every other expedient has been tried and proved ineffectual. Let punish- ment be your last resort. V. COMMUNICATION.— Necessity has forced all good schools to insist on this regulation baing carried out to the very letter. Though exceedingly difficult, it can cmd mttst be rigidly enforced. Order cannot oiheinvise be maintained, and without order there can be no sound education. Even for his own sake— Cap. III.1 COMMUNICATION. 103 ' !i for sake of present peace, and with a view to further advancement in the profession — the teacher should not cease his etforts till he has established non-communication as one of the characteristic virtuet> of his school. Nothing more clearly proves the teacher to be a good disciplinarian than the successful enforcement of the regulation against communication by voice, by writing, or by sign ; and verj- few things contribute more to the comfort, the prosperity, the morality of the school. 1. Appeal to Principle.— It is not difficult to get the pupils to admit the injurious effects of coi^^munication, and zo acknovdedge that it is their duty to make an earnest, continuous effort to avoid it. It is no loss the duty of the teacher to adopt wise means of arousing and directing the conscience of his pupils, and to strengthen and encourage them to comply with this and other regulations, because conscience tells them it is right. 2. Never Grant Permission to Speak.— Say to pupils firmly, "No." Necessary communications can be made through the teacher, or at times set apart for that purpose, and must not be tolerated, much less encouraged, in any other way than that pro- vided by the regulation. 3. Anticipate and Prevent. — By word, or sign, or look, you may prevent the offense; and prevention is infinitely better than correction. Herein lies one of the secrets of the success of the best school managers. 4. Throw Around Pnpils the most Favourable In- fluences. — It is wise to remove the weak from temptation. Place them with the strong and br{»ve. In chronic cases, the pupil may for a time be seated apart from the ether pupu». 5. Train your Pupils to the Habit of Non-Communica- tion. — This has been done in thousands of schools, and what others have done you may do. When the act has grown into a habit, very little of your time will be required for preserving ordur. 6. Cultivate a Determined Purpose.— "You must not communicate " shouM be felt in every nerve and fibre of the school. No quarter must be shown to whispering. Where there is a will, there is a v-ay. Nature never allows the violation of any of her laws without imposing the legitimate penalty ; here also the teacher .1 ^fc 1' }> I 104 ENFORCEMENT OF REGULATIONS. [Part III. |i 1: must imitate nature, he must bo persistent and must convince the pupils of his resolute determination f.o enforce the school law of non-communication. 7. Inflict appropriate Punishments.— The habit must be broken up. When other means fail, effective punishment must be used. It is impossible to indicate what the punishment should bo. In each case the teacher must do whatever promises the best results. General or private reproof, or changing seats, will usually prove effective. VI. MORALITY.— Moral culture is by far the most impor- tant party of an education ; the development of a virtuous character should be the aim of every teacher. Morality is a positive virtue, based upon the intuition, "I ought," and not a mere compliance with a series of prohibitions, "You must not." No system of in- struction can succeed in which sound moral principles are not systematically inculcated ; nor is the teacher fairly discharging the duties of his office, if he fails, by precept or example, to place before his pupils a high standard of morality, and to encourage them to reach it. It should not be more difficult to produce good character than good scholarship ; systematic and persistent eflfort on the part of the family, the school, and the community will as certainly pro- duce the one as the other. 1. Teach Morality by the Influence of your own Example. — It is impossible to over-estimate the influence for good of the truly worthy teacher. His pupils unconsciously imitate his example, and their characters are steadily moulded into confor- mity with his. All his impulses must be pure and elevating ; his morality must be positive ; his conduct must show that he loves the truth and hates iniquity, not in compliance with mere expediency but in obedience to the command of conscience. 2. Teach Morality Systematically.— Regular lessons will do great good, if the teacher has the gift of making them very interesting and practical. It is not advisable that the teacher should usurp the functions of the regularly ordained ministers of religion ; he will, in fact, be compelled to use some caution lest his familiar talks on morals should change into laboured sermons on dogma. Cap. III.] MORALITY. 105 3. Teach Morality Incidentally.— This can be done in con- nection with Reading lessons, cases of discipline, or when incidents occur involving morality. If timely and persistent, this method will accomplish far more than lectures or set lessons. Morality, like science, can be taught best by concrete examples. Children are repelled by vague abstractions and moral sermons ; but the watchful teacher will find many excellent opportunities of instilling sound moral principles from the ordinary lessons and occurrences of the school. 4. Work in the Pupil a Love of the Bight and a Hatred of the "Wrong. — In reading or telling anecdotes, avoid the details of crime, but show the nobleness of right-doing and the meanness of wrong-doing; show the tendencies and the outcome of the two courses of conduct. This field is unlimited, and full of inspiration. 5. Attack one Vice at a Time. — The skilful general manages to conquer the enemy in detail. So must vices be conquered. Take profanity, then untruthfulness, then dishonesty, etc., and mass all your forces on each in turn. When the first is conquered, attack the second. This is the only successful plan for a campaign against vice, either for the individual, the school, or the community. This iloes not imply that you are to treat other vices as of little or no consequence. On the contrary, you must resolutely set your face against wrong-doing in all its forms ; but a steady, systematic massing of your forces against a particular vice will render your pupils especially watchful, and will more rapidly develop their power to avoid it. 6. Train the Pupil to the Habit of Right-doinfr.— No amount of moral teaching wil! answer. Doing good is the only way to become good. Precept lets the pupil hear what is right, example lets him see what is right, training makes him practise what is right. It is as easy to cultivate the practice of good as of evil, if not easier, — as eapy, for instance, to train pupils to speak well of their absent fellow-pupils as to slander and malign them, — easier to induce them to help than to hinder each other in advancing. Children have an instinctive love of what is just, generous, and chivalrous ; and it is not a difficult task to train this Instinct into a habit of doing right from right motives. i- , ■ I II '4 Iff'fci : 106 ENFORCEMENT OF REGULATIONS. [Part III. 7. Administer Punishments in Love.— See that the wrong-doer suffers the natural consequences ofhiiocU. Kindly but firmly manage to make the pupils get right and keep right. See that the punishment works in the pupil a hatred of the wrong and a love of the right. Ponder before you act. Injudicious punish- ment is criminal. It breaks down manhood, and is a prolific source of human woe. The objects of punishment are to reform the offender and to prevent others from committing a like offense. Not only the offender but every other pupil in the school, as well, should feel that the teacher is actuated by a strong sense of duty when he inflicts punishment for any cause ; that he abstains from it as long as he can possibly do so, consistently with the faithful discharge of his duty to the school, as well as to the individual offender ; and that he sorrowfully resorts to it as a last resource in the hope of preventing the formation and spread of evil habits. Appeal to Conscience as the great motive power in inducing obedience to all regulations. Conscience is a rational emotion ; it impels us to do what we believe to be right. Conscience is a feeling of satisfaction in view of right-doing, or a feeling of remorse in view of wrong-doing. "An approving conscience is the smile of God; remorse, His frown." Veneration, honour to parents, truthfulness, honesty, courage, fidelity, virtue, benevolence self-control — everything that elevates and ennobles — must be cultivated from the standpoint of conscience. This becomes, as it ought, the master impulse of the soul. Appetite, passion, selfishness, weakness, yield to the man- dates of conscience. An intelligent, conscientious man is the noblest work of God — " His mind clear as the mountain air, His heart pure as the driven snow." To produce such men is the grand end of education. The para- mount work of every teacher is the culture of conscience ; and this is involved in all that is taught and all that is done in the school- room. Gap. III.] TOPICAL RKVIEW. 107 Topical Review. — Enforcement of School l«.£auLAiiON8. Adoption aids Enforcement. 1. GliUdren on good hehaviaur at staHing. 2. Teacher stretigthens their good impulses, 3. Olrcumstances must he considered. 4. Principle of Duty in general. Regularity. 1. Interest pupils intensely. 2. 3. Urge the duty. 4. Promptitude. 1. Be prompt yourself. 3. Impress the iinporfance. 5. Exercise discretion. Interest parents. Punishment, 2. Train to the habit. 4. Exceptioiuil cases. 6. Punishmeid. 2. Passport to success 4. Teach decmnim inci- dentally. 2. Appeal to principle. 4. Train to the habit. Decorum. 1. Set a good example. 3. Teach decorum systematically. 5. Train to the habit, 6. Punishment. Quiet— not Stillness. 1. Be quiet, not fussy. 3. No romping in school-rooms. 5. Punishment. Communication. 1. Appeal to principle. 2. Never permit communication. 3. Anticipate and prevent. 4. Employ favorable influences. 6. Train to the habit of non-communicatio^i. 6. Be persistent. 7. Pwnishment. "^ Morality— a positive quality. 1. Teach by example. 2. Teach systematically. 3. Teach incidentally. 4. Lead pupils to live right. 6. Attack one vice at a time. 6. Train to the habit. 7. Administer punishments in love and from a sense of duty. '. If ■ CHAPTER IV. Peinciplks Pertaining to School Punishment. Discipline is Instruction and Training in Duty.— Sonu; use "discipline" as equivalent to school government; but, as wo have seen, school government embraces many things that do not come under the head of discipline at all. Here we use it in the sense of punishment in its relations to a life of duty, and, indeed, it was in this sense it was used in the systemless system of the old regime ; but the old regime recognized no other instrument of gov- ernment than punishment — no other instrument of punishment than the rod. With impartial blindness it tried to whip learning into the stupid, manners into the clownish, and morals into the vicious. It never seemed to contemplate the possibility of the pupil's being trained to govern hi)nself , nor of his acting rightly from principle rather than from fear ; hence punishment and government were used as synonymous terms. Happily, the educational theories and practices of the world have changed. Punishment— the inten- tional infliction of sufiering upon offenders — is no longer regarded as the chief, much less the only means of school government. Instead of the fear of punishment, the sense of duty has been substituted as the great motive power, and the best teachers expend their most earnest energies in training the children to do right because it is right. If all pupils could be trained to this without calling in the aid of punishment, no right-minded man or woman would ever resort to it — there would be no occasion for its use. But the desire to do right is not implanted with equal ease in the breast of eveiy child, occasionally it requires something more than precept and example to quicken conscience, and herein lies the legitimate function of punishment. Suffering, mental or physical, wisely inflicted, edu- cates conscience. As soon as conscience asserts its supremacy, the discipline of punishment becomes unnecessary, duties are performed from right motives, and the constant performance of duty soon grows into the Juibit of doing right. [108] Cap. iV.] llEFOUMATOR Y — N AT URAL. 109 The Problem of School Punishment. — To continue the discipline of suiFering, after it has fulfilled its true mission of arous- ing conscience, would be senseless and inhuman ; hence it is a mat- ter of the utmost importance to consider what punishment to inflict ■it school, as well as when and how to inflict it. No subject con* iijcted with school management is more delicate than this, none ie(iuires more judgment, discretion, or wisdom. There can be no better test of the general fitness and capacity of a teacher than is furnished by the amount and kind of punishment he finds it neces- sary to inflict in order to condi^"t his school efficiently. In apply- ing such a test, the general cha*ccter and conduct of the community should, of course, be taken into account ; but, as a general rule, the best teachers are those who punish the least, and the wisest, those who make the best choice, when punishment must be inflicted. The following are some of the more important principles to be con- sidered in connection with the problem of punishment in school r I. Reformatory. — Punishment shonld he Refoiinatory, never Vindictive. — All punishments should tend directly to benefit the punished, and. indirectly to benefit the community. The State deals with adults, and hence, in the State, punishment is retribu- tive and not necessarily corrective. The school deals with children ; hence school punishments should be corrective rather than retri- butive. The good of the pvmished should be the paramount con- sideration. Vindictive punishment is worthy of the arch-fiend only ; it should never be inflicted, either in school or State. It has taken the educational world a long time to discover that reforma- tion and not retribution is the true object of punishment ; no doubt the State will in process of time come to see that possibly it may be wiser as well as more humane to attempt the reformation of criminals rather than merely to exact retribution from them. Men, criminals and others, are but children of a larger growth. II. Self-Oontrol. — Punishment should foster Self-control and 8df -respect. Self-government alone is worthy of man. Punish- ments should tend to foster self-control by working in the ofiender a firm resolve to forsake the wrong and do the right. Punishments that crush manhood are fiendish. III. A Natural Consequence. — The Punishment should he a Natural Gonseqiience of tJie Offense. This is a fundamental principle y m : I I ri P % ■ i\ lio PllINCtPLF.a OF i*UNISHMENf. il»ARTill. lij t* ' ( li I of the Divine government, and the more closely human govern- ments conform to it, the better. Such punishments, seemingly retributive, are in fact corrective. The relation of the punishment to the offense should be profoundly studied before it is administered. IV. Mild. — Punishnients shmdd be Mild, but Certain. Undue severity creates sympathy for the offender and weakens the moral influence of the teacher. All semblance of cruelty should be avoided, whatever savors of ill-temper or brutality, whatever tends to the injury of the body, mind, or sensibilities of the child, is to be unsparingly condemned. Mild but certain punishments are most effective. Not the amount of pain inflicted, but the efiect produced on the character of the child is the important considera- tion. Spasmodic discipline produces the most injurious efiects on child-nature. If he is puni hed to-day for an offense of which no notice was taken yesterday, he cannot fail to conclude that the punishment does not so much depend on the offense as on the capri- cious temper r the teacher, and he is thus easily tempted, on the next opportunity, to repeat the offense and take the chances. Justice is the strongest principle in the childish mind, and his sense of justice is outraged by either cruelty or uncertainty in the exercise of discipline. V. Deliberate. — The Infliction of Pimishment shmdd be Deliberate and Infrequent. Not in anger nor in haste should the child be caused to suffer. If possible, both teacher and pupil should have time for reflection. By faithful teaching and wise management, offenses should be prevented and punishment averted. The almost continual and violent punishments inflicted by some teachers and parents are a crying evil. VI. Loving Heart. — Punishment shmdd be Inflicted in Love. It grieves the teacher to inflict the punishment ; he suffers that he may benefit the child. Thp child realizes that his teacher suffers for him and unth him ; and the knowledge that the teacher's sym- pathy is with him even in the act of punishing will do more to open the childish heart and quicken the childish conscience than all the pain that could be inflicted in years of tyranny by a cold, unsympathising martinet. VII. Educational. — Ptmishment shovld be made an Educational MeaaiSf a/nd as such it should be essentially CocrrecUve. It seeks always I lRtIII. {overn- mingly shment LBtered. Undue ns the ould be )r tends d, is to nts are ,e effect nsidera- Sects on hich no bhat the le capri- , on the chances, and his in the he mid the [d pupil Ind wise iverted. )y some in Love. I that he suffers p's sym- lore to Ithan all cold, oational always Cap. IV.] DELIBEKATE — LOVING — EDUCATIONAL. Ill to bring the youth to a sense of his wrong-doing, and to produce a positive alteration in his behaviour. It has for its aim his improve- ment. Every punishment must be looked upon as a means to an end. The pupil should always be conscious that it is painful to the teacher to punish him. Nothing can be more effectual as a means of cure for wrong-doing than for the wrong-doer o perceive in the manner, the tone of voice, and the words, that he who punishes also suffers in order that the wrong-doer may be cured of his fault. " The principle of vicarious suffering lies at the root of all spiritual liealing." Besides aiming at the reformation of the offender, punishment aims at the prevention of offenses. It is deterrent as well as reformatory, and for this reason it must occasionally be administered before the school, as an example and a warning. The teacher's duty is to educate the entire school, and though punishment should in general be inflicted in private, yet should he not hesitate to sink his consideration for the feelings of the individual in his desire to benefit the school, when the circumstances warrant the belief that the public punishment of an offender will have an educational value sufiicient to justify the deviation from the general rule. In such cases, the teacher will be careful to guard against even the appear- ance of vindictiveness, cruelty, or excess. Bbntham's Principles. — The following are selected from Ben- tham's principles pertaining to punishment : 1. The punishment following an offense should exceed the appar- ent advantage derived from its being committed. 2. The greater the offense, the greater should be the pains taken to secure its punishment. 3. Punishment should never be greater than is needed to prevent a repetition of the offense. 4. Regard should be paid to the sensibility of the offender, as dependent on age, sex, position, health. 5. Punishments should be increased in magnitude as the detec- tion of the offense is uncertain or remote. 6. When the offense is not an isolated act, but an act indicating the existence of a habit, the punishment should outweigh the apparent advantages, not merely of the act, but of the habit. p I 112 PRINCIPLES OF PUNISHMENT. [Pabt III. GOVERNING FORCES.— Whatever moves to right-doing, and develops the power of solf-goveniinent, is a govoniing force in the educaiional sense. A brief outline of the governing forces is here submitted. They are five in number, viz. , intellectual, moral, social, will, and physical forces. 1. Intellectual Forces govern by system through motives. {a) System. — Intellect matures plans and perfects system ; it sub- jects impulse to reason, and governs by establishing th'.> reign of law. (b) Motives. — Intellect leads the governed to act from high and ennobling motives. Wise management leads the pupils to choose order. 2. iVIoral Forces may be sub-divided into conscience and the affections. Man is a moral being, endowed with powers to enable him to appreciate and enjoy the right ; his moral qualities fit him to be an inhabitant in a world of duty. (a) Conscience impels to the Right. — The imperative I ought is a universal intuition. This is the central idea in all government. Without it government, except by physical force, would be impos- sible. The teacher, by educating conscience, renders the pupil an upright, self-governing being. (6) Affections. — Rising above all the other faculties are enthroned the affections. Craving objects beyond self, they draw man into communion with his Maker and his kind. Happy the child impelled by love, and trained to do right because it is right ! 3. Social Forces. — Man is a social as well as amoral bein». Social influences act and re-act. Society is to a great extent regu- lated by the two great social forces, companionship and p^ihlic opinion. (a) Companionship. — Many aphorisms indicate the wide-spread conviction of the great influence, for good or evil, of companionship. Good companionship is a potent educational force, and one of the most powerful of the governing forces. The wise teacher will seek its influence for himself, and cultivate the desire for it in his pupils. (6) Public Opinion. — It is impossible to estimate the overwhelm- ing force of that subtle, impalpable, irresistible influence known as Public Opinion. By it the masters of assemblies ruie. The teacher Cap. IV. GOVERN fN^G FORCES. 113 sliituld bo careful, in his little world, to create and guide public oi)inion aright, and to avail himself of its aid in governing his schooL 4. Will Forces. — Man is free and responsible. Will is the self-determining power of the soul. ill) Sdf -Control. — We never break the child's will. Wo cherish free choice from right motives. We develop the power of self-gov- ernment. (b) Firmness. — The teacher is firm because he is right. Kindly but firmly he guides. The child is developed into a self-determin- ing and self-acting man. Right motives lead to right determina- ticms and right actions. 5. Physical Forces. — In school, as in society, the use of pliysical force as a punishment sometimes becomes necessary ; but, in the ratio that the higher forces control, it becomes unnecessary to use physical force. (a) Restraints. — This is probably the most effective way in which pliysical force can bo used in school. By restraints even wild beasts arc tjimed. (/>) Pain. — Some pupils can scarcely be influenced except through the bo:ly. In extreme cases, until higher motives can be brought to bear, it may be necessary to utilize this force. (c) Comfort. — Favorable physical conditions do vastly more than rules to Eecure good government. {(l) Recreation. — This is a mighty governing force. If teachers iind parents would profoundly and practically study the philosophy of recreation, they would find comparatively little need for punish- ment. The great Public Schools of the old country are, to a large extent, governed and controlled by the esprit de corpn formed and fostered in the play-ground, the gymnasium, and the cricket ground. In our own country, too, much more attention is now being paid to the physical culture of the rising generation than was the case in former years ; and we may reasonably look for correspondingly better results to the health and discipline of our pupils. If m ' i': I ? I i! '^ I. I \ i I if' p 114 PRINCIPLES OF PUNISHMENT. [Part III. Topical Review. — Principles Pbrtainino to School PuNmUMENT. Discipline defined. 1. Discipline wilder the old reqime. 2. Hense of duty iivitead of fear of puniah/ment u tlie present theory. 3. Conscience is the basii of discipline. 4. Punishment is a mediate force used to quicken conscience, 5. Punishment becomes unnecessary when cotuicience rules. The problem of school punishment. 1. The puni.thm-'nts injlicted test the teacher's fitness. 2. The amount of punishment va/t^ies as the character of the coniin unity. Principles stated. 1. Punishment should he reformatory, never vindictive. 2. Punishment should foster self-control and self-respect. 3. TJie punishment should be a consequence of the offense. 4. Punishment shoidd be mild, Init certain. 5. The infliction of punishment should he deliberate and infrequent. 6. The hminy heart and kind word shoxdd accompany the firm hand. 7. Punishment shoidd he made an educational means. Bentham's principles relating to punishments. Punishment should outweigh the advantage of the offense. The greater the offense, the greater the. pains to punish. riA,:nshment should be sufficient to prevent repetition of ofiense. 4. Regard should be had to the sensibility of the offender. 5. Punishment should increase as detection becomes difficidt. 6. Punishment should outweigh the advantage of evil iiabits. The governing forces. 1. Intellectual forces — System, motives. 2. Moral forces — Conscience, affections. 3. Social forces — Companionship, pid)lic opinion. 4. Will forces — Self-control, firmtiess. 5. Physical forces — Restraints, pain, comjort, recreation. -^ 1. 2. CHAPTER V. JtDicioua AND Injudicious Punishments. JUDICIOUS SCHOOL PUNISHMENTS are those that work in the children a love for the rij^ht atul a hatred for the wrong. Such punishments will be found to accord with the principles laid down in tlie foregoing chapter. They will tend to make the offender strong to do the right and to resist the wrong; and they will diiiiin- isli the aggregate number o- otfenses in the school, not by the establishment of a reign of terror, but by the introduction of a liealthy moral tone amf)ng the pujnls. Judicious punishment not only reforms the individual and trains him to right habits, it also enlists the sympathy of his fello\\r j)upils in behalf of the teacher who has eflected such a change, ankes them wish to help in the work of reformation, and tends ^.'i*adually to establish duty as a cardinal principle of the community. Bentham gives the following as the characteristics of judicious pimishments : 1. Variability — They should admit of degrees. 2. Equability — They shouhl admit of equal application under all circumstances. 3. Adequacy — To the offense committed. 4. Special Suitability — To the nature of the offense. 5. Exemplariness — They should be impressive. 6. Subserviency — To reformation. 7. Public Popularity — They sh' d not excite public sympathy in favour of the offender. 8. Remissibility — In case of repentance or of miscarriage of justice. As the best of all punishments, we begin with — I. REPROOF. — This is an efficient corrective of roost faults. Let teachers and parents leam righUy to administer reproof, and they will find the child-heart responding as does the rose-bud to the summer sun. [115] i I 11 I bH ^•i I [ s 1 1 I '1 m i h^i 116 WISE AND UNWISE PUNISHMENTS. [Part III. 1. General Reproof is the mildest and most effective of all school punishments. It alone will suffice to correct a majority of offenses. Some pupil has done wrong. At the proper time, in a low, earnest tone, the teacher speaks of the offense and the offoniier. No name is mentioned, but the sincere hope is expressed that the offense will not be repeated. Thus kindly and considerately dealt with, the pupil resolves to reform. Other pupils are strengthened by such repix)of. The spirit of fcho school impels tx) the right. 2. Private Reproof, administered in ohe right spirit, is wonderfu?'y effective, and works marvellous results. General reproof having failed to induce the pupil to reform, the teacher has aprivatt- interview with him. He does not announce his intention to <^he school by publicly orloring the offender to remain after the closinj^' hour, but finds or makcp an opportunity for a strictly private meet- ing. Kindly and gently ho shows the tendencies of such conduct, and asks if he will not at least inj to do better for the future. He wishes to help the boy to become a man. Will ho help himself I Nay more, will he not help the teacher to set a good example to the X est of the school? He can do it if he vvill, and the teacher will tlioroufjldy trmt him, and help him to overcome the temptations that he himself had found so hard to resist when he was a boy. Such an interview has been tlie turning point in the formation of the cliaracter of thousjvnds. The pupil feels that he and his t^ache- are standing heart to heart ; for the first time, perhaps, he fully realizes that the teacher is also his sincere friend, tenderly anxious for his welfare, and deeply sympaiiiising with him in all his trials and temptations. His heart is touched, and his better nature is artiused, for the time at all events, to an intense desire and resolve to do the right, and tlius prove himself worthy of the confidence ai;;^ esteem of his teacher. 3. Public Reproof is a powerful but dangerous punishment. It should be used sparmgiy and with great discretion ; with some pupils it should never be employed, excejjt for sorae unusually serious misconduct. It is a fearful thing to break down a pupil's self-respect, and to blunt his regard for publio opinion. But public opinion has its place. If the pupJ cannot be moved by either general or private reproof, the teacher, at some fuvonrable moment, presents the matter to the school, mentions the name of Cap. v.] REPaOOF — PRIVATION. 117 the offender, not to wound his feelings but to arouse him and to give all the pupils an opportunity to aid him in the correction of Ills faults. If Ihe public opinion v)f the school is healthy, the otlonder cannot but feel ashamed of hip conduct ; and if his shame loads him to resolvt; on reformation, he will find ready helpers among his companions, who will themselves be greatly benefited in turn by their efforts in his behalf. II. PRIVATION. — Next to reproof, privation is the btst vf scliool punishments. While seemingly retributive, it is cat ntially corrective. In school government, restraint is as necessary as love, though happily it need not be so frequently employed. The way- wjvi*d must be disciplined into respect for autliority, and made to feel the consequences of misconduct until reformation is effected. Privations are the natural punishments for abused privileges. When reformation has been effected the forfeited privilege should be restored. The following are some of the ways in which this punishment may be used to advantage, and slight as these privations may appear, they work marvellous results, silentlj^ slowly, but surely training the pupil to govern himself, and laying the foundation for a noble manhood : — 1. "!2eprive of Seat. — A pupil who is very irregular, or who habitually communicates, or creates disturbance, forfeits his seat. Other offenses may be corrected by tJie same punishment. 2. Deprive of Recess. — Recess should be enjt>yed by all the l).H>ils ; but one who during recess mistreats others, uses improper language, or is g"ilty of Iwul conduct, should bo detained. He may pass out alone sitor the usual recess. Tardiness, also, may be punished in this way. 3. Deprive of Recitation. — The recitation should be esteemed a privilege. The teacher may excuse a pupil from class for repeated neglecu in preparing lessons, for conununicjition, for copying from othcvo, for impropar conduct, or for rude answers. To be thus rxcmcd is keenly felt by most pupils. This punishment should not be inflicted for trivial cause, 4. Deprive of Class Position. — The standing of the pupil depends on faithful and successful rvork. Tiie negligent will 'i. ll '■ it! I : !l V I ; J h 118 ■ WISE AND UNWISE PUNISHMENTS. [J:.abt III. naturally fall into lower and still lor-^v classes. The time may come when such pupils may even forfeit their positionij in school. These backward movements should be prevented if possible. Barely do they result in good to the pupils or to the school. 6. Deprive of Certain Privileges. — Privation of a privilege should follow its abuse. The pupil will recognize the justice of the punishment. If inflicted in kindness and sorrow, this punishment is powerful to eflfect reformation. 6. Keeping after School. — Except as a penalty for oflFensea committed while returning from school, this punishment is seldom justifiable. A boy mistreats younger pupils, or is (juarrelsome, or uses bad language ; as a natural consequence, he is deprived of the privilege of returning home with the other scholars. This method of punishment might be resorted to occasionally with good effect for the correction of other faults than those just mentioned, if teachers would only act with discrimination in inflicting it, keeping in view Bentham's 4th Principle, as enunciated in our last chapter. But, unfortunately, many teachers have not acted judiciously in this respect, — the punishment has been imposed on children to whom the regular hours are too long, and for offenses for whose correction it is eminently unsuited ; consequently a most a-^mirable means of discipline has become decidedly unpopular, and the practice has steadily fallen into disuse. 7. Deprive of Favour. — If a proper bond of good feeling exists between the teacher and the pupils, there can scarcely be a more effective means of punishing a disorderly child than the tempoi-ary withdrawal of the teacher's favour. The pupil is insolent, insubordinate, or idle, and as a natural consequence the teacher refuses to continue on the same terms of cordial frieiidship with the offender as before. It is precisely what would happen between friends in real life ; business relations continue ; ordinary duties are discharged ; common civilities are exchanged ; but so long as any cause of offense remains without atonement, no cordial feeling exists, no smile of approval is bestowed. The estrangement is keenly felt, and it seldom takes long to evoke from the child manifest signs of repentance and of desire for amendment and recon- ciliation. These signs the teacher should be quick to notice and to encourage, that despair of regaining the old footing may not drive Cap. v.] DEPORTMENT MARKa 119 the unhappy delinquent still further from the path of duty. The approval of the wise and faithful teacher is a wonderful incentive to good conduct, his disapproval is always a severe punishment ; neither should ever be lightly bestowed. III. DEPORTMENT MARKS.— The pupil begins with a standing of iOO in deportment ; only improper conduct can lower his standii»g,. The daily conduct of the pupil makes its own record on tlie mind of the wide-awake teacher. At the close of the month or (juarter the deportment is recorded in the register, and a report is sent to t. le parent. 1. Grades and Reports.— From 100 to 90, excellent; from 90 to 80, good ; from 80 to 70, passable ; from 70 to 60, poor. The words, never the figures, should be reported or published. Some schools use cards of four colours to represent the four words, and report the class standing on these cards. 2. Correct Marking. — Great care and strict impartiality are necessary. The marking must be on general conduct, and not on specific violations of the regulations ; these h?=ve been dealt with already, immediately after the occurrence, and it would hardly be fair to punish the pupil twice for the same offense — once by the special discipline suited to the transgression, and again by lowering the deportment record intended as an index of general behaviour. What record has the pupil really made ? If you hesitate, always give thu pupil the benefit of the doubt. Exert yourself to the utmost to prevent any pupil from falling below 70 in deportment. 3. Injudicious Marking has brought all marking into disre- pute. Some teachers carry it to the extreme, and the conduct of their pupils has reference to the marking rather than to the right. Others continually mark for specific offenses, and thus make them- selves recording machines. Then, the marking is often glaringly unjust. Some incorporate self-reporting, with all its evils, with deportment marking. 4. No Marking is considered better than injudicious marking. Hence some educators oppose all marking for deportment. They tell us that, in the hands of the average teacher, this punishment proves a serious injuiy. W- ; f^^=^T^^I iil!l II 120 WISE AND UiNWlSE PUNISHMENTS. [Part III. 6. Doubtfhl Punishment. — Marking deportment is consid- ered by some educators as a doubtful, if not an injudicious punish- ment, to be ranked among the mere outward restraints employed i" the discipline of the past. But, general good conduct is undoubtedly entitled to the approval of the conscientious teacher, and this is, partially at least, if not adequately, expressed by high deportment marks ; hdbiiAially bad conduct unquestionably deserves his disap- proval, and this it receives in a low deportment record. No sensible teacher will expect or tTV^^t that marking, however well and wisely done, is going to cure all the ills of the school-room. Deportment records have, however, proved a valuable auxiliary in the hands of many able teachers ; and the system is at least worthy of a trial. 6. Making is a Silent Force.— As such it should be per- mitted to exercise its influence for good. Seldom should the teacher refer to it, and never should he urge this as an incentive to good conduct. The punishment follows, as in nature and society, as a result of improper courses of conduct. IV. EXTRAORDINARY PUNISHMENTS. — Suspen- sion, Expulsion, and Corporal Punishment, when judiciously administered, must be regarded as coming fairly in the catalogue of Judicious Punishments ; but on account of the serious nature of the discipline involved in the first and second, and because of the divided opinions that still exist concerning the third of these, we think it better to discuss them separately, under the head of Special Punishments, in the next chapter. INJUDICIOUS SCHOOL PUNISHMENTS.— Vnder this head are to bo classed all punishments that fail to excite a desire to do right because it is right. If mere compliance with a rule were the end and aim of punishment, then many of those which we shall have to class as injudicious would be entitled to take a much higher rank, and might fairly claim to be considered eminently successful. But obedietice from a right motive^ and not compliance merely, is the immediate object sought by discipline, and all pun- ishments that fail to eflfect this must be ranked as injudicious. Punishments which violate principles must be avoided ; that whicli is not established on a correct basis cannot be beneficial in its tendency. The mode of infliction, also, must be carefully consid- Cap. v.] EXTRAORDINARY PUNISHMENTS. 121 ered, for many punishments, otherwise judicious and in strict ;iccordance with principle, may become useless and ineffectual, even mischievous, if injudiciously administered. All punishments inju- rious in their tendencies are injudicious and should be tabooed. Tlieir name is legion ; only some of the more common are here classed. 1. Unusual Punishments commonly prove to be Injudicious. — Punishments approved by public' sentiment will generally be found safest and best. Teachers who xt»ck their brains to invent new tortures render themselves unpopular, and hence less successful. The preceding punishments are abundantly sufficient. 2. Cowardly Punishments are always Injudicious.— Children not less than adults despise a mean, cowardly person, who wantonly punishes the helpless. Scolding; censure accompanied by threats, is one of this class of punishments. The wise teacher or parent tries to be sweet-tem- pered also ; such a one never scolds, never threatens, never irritates. The sour, whining, threatening dyspeptic keeps the school continu- ally irritated by the everlasting rasping of his scolding tongue. The wretchedness caused by this cowardly punishment is beyond com- putation ; the unhappy child has not even the poor privilege of talking back ; he must simply sit there and silently endure what- ever the venomous coward may choose to utter of censure and abuse. Persons to whom the habit of scolding has become chronic should be excluded from the school-rcom. 3. Threats are Injudicious and Unworthy of the Teacher. — Nature makes no threats ; but a mild, certain punish- ment follows violated law. The teacher cannot follow a better model ; he should never threaten, never intimidate. Foreshadow- ing consequences must not be confounded with threatening. It is highly proper and right that the pupil should be forewarned of the inevitable consequence of misconduct ; but this is a very different thing from the punishment in question — warning is not threatening. 4. Nagging is an Ii^judicious, Contemptible Punish- ment. — It means constant, vexatious, irritating talk and action. Foolish and short-sighted teachers are sometimes guilty of nagging. They do not scold, nor reprove, nor punish outright ; better if they ir BT^ 122 WISE AND UNWISE PUNISHMENTS. [Pabt III did. The victim perhaps reports in this way : " The teacher is always picking at me." It is quite possible that the teacher has no buch intention, and for that reason we do not here apply any stronger terms than "foolish and short-sighted" to those guilty of the practice ; if done with malice prepense it is quite as cowardly and despicable as scolding or threats. Those addicted to the habit are sometimes utterly unconscious of the fact ; they may even think it kind to refrain from downright reproof, and to substitute perpetual admonition for it. But it is a most mistaken policy. The average child is susceptible, and responds promptly to generosity, confi- dence, and obvious good will. When the '^hild-heart feels that tho teacher wishes, respects, and enjoys goodness in the pupil, it has the strongest motive to be good. But let the dark suspicion, whether well-founded or not, once get into the mind, "My teacher wishes me to fail and trip so that he can be down upon me," and the influence of the teacher for good is gone ; the child-heart is so embittered as to bring forth only evil instead of good, and the great end of education is defeated. 5. Cruel Panishments are Injudicious and Inhuman.— Such brutalities as placing pepper on the tongue, putting split sticks on the ears, compelling pupils to stand long on one foot, or to hold weights at arm's length, etc. , are of this class. All tortures, all harsh and cruel punishments of this kind are injudicious. More- over, they are fortunately illegal, so that any teacher guilty of sucli atrocities would very probably soon find himself where he would be lucky if the tables were not completely turned upon himself. But bodily torture is not the only direction in which cruelty can find vent. Mental torture is a much more cruel punishment ; it is infinitely harder to bear, and it too often leaves dark bruises and ugly scars upon the soul, that time is powerless to efface. Some teachers will not hesitate to indulge in the keenest sarcasm at the expense of an offending pupil, especially if he be an old offender; nay, they will pride themselves on their skill in making such a "hard case" wince. The teacher may haVe forgiven the culprit once before and let him go scot free. If so he will now fling his former leniency in the poor wretch'fc face and taunt him with his want of gratitude, his weak.iess in doing right. Perhaps the edify- ing scene will end by his forgvomg the poor badgered victim once Cap. v.] INJUDICIOUS PUNISHMENTS. 12S more, and letting him go xmpunished this time also just to see whether that will have any eflfect on his callous nature and induce him to do better for the future. Alas ! for the cliances of moral growth, in an atmosphere in which an unhappy child would gladly welcome the severest flogging rather than forgiveness ! Truly some teachers do not know what punishment is, much less what is its aim and purpose. 6. Head Punishments are Improper.— The head, the immediate organism through which the soul acts, is a sacred thHg. Slapping, boxing, pulling the nose, ears, or hair, are indignities to which no child should be subjected. If you must use corporal pun- ishment, under any circumstances spare the head. 7. Degrading Punishments are Educational Mis- takes. — No means should be spared to have the child think well of himself. Punishments having an opposite tendency are mon- strous, and teachers who take a fiendish pleasure in degrading and demeaning their pupils are human monsters. 8. Vindictive Punishments Injure both Parties.— Any punishment administered in anger is more or less vindictive. That a parent or teacher should punish a child simply to gratify spleen, and without reference to the good of the child, is hard to conceive. That such pi"\ishment is common, is a humiliating fact. 9. Keeping in, except for the causes mentioned in this chapter (under the heading " Privations," sub-section 6, p. 118), will gener- ally prove to be an injudicious punishment. It has fallen so much into disrepute and disuse that it might almost be classed among the "Unusual Punishments." On the whole, it is perhaps best to let it remain there ; better risk the loss of a sound means of discipline than run the risk of adopting what in your hands may prove to be an injudicious one. It is a fearful thing to punish improfjerly. Erring man should ponder long before punishing a little immortal, "Over whom the angeln watch." Injudicious puninhments tend to crush out the noblest traits of child-nature —tend to foster all hateful passions. :> II V -: ! i III liljll ' I i¥ i i ! II H 124 WISE AND UNWISE PUNISHMENTS. [Part II; Topical Review — Judicious and Injudicious Punishments. Judicious Punishments. 1. Definition. 2. Effect. 3. Bentham'a characteristics. Reproof rightly administered. 1. General, without mentioning tiames. 2. Private, administered with yentle kindness. 3. Piihlic, mttat he used discreetly. Privations are highly efficacious. 1. 8ea,t, for irregulai'ity, disturbance, &c. 2. Recess, for disorderly condnict during recess. 5. Recitation, for neglect, copying, or comnuitiicating. 4. Position in class, for negligence and i^iattention. 6. Privileges, for abuse of them. 6. Going home with others, for misconduct on similar occasioar 7. Favour, for insubordination or repetition of offenses. Deportment Marks. 1. Grades and Reports. 2. Correct vmrking. 3. Injudicious marking. 4. No marking. 5. A doubtftd punishment. 6. A sUent force. Extraordinary, or Special Punishments. Suspension, expxdsion, and corporal punishment. Injudicious School Punishments— General definition 1. Unusual punishments. 2. Coxoardly putdshments. 3. Threatening. 4. Nagging, 5. Gruel punishments. 6. Head punishments. 7. Degrading punishments. 8. Vindictive punishmenta. 9. Keeping in, except for miscondux^t in retiritig. *^A/VA^V\. vi\.«w*^AA^ CHAPTER VI. Special, or Extraordinary, Punishments. Special, or Extraordinary, Punishments are the modes of discipline resorted to by the teacher in extreme cases. They include Suspension, Expulsion, and Corporal Punishment. In works on School Management, it is not uncommon to class these punishments, or some of them, among the common means to be adopted for the government of the school ; and we have so far conformed to the general practice in this respect as to name them with other judicious punishments in the preceding chapter. Again, corporal punishment is frequently put before suspension in theory, as it generally has been in practice, as involving less serious consequences to the pupil —as being in fact a milder form of discipline. We, however, prefer to group all three together for treatment in a separate chapter, because we wish to emphasize our opinion and desire that teachers should regard any one of these means of discipline as a very special, uncommon, extraordinary exercise of the power and authority with which he is invested ; and, for the relative positions assigned to them, we place suspension before corporal punishment, because the latter, being essentially a degradation, barely escapes being ranked with the injudicious punishments ; while expulsion, not being refor- matory, is not in the proper sense of the term a school punishment at all, but rather a precaution against the contaminating influence of an incorrigible offender. It is arranged next to suspension merely because they both involve the enforced absence of the culprit from school, and so far resemble each other. Reproof and privations are the only punishments ordinarily needed in school or family. The management should h so syste- matic and vigorous as to render severer punishments unnecessary. Still, in rare cases, the teacher may be compelled to resort to suspension, expulsion, or corporal punishment. I. SUSPENSION. — This punishment combines the charac- teristics of the disciplines of reproof and of privation. It means the temporary banishment of the pupil from the school and grounds, [125] ■I MM fi 1 126 EXTRAORDINARY PUNISHMENTS. rPABT III. depriving him of all the rights, privileges, and advantages enjoyed by his fellows ; and the sentence of suspension, publicly pronounced^ as it generally is, constitutes the keenest reproof that can be uttered writhin the bounds of right feeling and good taste. It is, therefore, a punishment of extreme severity, which the teacher should avoid as long as the good of the pupils and the school can be promoted without it. When demanded, he should have the courage and judgment to carry it out effectively. Weak teachers continually resort to suspension ; strong teachers rarely use this punishment. But suspension is the ^'tt of the severer punishments. Rightly managed, it results in the good of the suspended as well as the good of the school. Who should suspend? When'/ How? How long? How may the suspended be restored? Teachers must be prepared to act the answers to these questions. Success or failure muy depend upon the course pursued. 1. The Teacher Suspends. — Charged with the government of the school, familiar with all the conditions, and seeking only the good of all concerned, the teacher unquestionably should exercise the right of suspension. This right should be vested in him by law or by contract. It is so in Ontario. Even in the absence of any express statute, the teacher's position gives him the right to suspend a refractory pupil, pending the decision and action of the authorities. It is founded upon necessity. Order must be maintained ; and if it cannot be maintained by other means, the teacher has no choice but to suspend. 2. Causes for Suspension. — This punishment should be used with great disci etion. The age and general character of the pupil, the necessity, and the probable effects must be duly considered. The School Law of Ontario provides for the suspension of offenders for any of the following reasons : — (a.) "Truancy persisted in." If the pupil sets so little value on the right of attending school as to persist in absenting himself with- out permission and without cause, suspension may induce him to estimate his privileges more correctly. The deprivation of a right has a wonderful effect in increasing one's desire to possess it. (6.) " Violent opposition to authority. " Insubordination has always been held a sufficient cause for suspension. A pupil who refuses to comply with the requirements of the teacher should be Cap. VI.] SUSPENSION — CAUSES. 127 suspended, if he cannot otherwise be led to submit. The teacher's authority must be maintained at any lawful cost. (c.) "Repetition of any offense after notice." The repetition of an offense betrays either the existence of a bad hahity or of excessive thoughtlessness ; but the repetition after express notice shows a determination to disobey, and merits a sentence of suspension. Such oflfenders are frequently cured effectually by a short period of enforced absence from school, and pupils likely to follow their bad example are generally willing to accept the timely warning. ((/.) "Habitual and determined neglect of duty." Habitual neglect of duty implies determination to neglect it, and such general worthlessness necessitates suspension. The school is a workshop. Earnest effort is the condition on which its privileges may be enjoyed. The pupil is determined to neglect his duty, notwith- standing all the efforts of the teacher to arouse him to a proper sense of it ; nothing therefore remains but to try suspension, and this sometimes works a radical change. (c.) "The use of profane, or other improper language." It is absolutely necessary that the pupils should be kept as free as possible from contamination ; and if the ordinaiy punishments of the school are not sufficient to break up the vile habit of using pro- i&7^f language, the teacher has no other course left than to suspend tht offender. It may quicken his dormant conscience and lead to permanent reformation ; it will, at all events, free the school for a time, at least, from the influence of a bad example, and will mark the teacher's emphatic condemnation of the vice. In dealing with this evil, the humane teacher will remember that too many of the pupils attending our schools are daily subjected to the debasing influence of incessant profanity and other improper language at home ; and he will consequently exhaust his ingenuity in devising expedients for putting such pupils constantly on their guard against the use of such language, before he resorts to the extreme measure of suspending the offender, and thus depriving him of the only chance he can have of coming under better influences than those surrounding him at home. (/.) " General bad conduct, and bad example, to the injury of the school." This regulatioi ^ems at first sight to have only the good of the school in view, ana not the reformation of the culprit. 'f :1 ^K IB P if 128 EXTRAORDINARY PUNISHMENTS. (Pa»t III. But the very fact that his gonora? conduct and example are con- Hidered injurious to the school, and that nothing short of Iuh suspension will suffice for its protection, has often a most salutary effect in arousing a scapegrace to a sense of the seriousness of his misconduct, and to a strong desire for amendment and restoration. (g.) "Cutting, marring, destroying, defacing or injuring any of the public school property, such as buildings, furniture, seats, fences, trees, shrubbery, &c., or writing any obscene or improper words on the fences, walls, privies, or any part of the premiseH." If a pupil is so malicious as to wantonly injure or destroy the pro- perty of the school, he has no right to complain of being deprived of the privilege of attending it ; and the privation seems the moat likely means of impressing him with a sense of the value of that which he has injured, and thus of inspiring him with a feeling of shame and regret for his act of vandalism. If the injury consists in the writing of obscene words, no one will say that the punishment is too severe. It is not severe enough. A boy who could be guilty of such a piece of blackguardism should be first soundly flogged before the whole school, and then suspended indefinitely. The school-room is not the place for miscreants ; we need houses of correction for them. The school and the community should be relieved from their contaminating influence. 3. Appeal to the Board of Trustees.— Under the School Law it is also provided that "Any master suspending a pupil for any of the causes above named, .Vhall, immediately after such suspension, give notice thereof, in vr Icing, to the parent or guardian of such pupil, and to the trustees, [a which notice shall be stated the reason for such suspension," The object of this precaution is to give the parent or guardiar the right of appeal, in order to have the case fully investigated, and so to prevent the perpetration of injustice. Except in cases of gross injustice, the school board should, and generally does, sustain the teacher. In fact, it is but seldom that the board is called upon to interfere officially in such matters. The teacher is the best judge of the necessity for the infliction of such a punishment ; no teacher, who understands how to govern his school, would think of resorting to it till he had convinced himself that other means of discipline would be without effect. He adopts it only when all other means have failed. Cap. VI.] SUSPENSION— MODE — DURATION. 129 4. How to Suspend. — The managoment has been such that the pupils feel that the offender should bo suspended. The teacher has used all possible effort to save the pupil, and failed. Suspension hfts hocomo a necessity. The school must be freed from demoral- izing influences, and the pupil must be placed in a position favourable tu reflection and reformation. The manner of pronouncing the sentence of suspension would, of coure'^, depend to some extent on the nature of the offense that has directly led to the suspension. Some such course as the following will generally answer the purpose of directing the public opinion of the school, and rendering the punishment impressive and effective. At the close of school, when the 80C(^nd step of the tactics for dismissing has been reached, the teacher calls the offender by name and orders him to stand up. Ho then, in a low, earnest tone, announces to the school that to his great regret he has been forced to decide on trying the effects of a temporary suspension, Boeing that all his own efforts and those of the school in general have failed to induce the offender to do right. It is a very painful duty to be obliged to punish a pupil at all, and nothing but a strong conviction that his duty to the remaining pupils compels him to adopt this course would induce him to cut any pupil off from enjoying the privileges of the school and play- grounds. He wishes he could even now think of any milder way of getting the boy to act as others were trying to act ; but he is sorry to have to say that all his expedients are exhausted. He is determined to have order at any cost, and as the boy is not willing to adhere to reasonable rules, it is better that they should separate. He hopes, however, and so do the boy's fellow-pupils, that the separation will not be long — it depends on the boy himself — as soon after the time named as he feels that he can do right for the future, he may return, and he will be gladly welcomed by them all. 5. Length of Suspension.— The time may be definite or indefinite. Short periods are upually best, but the time must not be so short as to bring the punishment into contempt. Indefinite suspension fixes no limit. 6. Restoration. — The restoration of a suspended pupil in a delicate duty, requiring judgment and skill. The pupil should realize that the past is buried, and that he is permitted to begin anew. Attention is called to the following points : :«»l I : I . ?i I '- fk' i- r- 130 EXTRAORDINABY PUNISHMENTS. [Pabt III. (1) Restore a pupil whenever he gives satisfactory evidence of a (leturmination to do right. (2) So manage that the conduct of tha restored pupil shall he especially exemplary. He will be closely observed. (3) In no case should the school-board restore a pupil without the approval ' f the teacher. II. EXPULSION. — Suspension temporarily deprives the pupil of the privileges of the school ; expulsion severs his connection with the school. Suspension looks to the good of the pupil as Avell as to the good of the school ; expulsion looks alone to the good of the school. 1. Not a School Punishment.— Expulsion is not designed as a school punishment. It is not reformatory, does not aim at the correction of a fault with a view to the ultimate restoration of the oflfendcr. Its sole object is to protect the school from the evil example of a pupil whose conduct seemingly proves him to be utterly worthless and depraved. 2. Causes for Expulsion. — " When the example of any pupil is very hurtful to the school, and in all cases where reformation appears hopeless" the offender may be publicly expelled, *'and, where practicable, removed to an Industrial School." This is the law in Ontario, and a similar law prevails in most countries. It is sanctioned by the courts, and by public opinion ; and though it seems harsh to cut oflf any offenJIer from ti.e most likely means of reformation^ yet the higher duty of shielding the well-behaved from corrupting influences must override all minor considerations. 3. Who Expel?— "It shall be the duty of the master, with the approbation of the trustees, to expel, etc.," is the provision of the Ontario law. It is the act of the school-board, never of the master alone. 4. Precaution. — Rare, indeed, are the cases that justify this terrible punishment. Ponder long before cutting oflF opportunity and hope even from the most unworthy. Act as if the unfoi-tunate one were your own child. When you consider it imperative to inflict the penalty, think whether you cannot sufficiently discharge your duty to the other pupils by inducing the parent or guardian of the offender to remove him privately from the pchocl. You might, Cap. VI.] EXPULSION— CORPORAL PUNISHMENT. m in that case, explain to the school that you had suggested the with- drawal of the pupil in order to avoid inflicting on him the stigma of expulsion. 5. Restoration. — In most cases the act of expulsion puts an end forever to the school career of the offender ; for the etiquette of the profession is that a pupil expelled from one school will be refused admittance into other schools. But in Ontario it is pro- vided that "any pupil imder public censure, who shall express to the master his regret for such a course of conduct, as openly and explicitly as the case may require, shall, with the approbation of the trustees and master be admitted to the school." III. CORPORAL PUNISHMENT is the mtentional inflic- tion of physical suflering as a reformatory means. There is a marked diflerence between the views now current on this subject and those that prevailed in the past. In former times the rod was regarded aa the great panacea for all the ills of the school ; now corporal punishment is very properly regarded almost as the last resource of the teacher. There is a growing feeling among teachers that it is degrading alike to the pupil who suflers it and to the teacher who is obliged to inflict it ; and consequently the practice is steadily falling into disuse, though the theory of its value as a mode of disci- pline still remains almost as strong as ever. " Grant the right, but avoid the use," is the modem doctrine, approved, with singular unanimity, by the world's educators. The fact that the teacher may and will resort to corporal punishment, if it becomes necessary, exerts a salutary influence. In the ideal school, taught by the ideal teacher, this punishment is not necessary. Li the average school, taught by the average teacher, it may be necessary. In all schools those teachers who seldom or never resort to corporal punishment should be held in t!ie highest esteem. They have learned the art of governing through nobler motives. Ground of Opposition. — The arguments against cok'poral pun- ishment are, for the most part, founded upon its abuse ; but the widest experience as well as the Eoundest philosophy requires its retention as a school punishment. The highly skilful may never need to use this punishment ; good teachers will use it sparingly . ■ it 5C- '"1 I; ':■; !^r 'i ^*» H' i If 1 iif:: 'i: 132 EXTRAORDINARY ttJNlSHMENTS. [Part IT t. and wisely ; only bunglers will resort to it as a common punishment. In another generation, flogging in the school will be regarded as capital punishment is now regarded in the state. General Conclusion. — The utmost discretion and tact is needed to determine when it is advisable to employ corporal punish- ment in support of government ; we would counsel extrem^e modera- tion in the use of it, but we are far from taking the high ground of denying the teacher's right and duty to have recourse to it. The true aim of all school discipline should be to stimulate such action in life as proceeds from the correct idea ot duty. Such motives should be presented as will lead the child to obey rightful authority because he is under the highest moral obligations to do so. If love of doing right in the abstract, or the better- understood feeling of n child, love for his parents or his t>;acher, do not influence him to obedience, then we say that it may be the duty, as it is obviously the right, of the teacher judiciously to inflict corporal punishment. 1. The Infliction Should be Private.— The sacred principle that one child must not be corrected in the presence of another has a double significance here. Only in cases demanding publicity should the infliction take place in the presence of the school. Arc there such cases ? 2. The Punishment Should be Moderate.— It is the moral power of the teacher, and not the severe pain, that proves effective. This punishment simply enables the teacher to reach the nobler nature of the child. In many cases a single stroke is suffi- cient. Severity and cruelty are universally condemned. It is safest to err on the side of mercy. 3. The Instrument Should be the Rod. —The time-hon- oured birch is the fittest instrument. The ferule, »;he strap, the cat-of -nine-tails, are instruments of torture, to be shunned by the teacher. Employ no instrument that is not sanctioned by custom or regulation. 4. The Back and Shoulders are the Fittest Portions of the Body to Inflict. — Avoid all slapping, pulling ears or hair, shaking, or thumping. Hold the head sacred. Never break down the self-respect of the child, nor run the risk of injuring him for life, if not of killing him outright, by striking him on the head. Cap. VI.] GENERAL PRECAUTIONS. 133 5. Punish in Love. — You are the pupil's friend, and seek his good. You grieve to be compelled to punish him thus. You suffer most. The rod alone is poweriess for good. The magic power of love does the work. The pain is soon forgotten, but the heartfelt sympathy of the teacher is like seed ^ ^anted in the pupil's soul, des- tined to develop into a noble life. 6. The Punishment Shou!d be Deliberate.— Prepare the pupil by leading him to realize its necessity. Calmly strike a single stinging blow. Talk earnestly for a minute or two, then give another blow, a lictle more severe. Thus administered, not many blows (seldom more than three or four) will be needed. Whenever the determination has taken possession of the pupil to forsake the wrong and to do the right, the punishment should cease. 7. Treatment after Punishment.— This should be tender and considerate. Reformation is a growth. The pupil must be won back to right feelings and right conduct. Let every look and word and act show him how much you are his friend. Encourage him, stimulate him, guide him. Thus administered and thus followed, corporal punishment becomes a great moral power. But may not the teacher who can fchus administer this punishment succeed even better without it ? G! ' p A>: Bemabks. — After laying down these somev/hat elaborate primir^a* ^^e feel very strongly inclined to say to teacherstees. 4. How to suspend. 5. Length of suspension. 6. Bestoration on proof of intention to do right. Expulsion — Differs fvova. Suspension. 1. Not a school punishment. 2. Causes for expulsion. 3. Who expels f 4. Precaution against utvnecessary expulsion, 5. Restoration on public expi'ession of regret. Corporal Punishment— Ground of Opposition- Con- clusion. 1. The infliction should he private. 2. The punishment shoidd be moderate. 3. Tlie instrument shoidd be the rod. 4. Shoidd be inflicted on the back and shoulders. 5. Pu/nish in love. 6. Tht punishment shoidd ha deliberate. 7. Treatment after punishn\,ei^t should be tendx:r. CHAPTEK VII. Specific Management, and Management of Individual Pupils. I. DETAILED REPORTS DEMANDED.— The medical profession holds in high esteem the numerous volumes giving the detailed practice of able physicians. Not less valuable to the pro- fessional teacher would be volumes containing the specific manage- ment of skilful educators, giving in detail the treatment of special schools, special difficulties, and special pupils. A score of such books by masters of the art of school management, like Arnold of Rugby and President Nott of Union College, would be esteemed above all price. II. THE INEXPERIENCED TEACHER NEEDS CONCRETE CASES.— The training school, the Teachers' Institute, the educational journal, and individual observation furnish these to a large extent ; but the cases need to be more numerous, and should take a wider range. A knowledge of modes of management of the wisest teachers is needed. This important subject has been too much overlooked by our educa- tional journals ; if they would give us more concrete illustrations and fewer theories, it would be better for both readers and writers, III. SUCH REPORTS ARE HIGHLY SUGGESTIVE TO TEACHERS.— No wise teacher will be a mere imitator. History never repeats itself. No two cases are ever exactly alike ; hut cases may be similar, and a report of one may suggest the proper treatment of another. The sensible teacher will adapt the treatment to the school and to the individual pupils. He will never copy, nor ever bacome a mere imitator. IV. DISORDERLY SCHOOLS, PUPILS, AND PARENTS NEED SPECIAL TREATMENT.— Like the skilful physician, the able teacher seeks to discover the oause of the disorder, and he then devotes all his efforts to remove the cause and effect a cure. We have space merely for a few illustrative examples. [135] J I '■ i !i Vi\ I '41 136 SPECIFIC MANAGEMENT. [Part III. V. MANAGBM3NT OP DISORDERLY SCHOOLS.- Treat ea^h case on its merits. Do not suppose that any general system of treatment will suffice to eradicate all the specific disorders to be encountered in teaching. What has answered well at one time may utterly fail at another. Patience, perseverance, and above all, tact, will be required to enable you to apply general principles, rules, and regulations in such a way as to meet the special difficulty you may 4iave to encounter. Make a careful diagnosis of the dis- order, and when you have discovered the specific cause, seek care- fully for the specific treatment necessary to efiect a cure. As a rule, disorderly schools follow the lead of a very few ringleaders ; and if you can get at these effectually, and reform them, the rest of the school will fall quietly into line. Make a special study of the ring- leaders, become interested in them, make them interested in you, employ them to help you in the management of the school and play- ground, and you will soon find the disorder on the wane. 1. Disorder from Physical Discomfort.— Remove the causes. Render the seats more comfortable ; improve the heating and ventilation ; secure abundant exercise ; create an atmosphere of cheerfulness and content. Do not forget to secure the help of the ringleaders in whatever way you can employ them. The sen- sation of working for the good of the community vnl\ raise their ; ioral ix>ne and give you better material to work on in the future. 2. Disorder from Coughing. — Nothing is much more con- tagious than coughing, except, perhaps, laughing. It is a disorder that requires prompt treatment. Send home two or three of the worst cases, who really cannot control the cough, and then require the rest to stop. Most of them will try to do so immediately ; but should any pupil continue coughing, in the hope of being sent home for the day, call him up — divert his attention by some sudden change in his work, or in any other way — ^^and when you find that his cough has ceased, send him to his seat with an admonitory request not to begin it again. A few pointed remarks to the school will then be enough in most cases to hold the evil in check. 3. Disorder from a Rough, Turbulent Glass of Pupils.— Boys, who have never had any good example before them, cannot be expected to be orderly at the outset. They will fight, and lie, and talk during school hours, and very possibly steal into the m Cap.VIL] DISORDERLY SCHOOLS. 137 bargain. Get at the ringleaders ; join in their games, and let them see that you can heartily appreciate vigour and energy when exhibited at the right time. This will do something to arouse their interest ; keep on and interest them still more, till you get them ready to help you. Don't preach at them ; but bend all your energies to the task of enlisting them to help you to carry out the system of the achool. The worst men can be made into soldiers, and they will fight well because there is a system in the army. Speak little. Practise a class in coming and going, until it moves right, if it takes ymi all day. This is the secret of the dicipline of all large schools. Do not worry ; be cheerful. Get up an interest in the lessons. Somehow, get them to studying, by smiles, by praise, etc. Piqk out the leaders, the troublesome cies, and take them singly, and try your influence on them ; get them to help you, to be your assistants. Call on the parents and talk with them ; make them glad you have called. Don't complain of John or Henry ; tell them, however, you want them to improve, and what they should do. Get up some exercises to call their parents in — some dialogues, etc. ; it gives an interest to the school-room. Examine your own manner carefully ; see whether you scold, or fret, or lose your balance or dignity. Improve your manner day by day. One half of the fault is there. Resolve to be maater, not physically, but mentally, morally, by the force of your will. Study to be a power in your school-room. 4. Disorder caused by Whispering.— Many teachers ask, "How can I stop whispering?" I answer — by stopping it. The Stoby op Joseph. — My first teacher permitted us to study "out loud." My next teachers prohibited loud studying, but placed no restrictions on whispering. After that we had a strict teacher, who prohibited all whispering. I could not start to school until the com was gathered, but I heard of the new rule. The morning I entered, the teacher met me kindly, gave me a seat, and arranged my lessons. Very quietly he said : ''Joseph, we do not have any whispering." After about half an hour I forgot this fact, and asked my seat- mate something about recess. The teacher, in passing me, said, in alow, earnest tone, "Joseph, you must not whisper," and went right on with his work. I did not whisper for an hour, when I again thoughtlessly asked my seat-mate for his knife. Again, and still more earnestly, the injunction came, ''Joseph, you nvust not whisper." .> ; :'. 188 SPECIFIC MANAGEMENT. \-]:\ [Part III. I did not whisper again till afternoon, when I was so unfortunate as to ask about tne Spelling lesson. The teacher came to me, and said : " Joseph, you may take your books and come with me. You may occupy this front seat by yourself. When you feel that you can get along without whispering, I will let you return to your seat." For about a week I kept that lonely seat, and thought. I then told the teacher that I could now get along without whispering. "Very well, you may take your former seat." I gave the teacher no further trouble. My recollection is that there was no whispering in the school. The story of Joseph is instructive. The teacher had system, and was wide awake and firm. His management was vigorous and eflTectivei By training, he converted precept and example into habit. Pupils who had always whispered were trained to the habit of non-communication. "Where there's a will there's a way." 5. Disorder because of Contagious Laughter.— "Our high school included sixteen laughter-loving girls, who spent the recesses in telling each other the most amusing secrets, and who often interrupted the school by bursts of uncontrollable laughter. The usual remedies utterly failed, but the following expedient proved completely successful : I changed the programme so as to have a laughing exercise at the t; ae when the girls were generally the worst. When the time came I sent these girls to the board, one by one. The school saw the reason and began to laugh. I explained that I had set apart ten minutes for a laughing exercise ; that whatever they did, I intended they should do in a systematic manner ; and closed by calling on the most mischievous one to begin the recitation. I had so completely surprised the school a. to produce the greatest sobriety, and the young ladies looked so ridiculous, that, at the close, the stillness was broken by one con- tinuous and prolonged uproar of laughter. Some of the young ladies laughed, others wept. I never called the class again, nor was I ever afterward troubled by laughing from those girls." This is a good illustration of the truth embodied in the aphorism, dmUia dmilihus cwrantwr^ which may occasionally be employed in discipline with as much success as in medicine. 6. Disorder occasioned by a Disorderly Teacher.— " To correct such disorder, be orderly yourself; this is the prime requisite. Any other means to secure order is unsatisfactory and unphilosophical. The teacher teaches more by example in all the details of school work than by virtue of authority. In every school the large majority of the pupils will soon imitate Uie teacher iu hi& Cap. VII.l GOVERN THROUGH THE CLA.SS. 139 tone, language, and daily walk in the school-room. If the teacher is noisy in his manner, he will have noisy pupils, and as a result, a noisy school. If he walks heavily, he must expect his pupils to do the same, for like begets like. If he whistles in the school-room, he must expect his pupils to do likewise ; and he should not be surprised if his pupils try to outdo him in this particular, for it is but natural for them to attempt to excel. On the other hand, if the teacher's manner and walk in the school-room are quiet and self-possessed, and his voice at a medium pitch, soon the conduct of the pupils will be similar. The teacher's manner of doing every- thing will be truthfully copied by the band of pupils, who instinct- ively follow him from day to day. " Teachers, are any of you dissatisfied with your order ? If so, I advise you to examine yourselves, find your defects, and set about a reformation, radical and thorough." VI. GOVERN INDIVIDUALS THROUGH THE CLASS. — Instead of giving your attention to individual pupils and single misdeeds, trying to correct each in detail, endeavour to deal with faults in such a manner as to exert an influence upon the entire class, which will lead to right thoughts and better actions. Aun thus to develop the public opinion of your class in favour of the right, so that you may govern individual pupils through the influence of your class. Suppose you have a class of young pupils, among whom are many careless or restless children, and you notice that they make a great deal of noise in taking slates from the desks, or in placing slates on the desks. Telling them to make less noise, or reminding John, Charles, and William that they are too noisy, or taking their slates away from them, will not secure habits of handling slates quietly. But if you tell the class that some of the beys are always quiet in handling their slates, and that it would be .'lo pleasant if all the boys would try to be quiet, and then ask how many would like to try to put down and take up their slates quietly, the unanimous response would commit the class in favour of less noise. Do not attempt to govern your class by naming individual pupils and charging them with faults ; such a course, if often pursued, seldom secures the desired end. Instead of directly telling pupils of their faults and bad conduct, lead them to see their own misdeeds 1 > I 1 ■! 140 SPECIFIC MANA(JEMENT. [Pabt III. The in their true light through the public opinion uf the class. following incident will illustrate this point : Disrespect Beproved and Correoted. — One day a boy gave the teacher of his school an insolent reply. All who heard it were greatly astonished, but the teacher did not exhibit anger by scolding or threatening the boy with punishment. He quickly determined to improve that opportunity by teaching a valuable lesson to the entire school. The very calmness of his manner made a deep impression on the school, and while the pupils wondered how the disrespectful bov would be punished, they felt certain that such conduct would not be allowed to pass unnotir -^d. The hour for closing came, and school was dismissed without any allusion to the conduct of the boy. After the customary opening exercises on the morning of the nexu day, the teacher addressed the school substantially as follows : " Boys, if, while you were at play in the street before school opened, a gentleman who was passing the school had inquired the direction to the railroad station, woidd you have told him the way in a respectful manner ? " ** Yes, sir," was the unanimous response. ** Suppose a common labourer, whose occupation soiled his gar- ments, had come along and asked the way to a certain street, would you have told him as well as you could, or would you have treated him rudely, tellinir him to go about his business ?" " We would tell him the way," said the boys. "Very good,' said the teacher. "Now, suppose a man, very poorly clad, who was seeking work that he might earn a little food for his wife and children, or even one who was compelled to beg his daily food, should ask you a civil question, how would you treat him ? Would you give him a civil answer ? " "Yes, sir," responded the school. "That is right, boys." Thus the teacher prepare(' *^^he school for the lesson he had planned to give. After a pause, looking carefully over the school, until all eyes were fixed upon him, even those of the boy who gave him a disrespectful answer the day before, he said, with a kind but sad tone of voice : " Yesterday afte:moon I asked a question of one of the boys of this school. It was a proper question for me to ask a pupil ; it was a question which was justly entitled to a respectful reply. And yet, I am very norry to know that even one boy in this school so far forgot that respect which is due to his parents, to his teacher, and to his schooVmates as to give his teacher a less civil reply than should have been given to a beggar in the street. I hope no boy in this school wiU ever again forget to be respectfuL" — Calkins. [Pabt III. lass. The day a boy lo heard it b anger by He quickly a valuable Einner made i wondered certain that The hour ' allusion to exercises on I the school efore school inquired the him the way ►iled his gar- itreet, would lave treated man, very a little food )elled to beg old you treat had planned lool, until all gave him a ind but sad the boys of Ipupil; it was reply. And this school so his teacher, rO. reply than I hope no boy -Calkins. Cap. VII.] DULL PUPILS — HARD CASES. 141 VII. MANAGEMENT OP DULL PUPILS.-Mrs. Dumont was the ideal of a teacher, because she succeeded in forming character. She gave her pupils unstinted praise, not hypocritically, but because she lovingly saw the best in every one. We worked in the sunshine. A dull but industrious pupil was praised for diligence ; a bright pupil, for ability ; a good one, for general excel- lence. The dullards got more than their share, for, knowing how easily such a one is disheartened, Mrs. Dumont went out of her way to praise the first show of success in a slow scholar. She treated no two alike. She was full of all sorts of knack and tact, a person of infinite resource for calling out the human spirit. VIII. MANAGEMENT OP HARD OASES.-The wise teacher so manages as not to have hard cases in his schooL The materials of which such are made up are transformed into good pupils. But, in all schools, cases frequently occur that try the teacher to the utmost. For their management no specific has been or ever will be discovered. Each case must be dealt with on its merits. Yet, certainly, the management of similar cases by wise teachers must prove highly suggestive. 1. Charlie. — "Charlie was an inveterate joker. His quaint answers and questions produced no little merriment at my expense. I reproved him privately and publicly without eftect. I resolved to twn the joke. ' Charlie, you may take oflf your coat. Hang it on the chair. Take this rod. Now, whip the coat,' Charlie was much surprised, and went to work with a right good will. I did not restrain the mirthfulness of the school. Soon Charlie broke down and burst into tears. He felt that he was beaten at his own game. After that he gave me very little trouble." 2. Brice. — "I was fairly puzzled. I had tried moral suasion, I had tried punishment, but the boy seemed incorrigible. He had been taken from a lawless private school and sent to me. His last teacher had expressed himself as glad to be rid of him, and he had evidently entered my school with the determination of having 'a good time,' which meant, in his opinion, getting many boys into mischief, and annoying me as much as possible. The boy was gen- tlemanly-looking, bright, and apt ; but * obedience ' and ' order ' seemed to be terms which he habitually and systematically seJ; at defiance. The weak teacher's refuge, suspension, was possible ; but the remembrance of former victories, and the heartfelt desire to train this smart boy into a good and useful man, made me shrink more than usually from such an alternative. I wtvlked away from 1^.- f V If. >l \ 3; I \ I L . * t: J!- ■i 4 I -I i I li' I 142 SPECIFIC MANAGEMENT. [Part 111. the school in some perturbation. What course had I best pursue ? The happy thought struck me, ' Place confidence in him, put him to work for others ; perhaps he will endeavour to deserve this trust.' I caught at the idea, and that afternoon, having called my fourth grade to the blackboard, I said, 'Brice, I liave been some time trying to teach this grade how to do Long Division. Sometimes children catch such things quicker from an older child than ma teacher. You are quite apt at Arithmetic ; will you come up here and try what you can do for them V The boy's face flushed, but he came up with alacrity, and I never saw more patient, thorough work done than he went through for the next half-hour. I had no more trouble with Brice that afternoon, nor have I had a great deal since. As soon as I see him becoming restless, I call on him to help me with some of the lower grades, after which he will always return to his own task with renewed diligence. This method, doubtless, is old to many of you ; but by some it may have been untried, and to such I submit it, hoping that they may meet with like success." 3. "Alfired ard Lena have arrived at that age at whic youthful love begins to develop. They begin to think very much of each other. They begin to sit and stare into the distant future, and study the probabilities of the coming life. Fancy builds air- castles. They are continually smiling at each other. They sit together at rests, promenade together at noon, assist each other in the difficult j xoblems ; notes pass between them ; he waits for her at the gate ; they go from and come to school together ; they are so engrossed in each other that they begin to fail ir. their classes. However beautiful this boy and girl love, it is a serious evil in school life, and must be cured. I felt that something must be done. After much reflection I pursued the following course : "I spoke to the school about a pair of baby lovers. I described their conduct in a ridiculous light. Without mentioning the names, pupils knew to whom I referred. The cure was only part'al. I kept them in at rest, and told them I wanted them to look at each other. I kept them after school, and told them I wanted them to walk home together. A few days' treatment, with the laughter of the school, effected a cure." — Thomas. IX. SUCCESSFUL MANAGEMENT SHOULD BE REPORTED. — Now that teaching and school management are recognized as arts, and the best talent is flowing into our noble profession, the demand for details of practice is imperative. Works now published, giving the practice of Pestalozzi, of Froebel, etc., however valuable, are too meager to meet the wants of teachers. Another decade ought greatly to enrich this department of our professional literature, and give us many volumes filled with the details of skilful and successful school management. 4; [PabtIH. lest pursue? im, put him e this trust.' 1 my fourth a time trying mes children m a teacher, here and try but he came jh work done lad no more sat deal since. a to help me rays return to , doubtless, is ntried, and to ) success." age at whic nk very much iistant future, icy builds air- er. They sit each other in . waits for her r ; they are so their classes, lerious evil in must be done. I described ng the names, ily part'al. I look at each mted them to ,e laughter of koULD BE Inagement are ito our noble ative. Works pProebel, etc., of teachers, tment of our led with the Cap. VII.] TOPICAL REVIEW. 143 Topical Review. — Specipio Management and Management of Individual Pupils. Detailed Reports Demanded. Value to the teaching profession. The inexperienoed Teacher needs concrete cases. Th6 educatimud joumala should report such cases. Suggestiveness of such reports. 1. Each school requires its ovm treatment. 2. Examples a/re suggestive^ not to he closely copied. Disorderly schools, pupils, or parents, need special treatment. Remove the catise a/nd the cure will follow. Management of disorderly schools.— Ringleaders. 1. Disorder from physical discomfort. 2. Disorder from coughing. 3. Disorder from a rough, turbident class. 4. Disorder from whisperi/ng. 5. Disorder from contagious laughter. 6. Disorder from a disorderly teacher. Govern individuals through the class. 1. Praise the good rather than blame tlie disorderly. 2. Disrespect reproved and corrected. Management of dull pupils. Appla/ud and encourage the mere effort to Improve. Management of hard cases. 1. Gharlicy the inveterate joker. 2. BricCy the incorrigible, reformed by helping the teacher. 3. Alfred and Lena, the baby lovers. Successful management should be reported. T}ie demmid for details of practice is imperative. i U r i I P CHAPTER VIII. -I Conditions op Order— School Duties and Rights. Order, as applied to a school, means fitness of condition in all the parties comprehended in the idea of a school. The parties in this idea are as follows : 1. The section as a body politic ; 2. The parents and guardians ; 3. The children ; 4. The teacher. The school is in order ;v^hen, and only when, all these parties are in order. These parties are in order when they are in the condition most favourable for the upbuilding and advancement of the school. Conditions op Order. (Kenedy.) I. FOR THE REOTION.— The section is in order— 1. When it provides for the necessary expenses of the school ; 2. When it is willing to contribute freely to the wants of the school ; 3. When it possesses a decorous and law-abiding public sentiment. II. FOR THE PARENTS.— The parents are in order— 1. When fchey appreciate the value of education to the child ; 2. When they are wise in the daily management of Lheir children's time, with a view to school duties and relations ; 3. When they are properly affected toward the school, and thereby sustain its management. III. FOR THE CHILDREN.— The children are m order- 1. When they are happy ; 2. When they respect the teacher and his office ; 3. When they feel interested in the school, and have pride in its success. IV. FOR THE TBAOHER.— The teacher is in order— 1. When he is thorouglily master of himself ; 2. When he possesses the dearest mastery of the subjects he is presumed to teach ; 3. When he comprehends correctly the relations surrounding and centering in him £1441 Cap. Vni.] OBDER— SCHOOL DUTIES. 145 School Duties. I. DUTIES OF TEACHERS TO THEMSELVES.* 1. To use ever effort to improve in the science and art of teach- ing, and in the art of school management ; 2. To exercise a watchful care over every act and word, teaching by example as well as by precept ; 3. To attend teacher's meetings and educational associations ; 4. To spare no pains to preserve your health ; 6. To pursue some branch of study outside of your professional work ; 6. To read educational books and journals. II. DUTIES OF TEACHERS TO EACH OTHER. 1. To aid and encourage fellow teachers by a friendly appreciation luid recognition of their work ; 2. To give other teachers the benefit of methods you consider good; 3. To extend every courtesy and render every assistance to teachers just entering upon duty ; 4. To sustain your fellow teachers in the discharge of duty. HI. DUTIES OF TEACHERS TO SCHOOL PRO- PERTY. 1. To make the school-room a pleasant and attractive place for children ; 2. To ornament the school-room, when practicable, with pictures, (Irawbigs, etc. 3. To tako good care of all books, maps, charts, blanks, and other school property intrusted to you ; 4. To inspect daily the stoves, furniture, and other school pro- perty, rej orting any damage at once to the school-board ; 5. To take every precaution to guard against danger from fire ; 6. To leave everything in a satisfactory condition at the close of the school ; 7 To improve the school-grounds. • Superintendent Duano Doty, of Chicago, is the compiler of most of these eKoellent hints and suggestions concerning the duties of teachers and pupils. Some changes have been made to adapt these hints to the wants o! ungraded schools, and some on:issions and additions oooor. ,* .i >:,.: y !■' 'I' 'f *fM ^. . J , I 146 ORDEE — DUTIES — RIGHTS. [Pabt III. I ;ii %. IV. DUTIES OF TEACHERS TO PARENTS. «ji, 1. To avoid wounding the fqelings of any parent by word or manner ; 2. To endeavour to secure the confidence and co*operation of parents in your eflforts to benefit their children ; 3. To know that a dispassionate conversation with a parent will almost always convince him that you are pursuing a correct course with his child ; 4. To keep parents fully informed of the doings and progress of their children. V. DUTIES OF TEACHERS TO PUPILS. 1. To know that a pupil's true education is a growth consequent ^pon the proper exercise of all his faculties ; 2. To know that growth and discipline come through the acqui- sition of useful k..Dwledge ; 3. To know that neglect, mistakes, blunders, or carelessness on your part are disastrous to pupils and most difficult to remedy ; 4. To remember that children are children, and need assistance hi many ways, but that the most valuable work for a pupil, under wise guidance, is the work which he does for himself ; 5. To be ever thoughtful of the future of your pupils, and to make all school work and discipline such as will be of lasting service to them ; 6. To remember that what a pupil grows to he is of more import- ance than what he lives to know ; 7. To make yourself acquainted with the home influences aflfecting your pupils ; 8. To talk to your pupils in a natural tone of voice ; 9. To commend your pupils for all earnest work and e£fort ; 10. To teach your pupils how to study ; 11. To teach the reasons for, and the value of good school order ; 12. To train your pupils to the habit of obeying the laws of health ; 13. To train your pupils to do right because it is right ; 14. To encourage a cheerful spirit in all school work ; 16. To require nothing of a pupil that there is a doubt of his ability to do ; 16. To notice faults in manner, conduct, and language, and kindly to correct them ; ences affecting CAP.vin.] DUTIES OF TEACHEfiS. 147 17. To understand thoroughly any complaint against a pupil before acting upon it ; 18. To make no mention of former faults or irregularities that have been settled ; 19. To be just and impaHicu 'f*. all your dealings with pupils ; 20. To keep your school-room at the proper temperature and well ventilated. VI. DUTIES OP TEACHERS TO THE SCHOOL. 1. To be at your post in time ; 2. To be systematic and methodical in all your work ; 3. To be cheerful and enthusiastic in your work ; 4. To keep your classes supplied with proper work ; 5. To give your undivided attention to school duties, never sewing, knitting, working on school records, reading books, or writing letters during school sessions ; 6. To have a caref tdly prepared programme for your daily exercises, And to follow it closely ; 7. To work your classes upon the prescribed course of study ; 8. To talk litUe and in a natural tone of voice, but to do much in school ; 9. To read educational literature ; 10. To know that the best school-teaching is alway. associated with the best school government ; 11. To know that good school goveniinent exists only where each pupil attends quietly and faithfully to his otun business at his own desk, which is his place of business ; 12. To rely upon your own tact, skill, energy, and devotion to your school work ; 13. To feel an honest pride in your school, and a determination that its work and progress shall give it high rank among schools ; 14. To speak the English language in its purity ; 15. To gua/rd against the loss of time and waste of efforts from the following causes : (1.) Stopping work to attend to individual cases of discipline ; (2.) Waiting for dilatory pupils ; (3.) Lecturing or talking upon matters of little importance ; (4.) Fussy and indirect ways of getting to work ; (5.) Slow and noisy movements of pupils abcmt the room ; t (, i ■' ft 1 1 11 * J 1 '? II t t \ \ ■ , '1} Ul ORDER — DUTIES— RIGHTS. [Pabt III. El' i !! i> ' 1 (6.) Ijiadequate preparation for the recitation ; (7.) Writing letters or working during session hours ; (S.) Permitting irrelevant questions by pupils ; (9.) Allowing pointless corrections by pupils ; (10.) Wandering from the subject matter of recitations ; (11.) Speaking too slowly ; (12.) &!peaking in such tones as to disturb and distract pupils at their wor' , (13.) Putting work upon slates, paper, or blackboards too slowly; (14.) Having no definite order of procedure in a recitation ; (15.) Tolerating habits of slowness and laziness in some pupils ; (16.) Dwelling upon what pupils already know ; (17.) Repetition of answers or parts of answers ; (18.) Inattention, requiring repetition of questions ; (19.) Failure by some pupils to imderstand each step in a recitation ; (20.) Having no well-defined next upon which to direct effort. I. DUTIES OP PUPILS TO THEMSELVES. 1. To remember that promptness, energy, patient industry, enthusiasm, and earnestness are the surest reliance for success in student life as well as in business life ; 2. To remember that there is a time and a place for work, for play, for study, and for rest, and that the school-room is the place for study ; 3. To feel the importance and understand the great value of time, and to learn how to improve it ; 4. To be always neat and tidy in dress and person ; 5. To cultivate a cheerful disposition ; 6. To be kind and polite to all ; 7. To cultivate that self-reliance which always commands respect ; 8. To do the very best you can in every work and exercise ; 9. To obey the laws for securing and preserving perfect physical health. ; 10. To be truthful and use good langiiage on all occasions. 11. DUTIES OF PUPILS TO SCHOOLMATES. 1. To be kind and courteous to all ; 2. To be guilty of no rudeness to others ; 3. To speak no ill of others ; Cap. VIIL] DUTIES OF PUPILS. 149 r success in 4. To say nothing of othen that you would not freely say in their presence ; 5. To avoid tale-bearing ; 6. To avoid wasting the time of sohoolmateB by whispering, writing, or passing notijB, or diverting their attention with nods and signs ; 7. To exhibit a helpful spirit in all your relationships ; 8. To protect the weak and unfortunate ; 9. To exercise a watchful care over little ones going to and from school. III. DUTIES OP PUPILS TO TBAOHBRS. 1. To be dutiful, polite, and respectful to teachers ; 2. To render proper explanation for absence and tardiness ; 3. To obey promptly and cheerfully all the signals given by teachers ; 4. To co-operate with them in their efforts in your behalf ; 5. To assist them in carrying into effect any plans for the good of the school ; 6. To do all in your power to help the tsacher to sustain good order. IV. DUTIES OP PUPILS TO THE SCHOOL. 1. To be prompt and regular in attendance at school ; 2. To observe and obey the regulations of the school ; 3. To attend cheerfully to every duty ; 4. To remember that the school is kept for your benefit ; 5. To do ycur full part in making your school the best possible. V. DUTIES OP PUPILS TO PROPERTY. 1. Never to cut, mar, mark, or injure desks, walls, fences, or any seliool property whatever ; 2. To use and guard public property as carefully as if it belonged to your parents ; 3. To return every article to its place after using it ; 4. To keep your books and slates covered, and learn how to use them properly ; 6. To keep your desk and its contents in good order ; 6. To keep the floor about your desk neat and clean ; 7. To be careful in the use of ink, and not stain desks or books ; 8. To see that your shoes are clean before going into school ; ^ 160 ORDER — DUTIES —EIGHTS. [Pabt III. VI. DUTIES C "P PUPILS IN THE SCHOOL-HOUSE. 1. To attend qui My and faithfully to yowr oton biumeaa at your own desk ; 2. To attend pro: iptly to every school requirement ; 3. To move quiet, 7 but quickly about the school-room and halls ; 4. To recite lessons in a full, natural tone of voice, pronouncing every word distinctly ; 5. To do all manual work upon slates, paper, or blackboards with the greatest rapiditv consistent with neatness and accuracy ; 6. To avoid distiin'hing the school by such uivnecessary anrutyances as — (1.) Dropping slates and pencils ; (2.) Noisily taking articles from desks ; (3.) Noisily using pencils upon slates and desks ; (4.) Noisily handling paper and turning leaves ; (5.) Moving the feet upon the floor ; (6.) Striking the desk-frames with the feet when changing posi- tion ; (7.) Attempting to sharpen pencils on desks ; (8.) Using the lips while studying ; (9.) Carelessly opening and closing doors ; (10.) UnnecessarUy calling the teacher's attention to trifles : (11.) Interrupting the teacher when hearing a recitation ; (12.) Briiiging to desks articles not needed in school j (13.) Forgetting to bring your books to school ; (14.) Forgetting where the lesson is ; (15.) Inattention to the instruction ; (16. ) The habit of not understanding a question without repetition ; (17.) Answering questions before being called upon to do so. VI. DUTIES OF PUPILS OUTSIDE THE SCHOOL- HOUSE. 1. To go to and from school in such a manner as not to disturb any one ; 2. To go directly home at the close of school. 3. To come to school at the proper hour, and not earlier. 4. To make no unnecessary noise in the neighbourhood of the school-house. 6. To obey at once the signal for entering the school-house. Cap. VIII.) DUTIES OP PARENTS. 161 .:'^ nging posi- I. DUTIES OF PARENTS TO THEIR CHILDREN. 1. To provide the best educational facilities ; 2. To encourage regularity and promptitude ; 3. To encourage studious habits ; 4. To aid by sympathy and counsel ; II. DUTIES OF PARENTS TO TEACHERS. 1. To sustain teachers ; . - 2. To impress upon their children the duty of respectful and cheerful obedience ; 3. To visit the school and encourage the teacher ; 4. To discourage fault-finding ; 5. To co-operate with the teacher in cases of discipline. III. DUTIES OF PARENTS TO SCHOOL-BOARDS. 1. To select the best citizens as members of tho school-board ; 2. To urge the employment of the best teachers ; 3. To sustain the school-board. IV. DUTIES OF SCHOOL BOARDS. 1. To provide good grounds and buildings; 2. To provide suitable apparatus ; 3. To select the best available teachers. 4. To sustain the teachers. 5. To avoid the selection of relatives or personal favourites for teachers. 6. To give no encouragement to factious complaints. School Rights. I. RIGHTS OF TEACHERS.— Teachers hare rights ; to insist on these is noble. A truckling, cowardly sycophant is not fit to be a teacher. 1. The teacher has the absolute control of the internal workings of the school. He is responsible for results, and hence must be left untrammeled to reach results in his own way. 2. The teacher has the absolute right to classify, teach, and govern the school. Parents and school-boards may suggest and advise, but not dictate. The competent teacher knows best ; the incompetent teacher should be speedily removed. 3. The teacher has a right to the respect and confidence of the parents, pupils, sohool-board, and community. 4 : :. 152 ORDEB — DUTIES — UIQUTS. [Paut in. i I 4. The teacher has a right to a joint control with parents of pupils while going to and from school ; also, to punish for conduct out of school which tends to injure the school and subvert the authority of the teacher. II. RIGHTS OF PUPILS. 1. To the treatment due to rational beings. 2. To sympathy and encouragement. 3. To thorough and appropriate instruction. 4. But, towering above all the specific rights of childhood, and embrac ng them all in its wide significance, is the grand right to maturity — the right to the complete unfolding of its powers — the right to attain its end ; the right to be a man ; the right to read the Creative Mind spread abroad upon His works ; the right to the infinite pleasures that wait upon mature susceptibilities ; the right to scatter happiness here ; the right to retire in peace from a well- employed mortality ! III. RIGHTS OP PARENTS. 1. To thoroughly qualified teachers — ^those who know methods as well as subjects, mind as well as matter. 2. To faithful and devoted teachers. Parents intrust the teacher with their most precious treasures. The teacher owes it to parents to do as weU for the children as if they were his own. 3. To kind and loving teachers. Loving parents claim the right to commit their precious darlings to sympathetic teachers ; teachers from whose hearts issue treasures of love and encouragement; teachers who will take the place of the parents. IV. RIGHTS OP SCHOOL-BOARDS. 1. To manage the finances. 2. To employ and dismiss teachers. 3. To approve the general regulations. 4. To expel disorderly pupils. 6. To sustain worthy teachers. Suggestions. — The youthful teacher will read this chapter many times. The pupils can be quietly taught their duties by giving one or two items at a time. School duties and rights furnish valuable topics for essays and lessons in training schools and Teachers' Insti- tutes. -If Cap. VIII.] TOPICAL REVIEW. 153 the teacher Topical Rbvibw — Oonditioks of Ordbb — School Duties and Rights. Order. 1. Definition. 2. Pa/rties comprehended in the idea of a achoou Conditions of Order, 1. For the section. 2. For the pa/rents. 3. For the children, 4. For the teacher. School Duties of Teachers. 1. Duties of teachers to thevtselven. 2. Duties of teachers to each otJier. 3. Duties of teachers to school properly, 4. Duties of teachers to parents, 5. Duties of tea hers to pupils. 6. Duties of teachers to the school. Duties of Pupils. 1. Duties of pupils to themselves. 2. Dufie'y of pupils to schoolmates, 3. Duties of pupils to teachers. 4. Duties of pupils to the school. 5. Duties of pupils to property . 6. Duties of pupils in the school-house, 7. Duties of pupils outside the school-tumse. Dutios of Parents. 1. Duties of parents to their children, 2. Duties of parents to teachers. 3. Duties of parents to school-boards. Duties of School-boards. 1. As regards the school buildings, 2. As regards the teacher. School Bights. 1. Rights of teachers, 2. Bights of pupils. 3. Bights of parents. 4. Bights of school-boards. i 'i\ '■-' ,»:,! i II I PART IV. STUDY AND TEACHING, i i CHAPTER I. — Rules and Conditions fob Study, " II. — How TO Study. III. — Aet of Securing Attention and Study. IV. — Work for the Little Ones. V. — Principles I'ertaining to the Science of Edu- cation AND thb Art of Teacpino. (t (i «( V a h- !•'! PART IV, STUDY AND TEACHING, CHAPTER J^ Rules and Conditions fob Study, 1 ; I Questions Relating 'o the Art of Study.— How may pupils be trained to study ? How may the teacher secure study ? How may the largest results be obtained from the efforts put forth ? How may such a desire for knowledge be created as will make of the pupil a lifelong student ? In this and the following chapters the attempt is made to answer these questions. Certainly no part of the art of school management is of greater importance. Importance of the Subject. — We have already said that one of the most imperative duties of the teacher in the intellectual development of his pupils is to instruct them in the art of acquiring infonnation from books. It is not at all an uncommon thing to find, even in the ranks of the teaching profession, men and women who have not yet fully mastered this art themselves. As long a» the question before them is simply how to acquire additional infor- mation on any subject with which they are already tolerably familiar, they do not find much difficulty in extracting the desired knowledge from the volumes in the referwice library ; but when the necessity arises to diverge into some hitherto unknoAvn region of learning they find it extremely difficult to follow the plainest directions of the guide-book. Such teachers frequer'ly exhibit a most lively and laudable anxiety to remove from the paths of their [167] ^ I. 158 STUDY — RULES — CONDITIONa [Pabt IV. pupils tho stumbling-blocks that have proved so troublesome in their own experience ; but they fine? it, of course, an almost impos- sible task to teach others vvhat they have never learned themselves. THE BUI/^S FOR STUDY, being first thoroughly mas- tered by tho teacher, should be taught systematically to the pupils. They have proved of great value to many hi>ndreds, and the teacher can hardly benefit his pupils more than by teaching and illustrating one C)f them each week, and training the learners to apply them. Better study conditions, better learning. Whatever tends to secure effective study tends to elevate the student and the race. I. Take a Deep Interest in what you Study.— Cold ii'on can not be welded. The indifferent student fails to weld the new and the old knowledge. Heat the iron and a f.ew strokes do the work. Interest is mental heat ; learning and memory are in proportion to the interest. A cold, slow, repulsive teacher is a dead failure. He who can not create and sustain a deep interest can not teach. The student who does not take an interest in his work does not learn. II. Give your Entire Attention to the Subject.— Atten- tion is the condition of knowledge. But for the accumulated power of attention, learning and progress would be impossible. Close and continuous attention enables the pupil to master difficulties and retain results. As the rays of the sun, when concentrated by the burning glass, produce combustion, so, when the energies of the «oul are directed to a single point, the mind bums its way through all difficulties. Newton said : " The difference between myself and others is, chiefly, that I have acquired the power to concentrate my attention more completely, and to hold it longer on a subject, than most men." Herein lies the secret of success. A giddy, inatten- tive pupil accomplishes little. A teacher may do much but if he can not secure and hold the attention of his pupils he can not teach. III. Study Systematically both as to Time and Method. — A programme sufficiently elastic to meet the various circumstances is needed. A well-arranged programme enables the Student to accomplish double as much as he ordinarily will do with- out one. " In education," said Everett, "method is everything." The pupU who knows h w to study, and wisely uses his time, can Cap. I.] RULES FOK STUDY. 159 prepare his lesson better and in much less time than one who does not know how to study, or who lacks system. A teacher who is not systematic, or who can not train his pupils to system, has no busi- ness in the school-room. IV. Master Bach Step £U9 you go.— The child asks, " What is it V the boy or girl, ''How is it ?" the youth, " Why is it ?" the man, '' Whence ia it V The child masters the objective phase of the subject ; the boy, the analytic ; the youth, the scientific ; and the man, the philosophic phase. While in hand, is the time to master the lesson. To go through a book once should in most cases be suflGlcient. Let each lesson be a review of previous lessons. " Leave nothing unconquered behind." Teachers who hurry their pupils through the book, who crowd them through many and long lessons, do much to injure them. Study few subjects. Short les- sons and long study will produce strong men and thorough scholars. The teacher must guard against the error of supposing that mas- tery of the subject means the thorough comprehension of it in all its manifold relations. To acquire such a mastery as this of even the simplest subject of study would demand the highest powers of the human intellect ; but it is possible for each pupil, if judiciously guided in his mode of study, to acquire by once going through the text-book, such a mastery of the subject as is within the reach of his intellectual development. The child is not expected to master the analytic, the scientific, or the philosophic phase of any subject. V. Think Vigorously, Olectrly, and Independently.— "Thinking makes the great man." The ninny dreams, leaving others to solve the problems and think out the lessons. In most classes may be found those putty-faced, soft-brained, indolent crea- tures, who do their best to prove Darwinism. A.bility to thhik rapidly and eflfectively is the objective point in intellectual culture. The honest, independent, and able thinker is the grandest man that walks this earth. VI. Study to Know, not to Recite.— Studying to recite is one of the greatest evils connected with school life. In many schools the pupils who study to know are the exceptions. The lesson is recited glibly to-day, but forgotten to-morrow. Good marks are secured, but the child is not educated, flight loethoda I . i i.'ii ji, i I s m '^ M r» ■pp mm 160 STUDY — RULES — CONDITIONS. [Part IV. of teaching render such reciting impossible. The true teacher inspires the pupil with a love for knowledge. The subject is studied, and the book is used as an instrument. Instead of merely reciting the facts, theories, etc., given in a book, the pupil tells what he thinks about what the book says. The teacher and the pupils together work out wider, deeper, more accurate views of the subject than can be obtained from the text-books. Pupils thus taught never Jimah their education ; it begins in the cradle, nor ceases at the grave. VII. Use what you Learn. — Knowledge increases mental power. It \B valuable for its own sake. Use keeps knowledge fresh. Think, write, talk. Connect books and nature. Connect past and present acquisitions. In whatever you engage, command and use your entire resources. The true teacher trains his pupils to use what they learn, by leading them to tell what they know. VIII. Duly Mix Study, Recreation, and Rest.— Recrea- tion and rest are essential to physical vigour, and hence to eflfective study. Winship practised gymnastics and lifting for an hour or two a day, until the weak boy became the strongest man in the world. Daniel Webster would concentrate his mighty powers for a time, then take recreation, and he became the intellectual giant of the age in which he lived. "Work while you wor^': ; play while you play. " Hard study hurts no one. The greatest thinkers are usually healthy. Man was made to think. GOOD CONDITIONS OF STUDY are essential to the proper carrying out of any rules or system, and to the full realiza- tion of the hopes of teacher and pupils. Cheerful, earnest, well- directed study is the key to scholarship and success; it cannot be secured except under favourable conditions. I. Physical Conditions.— The body is the organism through which the mind works, and hence must be kept healthy and vigor ous. Pure air, suitable exercise, proper diet, cheerfulness, and abundant sleep are the physical conditions of hard study. The stomach should be neither empty nor loaded ; the system should be neither excited nor relaxed ; the position should be neither uncom- fortable nor sleep-inviting. Under such conditions, pupils will have clear heads and the power of physical and mental achievement and en<^urance. Cap. I.] CONDITIONS OF STUDY. 161 II. Surroundings. — The disciplined mind may work on through turmoil, but even philosophers seek solitude and stillness. Much more does the inexperienced pupil require the most favourable sur- roundings. The wise teacher manages to have a quiet school, to have communications made only through the teacher, to avoid all distractions ; he so arranges everything as to foster study. Parents should see that certain hours are made equally favourable for home reading and study. The pupil will soon learn to place himself under the most favourable conditions, and **In solitude to muse, to think, to conquer." III. Struggle or Perish Alone.— Each soul is an individual personality. Self-study and self-help develop individuality and power. Each pupil is trained to do his own work. He learns that ''Heaven helps students who help themselves." During recitation and social intercourse, he gains what he can from others. During study, he suffers no one to hinder or assint. The habit of indepen- dent study grows into the habit of independent thinking and acting. IV. Programme for Study.— Comparatively short periods of study, with ever-increasing intensity, are best. I have found forty minutes the best average time for advanced students, both for study and recitation. Intense study during periods of forty minutes, followed by a few minutes of real recreation, enables the student to accomplish twice as much during a year uj he can by drudging on through many weary hours. Lively recitations of forty minutes each, followed by short recess. \ are also by far the most favourable for advancement. The young r the pupils, and the more intense the work, the shorter must be i e periods of study and the longer the intervals of rest. The plan now adopted in many schools, of having a recess of ten minutes at the cose of each hour, is based on a profound knowledge of child-nature. Effort must stop short of exhaustion. After rest, the mind readily grapples with the work of the hour. With renewed vigor and power, after each period of recreation, the pupil takes up again the problem. He works syste- matically, doing specific work at specific times. The youth who vigorously follows these directions will steadily increase in physical and mental power. m ^M'' r I I •■ V'. I f 162 STUDY — RULES — CONDITIONS. [Pabt IV. TopiO-Ai, Re VIEW. — Rules and Conditions for Study. Questions relating to the art of study. 1. Nature of the questions to he cmswered, 2. Importomce of the stihject. 3. Neglect of special trawmg in the use of books. Rules for study. 1. Should he learned by the teacher. 2. Should he taught systematically to the pupUs. I. Take a deep interest in the work. 1. The v/ninterested teacher fails to tea^h. 2. The uninterested pupil fails to learn. II. Give your entire attention to the subject. 1. Goncenl/ration of attention masters difficulties. 2. Newton's secret of success. III. Study systematically both as to time and metho 1. 1. Need of v)(U-arranged programme and tim^ taMe. 2. Equally necesmry for pupU amd teoAih&r. rV. Master each step as you go. 1. Mental development accords with grotvth in yea/rs. 2. Short lessons studied long produce the best residts. 3. Pupils should gain suxih mastery of the subjects as best an 7 . their age and mental capacity. V. Think vigorously, clearly and independently. Ability to do so is the objective point in intellectual cul.turc. VI. Study to know, not to recite. Not what the booh says but what the student thinks vt iw,iJoi- tant. VII. Use what you loam. Reproduce and apply what you have studied from hooks. VIII. Duly mix study, recreation, and rest. A sound mind in a sound body cannot be otherwise secured. Conditions of study. 1. Physical conditions must he favowrahle. 2. Surroundings must be quiet and orderly. 3. Students must be prepared to struggle or perii,i\ alone, 4. Programmes for study should be carefully planned. ' <*. CHAPTER II. How TO Study. e secwea. How to Study is the most important lesson that can be taught by the teacher to the pupil, for the development more particularly of his intellectual powers. Any one can study, but he is a philoso- pher who knows what to study, and when to study, and how to study. The fanner, the mechanic, the artist, the scientist, and the teacher are entitled to start with the accumulated experience and achievements of the race. Thus only is progress possible. Surely the child is entitled to no le^s. To leave the young to grope their way is to rob them of their best years. Wise parents guide the efforts of their little ones. Experienced and wise teachers should direct the activities of learners. The chief office of the teacher is to train pupils to right habits of study. He who knows how to study and has the will to study scarcely needs a teacher. He has learned how to search for truth and how to master subjects. He has gradually become self-helpful !ind independent of the teacher. He falls in love with knowledge, and esteems truth more than millions of gold. The pupil thus trained will be an earnest student through life. How may we edu- cate our pupils to study ? How may we make them independent of ourselves. Attention to the following considerations relating to the order, rids, and benefits of study will assist the teacher in his efforts to find satisfactory answers to these questions. I. PROGRESSIVE STEPS IN STUDY. 1. Get Olear Ideas of the Lesson. — Experience and pre- vious lessons furnish the basis. What is tiie general subject? What are the relations of the lesson to previous lessons ? What,ever the lesson, the loamer asks himself these questions. With the subject clearly before his mind, he goes to work. [163] } ■ I k '' ;•' if iv'\ , • i 164 HOW TO STUDY. [Part IV. 2. Bead the Lesson Carefully. — This is done in order to get before the mind its general scope. The student reads the lesson slowly. Each word not understood is examined, and, if compound, analyzed. After thus reading the lesson, the student is prepared for its systematic study. 3. Master the Leading Features of the Lesson.— Now begins hard study. Definitions, principles, divisions, and leading facts or statements are made a part of the pupil's self. He will not rest until he can correctly present and clearly illustrate the principal points. Committing and reciting definitions, principles, or state- ments, that convey no meaning to him, are monstrous errors. Only principles, definitions, and facts, thoroughly understood, should be treasured in memor 4. Study Details and Illustrations.— From particulars to generals, then from generals to particulars, is the true method of study. The student begins with the concrete and works up to definitions, principles, and classification ; reversing the process, he reduces generals to particulars, thus verifying his conclusions. He synthetizes and analyzes ; he induces, deduces, and reduces. He begins with intuitive knowledge, works up to generalization, and finally reduces all generalizations back to intuitive knowledge. At every step he has recourse to illustrations. Illustration is the great lever in study and teaching. To illustrate means to illumi- nate, to make clear. Illustrations remove mountains of darknesa and difficulty. The unknown is expressed in terms of the known. New and abstract truths are reduced, by concretion and comparison, to the range of experience. The child and the philosopher pursue substantially the same course. Too much detail, and too many illustrations should be care- fully avoided ; they weary the pupil and tend to obscure the principles rather than to illustrate them. Enough should be given to ensure a mastery of principles and their ready applications, and here the details should cease. Some pupils will require more than others ; even experienced teachers will need to be on the alert, and guard against extremes on either side. II. HELPS IN STUDY.— If the mechanic needs tools, how much more does the student need books ? Books are guides as well Cap. II.] STEPS AND HELPS IN STUDY. 165 as implements. To learn what books to use and how to use them to the best advantage is one of the most important parts of an education. 1. The Dictionary Stands First.— As soon as the pupil begins the Third Reader, a small dictionary should be placed in his hands, and he should be trained to use it properly. The advanced student, at any sacrifice, must have for constant use an unabridged dictionary. Without a dictionary, no lesson can be properly pre- {)ared. Whenever there is a doubt about the meaning, pronuncia- tion, or spelling of a word, the appeal is made to the dictionary. It should be the constant companion of teacher and pupil, as it is of the scholar. 2. Other Text-Books for Reference are needed.— Other authors may often open up new fields of thought, or present the topic from different standpoints. The student with two or three text-books to consult on the same subject has decided advantages. 3. Reference Books. — A good encyclopaedia is invaluable. It enables the student to gain wider and deeper knowledge. He finds where information may be had, and learns how to gain it. The more of the works of great thinkers the student has at command, the better. These he consults as he does the dictionary, or as he asks the views of his companions. He learns to commune with the masters, and thus discovers the sources of information, and acquires the power of vigorous thought. 4. Objective Helps. — Agassiz would leave his pupils for days to gain what they could from objects. Afterward he would give instruction based on the student's own observations. Great teachers seem to have uniformly pursued a somewhat similar course. This method is divine. A pupil studies geology from the book ; when he comes to the rocks he has to begin again. Does his knowledge help or hinder ? The better plan is to begin with nature. Let the pupil make crude collections for geology, zoology, and botany ; he finds in these the keys to unlock the books. In geography, physics, and chemistry, let him construct, if necessary, simple apparatus to illustrate the principles. In this way he forces the secrets from nature and from the books. One experiment made by the pupil lumself is worth hundreds witnessed. : I., i:' ' »;'■ i, m 'rl: 1 ii; i'. ; -1 ; J •1 ■ V ; f ■ t 1 i ■ V ■ 1 166 HOW TO STUDY. [Part IV. 6. Outlines of the Subject. — After the subject has been carefully studied, the student prepares an outline, showing the relations of the subdivisions, and also the relations which the sub- ject discussed bears to other subjects. Outlines, properly used, are valuable for these reasons : (a.) The. Outline gives Comprehensiveness. — Having mastered the parts, the student now examines the subject as a whole. What are its latitude and longitude ? What are its boundaries ? What are the logical relations of the subdivisions ? The answers are embodied in the outline. (6.) The Outline aids Memory. — Ideas ar? associated in their logical relation. Any link in the outline suggests all the other parts. Students who lack system will be found deficient ia memory. Teachers who leave subjects scattered in fragments need not expect their pupils to retain permanently the things taught. Caution. — Do not make a hobby of diagrams. Though of great value when properly used, outlines may becon.e an incubus. Details precede summaries. The outline is used for review. The teacher who begins with the diagram shows that he has failed to grasp a fundamental principle in teaching ; he begins at the top to build the tower. in. BENEFITS OP HARD STUDY.— School-books have been so simplified and diluted, teaching has been so largely degraded to the trade of feeding children with spoons, parents have become so fearful that hard study will ruin the health of their fragile darlings, that there doubtless is danger that hard study may become a lost art. Let e\ ory educator and every parent ponder the follow- ing facts : 1. Hard Study is Healthy.— Man was made to study. Gieat students have usually been long-lived and healtiiy. Proper food, plenty of sleep and exercise, and right habits will insure to the hard student vigorous health. Abominable diet, late hours, excessive novel-reading, dissipation, and lack of abundant open-air exercise- not ha/rd study — are the causes of bad health among students. No student who obeys hygienic laws will ever be injured by hard study. ** Many, far too many, of our school girls and boys are ill-fed or over-fed, and their stomachs, rather than their brains, are over- iiPii Cap. III.] BENEFITS OF HARD STUDY. 167 worked. Many, far too many, of oui* girls, in school and out, are dressed in ways that invite sickness and disease, and their bodies suffer far more than their brains ; but jaded stomachs, congested livers, and obstructed circulations make heavy, neuralgic heads, and study becomes a process attended with weariness and discomfort." 2. Hard Study Develops Manhood. — Nothing else can take its place. Hard study is the royal road to manhood, as well as to geometry. The student must grapple with the problems and solve them for himself. This gives pluck and tenacity. It develops the feeling of mastery and independence. 3. The End of Study is Culture and Manhood.— Books, teachers and schools are means. Good teachers and good books stimulate and direct eflFort, but do not relieve the pupil from effort. All our improved educational instrumentalities and methods simply increase the facilities for working out our own educational salvation. " Thinking makes the great man;" Hard study is the royal road to manhood and success. 4. Hard Study versus Amusement. — "A life spent in practical education is the best means of exploding the foolish theories which make the staple of many treatises that assume to tell the teachers how to teach. The teacher's work is so practical that, when he does it best, he can hardly himself tell how he does it. I once thought I could make learning so entertaining that pupils could be educated as an amusement. In this view I was fortified by Rousseau, Locke, and Pestalozzi. I have since learned that such an education, if it were possible, would be a miserable prepara- tion for the stem realities of life. While the teacher should win the attention and sustain the interest, he should keep in mind that amusement in education holds about the same ratio to toil that a lady's jewelry does to her substantial dress." — (Prof. F. T. Kemper.) 5. Hard Study must be Encouraged. — Oral teaching must be made to stimulate and direct effort, not displace it. Trans- parent and well-arranged books must be made to aid in the acquisi- tion of real knowledge. Time must not be wasted in solving puzzles and answering conundrums. Parents and teachers must encourage hard study. Only thus can we educate a race of brave, strong, independent men and women. ■'-■ I ' « i- I ' t » Mil ,1:. i m V • ml '"ill' !J '.lii: 168 HOW TO STUDY. Topical Review — How to Studt, [Part IV. The Art of Study. 1. Importance of the aubjeet. 2. When ma/y the teacher's help he withdra/um t Progressive Steps in Study. 1. Get clea/r ideas of the lesson to he studied. 2. Bead the lesson earefvlly. 3. Master the leading features of the lesson. 4. Study details a/nd iUusi/raUons. 6. Avoid too vfvuch deta/U, Helps in Study. 1. 2%€ dictionary stands first. 2. Other text-hooks for reference. 3. Encyclopedia and other reference hooks. 4. Ohjective helps — observation and experiment. 5. Outlines give comprehensiveness and aid memory. 6. Diagrams are used for review^ not for introduction. Benefits of Hard Study. 1. Hard study condiices to health. Importance of haUhud obedience to hygienic laws. 2. It develops manhood. 3. The end of study is culture and manhood. 4. Hard study is superior to am,usem,ent. 5. Hard study must he encouraged. ill! 0»*'VWWVW\«~N«0'» CHAPTER m. Aet of Securing Attention and Study. Attention is the power of the mind to direct ita own activities. It is the concentration of the mental energies upon one thing ut a time. The art of teaching is based on the art of securing and hold- ing the attention of the learner, and thus developing the habit of attention. I. EDUCATIONAL IMPORTANCE OP ATTENTION. 1. Attention is the Condition of Knowledge.— Without some degree of attention, nothing can be learned. The accumulated ">wer of attention renders acquisition possible. 2. Mental Growth Depends upon Attention. — Mental power increases in proportion as the pupil acquires the power of exact, rapid, penetrating, and prolonged attention. Imbeciles lack this power. 3. Perception and Memory Depend upon Attention.— Where there is no attention, we are unconscious of mental action, and hence recollection is impossible. The closer the attention, the clearer are our perceptions and the more tenacious our memories. Indistinct perception and poor memory are largely the results of the habit of inattention. 4. Teaching Power is Determined by the Power to Secure and Hold the Attention. — Without this power, neither ability nor scholarship can avail. It is clear that the art of securing attention is a fundamental qualification of the teacher. Education is a failure unless it develops in the pupil the power of penetrating and prolonged attention. 11. UNFAVOURABLE CONDITIONS.— As far as pos- sible, whatever distracts attention should be avoided. The disci- plined mind may*Vork amid confusion, but children need every favouring influence in their weak efforts to give attention. [169] i'- I'l ■•' :■ t ■ \i' m-\ . t vk hil!^ 170 ATTENTION AND STrDY. [PabtIV. 1. Boisterous Teaching Distracts the Attention of those Studying. -Teachers and pupils should speak in low or medinm tones. We want energy, but not noise. Study to be quiet as well as earnest. 2. Punishing Pupils during School Hours Seriously Interferes with Attention.— Only the most unskilful teacherH distract the attention of the school by reproof or scolding or other punishments. "A time for everything." 3. Speaking to the Teacher Diverts Attention.— "May I speak ?" "May I o^et a drink ?" " May I leave my seat ?" No such questions should be pt.r>nitted. All necessary communications should be made by silent signal;: The first question must never be asked. For the second question, the hand is raised with the first finger extended ; for the third, with the first and second fingers extended, etc. The teacher responds by an appropriate movement of the head. Better see that all such things are attended to during the recess, and thus avoid these interruptions. 4. Watching Disorderly Pupils is most Damaging.— The entire attention of the teacher is due to the class reciting. Only thus can he hold the attention of the pupils. Here is a serious difficulty. There is no remedy but in training the pupils to the habit of self-government. Place the disorderly where they will not need watching. Let your eyes and ears always be wide open, so as to take in the whole school. Watching the bad pupils will become unnecessary. III. HOW NOT TO SECURE ATTENTION. -Atten- tion is not secured by claiming it ; not by entreating it ; not by urging its importance ; not by threats ; not by promises ; not by bribes. All such efforts are the subterfuges of the weak and the unskilful ; but they fail to long hold attention, and utterly fail to develop a habit of attention. The art of securing attention is posi- tive, not negative. IV. RULES FOR SECURING AND CULTIVATING ATTENTION. Rule 1. Command Attention by Interestmg the Pupils. — This is the fundamental means of securing, as well as of cultivating, the power of attention. The teacher must have some- Hi Cap. in.J CONDITIONS AND RULES. 171 thing good to present, and niunt present it in a suitable manner. Study the secret spiings of interest. Keep ouriosity and the thirst for knowledge always active. (1. ) Navel Objects. — The child is all attention to novel objects. As primarj' teaching is necessarily objective, means of interesting pupils are readily commanded. Infinitely silly must be the teacher who does not use objects as the means of securing and cultivating the attention of children. In nearly all school work objects may be used to increase the interest. (2.) Stories. — Children are wonderfully attentive to stories, anec- dotes, incidents, and lively descriptions. Each recitation may be made more attractive and more valuable by incidents, anecdotes, or aoniething else in this line. Be brief, and make everything illus- trate the lesson. (3.) Adaptation. — All knowledge, if timely, and adapted to the capacity of pupils, may be made as interesting as objects and stories. Your language, your manner, your illustrations, and your methods must be suited to the advancement of your pupils. The knowledge uiust be yoa/rs, and must be fresh. (4.) Mistakes. — Tasks, repulsive lessons, and forced work are educational mistakes. They repel and repress rather than develop the power of attention. It is glad activity that gives culture. When study is made more interesting than play, pupils, unasked, give the utmost attention. By interest and management, not by force, the soul is reached, and glad effort secured. " Command the attention of young pu-pUs by an animated manner, and by addressing curiosity and expectation ; of older pupils, by brevity and clearness of language, and by logical connection of matter." Rule 2. Win Attention by Endless Yaeiety. — Avoid all routine, all monotony, all prosy explanations. Make everything real. Flash upon the class your information and your explanations. Win attention by presenting new and freeh knowledge. Prepare for each lesson. Create activity and win attention by constant surprises. Thus, while educating others, you will yourself grow strong and vigorous. i i i ! 1 ?l I I! f| 172 ATTENTION AND STUDY. [Part IV. Rule 3. Attract Attention by a Good Elocution.— Don't talk much ; don't talk loud ; never scold ; and seldom repeat. Talk to the point, be in earnest, and keep in mind that ** words fitly spoken are like apples of gold in pictures of silver." As the magn it attracts the needle, so does good elocution attract attention. Where the elocution is good, it is seldom necessary to ask attention. It is hard for any one to give attention to droning, inarticulate, monotonous, lifeless utterances. " 'Tis modulation charms the ear " and rivets the attention. " That I may attract attention, I must have attractive power that will draw the pupil toward me. I must have magnetism that will hold the pupil fast to me. I must have enthusiasm that will fire my pupil with zoai for work. I must be able to sink myself from sight ; to transfer attention from myself to my subject. If I have thesu four personal elements in my teaching, I shall get attention and hold it. If I have not, I must cultivate them." Rule 4. Compel Attention by Right Class Manage- ment. — Each member of the class is held responsible for the entire lesson. Each one may be called on at any moment. Inatten- tion is considered a serious disgrace. Questions are asked but once. Topic and question methods, individual and concert answers, written and oral work, are duly intermingled. The pupils are learning, not merely reciting. Most minds are somewhat sluggish, and work well only under pressure. The skilful teacher incites without exciting ; presses without coercing ; instructs without repressing self -helpfulness ; inspires without confusing ; compels without forcing. Rule 5. Favour Attention by l^'requent Change of Position. — If kept long in one position, pupils will become restless and inattentive. Now let them stand, now sit ; now make them work on the board, now explain ; now let them answer indi- vidually, now in concert ; now give a moment's exercise, or vary the position in some way, and thus niike attention possible and pleasant. " Give attention a chance." Rule 6. Promote Attention by Vigilance. —Use your eyes and ears. The entire class and the entire school must be seen and heard. All symptoms of inattention must be noted at once and -™¥^ Cap. III.1 RULES AKi) tlEGULATtONS. 173 the remedies applied. Stupid teachers, who see but a part of the claaa or school, promote inattention. Sensible teachers will not continue the lesson for a moment without attention. The alert teacher promotes attention by always being wide awake. Rule 7. Cvdtivate Attention by Frequency of Repe- tition.- -During each recitation the leading features of previous lessons are required. Because they are required to use their know- ledge continually, pupils leam to give close attention. Studying merely to recite is a fatal error. The lesson of to-day is forgotten to-morrow. Now, notliing can be said to be well learned until it has been often before the mind. Then, children delight to do that which they can do well. Cultivate attention by making each lesson a review of all previous lessons. Rule 8. Stimulate Attention by Rewarding it. — Always have something interesting and valuable to present. The teacher supplements both the book and child-experience. He is a great student. He constantly interrogates nature. His knowledge is always fresh and sparkling ; it is at once wider and more specific than that derived from text-books. He opens up to child-Tnind new beauties and new wonders. Curiosity is kept active. Every energy is aroused. The pupil grows strong as well as wise, and the power i»f ready and penetrating attention becom.s a life habit. Rule 9. Encourage Attention by Showing that it is the Key to Success.- Your own observation will furnish many examples. Each successful life is an example. Each pupil's experi- ence will illustrate the rule. (1.) Newtoii. — "The difference between myself and other men consists chiefly in the habit I have acquired of more completely concentrating my attention, and holding it longer upon a subject, than most men. Because I have acquired the power of intense and prolonged attenti(;n, I am able to accomplish what others fail to do." (2.) Dickens. — "The only serviceable, sale, certain, remunerative, attainable quality in e^^ery study is the power of attention. What- ever I have tried to dc in life, I have tried with all my heart to do well. Whatever I have devoted myself to, I have devoted myself to completely. This I now find to have been my golden rule. " (3.) Napoleon. — "The mind ia like a chest with many drawers : s- 174 AITENTION AND StUDt. tt*ART IV. I ! J 'J 1 r ij when one is opened, all the rest should be closed. I am able to despatch a marvellous amount of work, because, with all the powers of my mind, I attend to one thing at a, time. When I have finished the work in one drawer, I close it and open another. When 1 have finished and closed all, I can rest ; I can sleep at once, even on the battle-field." V. UNWISE INCENTIVES TO STUDY.— As a rule, prizes, individual emulation, rewards, punishments, and all such incentives, are unwise and geneially injurious. The true teacher will very seldom need to resort to such expedients. The incentives embodied in the above rules will be found all-sufficient. *' If prizes are ever offered, it should only be in cases where f\-^ pupil can not be reached by worthier motivos, and as an expedient to lift him to a higher plane. *'I have known a few cases in which rewards, and even punish- ments, were productive of good results ; but such instances are exceptional. The rule is, that t]\e fruitage of such motives is bad. Inflating the minds of children with ambitious prospects of becom- ing some 'great one' is baneful and pernicious. Such incentives turn the youth from the shops and farms and overcrowd the pro- fessions — results inimical to the stability and prosperity of tho state. "The love of knowledge, the development of a true manhood, preparation for the highest usefulness, qualification for the greater! happiness, approval of the Creator— these are better, safer, nobler motives." — Prof. William Irelan. The Question of Rewards and Punishments is one that still admits of discussion ; and we do not .^ntend our statements in the text to imply that all rewarde and all punishments are to be discarded, even as means for the attainment of the mental development of the pupils. The true objective point in education is the development and culture of tiie mind, and the communication of knowledge by the teacher, directly and indirectly, is and always will be the chief means of securing this end. He is the best teacher who can attain this object with the least help from rewnrds and punishments ; but we do not expect that even the best teacher will be able to dispense entirely with these doubtful incentives until the educational millennium has arrived, and that, we fear, is not bo very close at hand as some of us would fondly hope. Cap. III.] TOPICAL RKVIEW. 175 Topical Review. — Art of Securing Attention and Study. Importance of securing attention. 1. Attention is the conditioii of knowledge, 2. Mental grotcth depends upon attention. 3. Memory and perception depetixd upon attention. 4. Teaching power is determined hy the pmver to secure attention. Unfavoujcable conditions for securing attention. 1. Boisterous teachiity. 2. Punishments. 3. i^edking to the teacher. 4. Watching disorderly pupils. How not to secure attention. 1. Not by claiming it. 2. Not by entreating it. 3. Not by force. 4. Not by urging its importance, 5. Not by threats. 6. Not by promises. 'i. Not by bribes. 8. Not by punishments. Rules for securing and cultivating attention. 1. Command attention by interesting the pupils. 2. Win attention by endless va/riety. 3. Attract attention by a good elocution. 4. Compel attention by right class management. 6. Favour attention by frequent change of position. 6. Promote attention by vigilance. 7. Cultivate attention by frequency of repetition. 8. Stimulate attention by rewarding it. 9. Eticourage attoxUon by showing that it i» Uie key to success. Unwise incentives to study. 1. Prizes. 2. Individual emnlation. 3. Bewards. 4. PunisthmentSy eto^ \:- J ,:' CHAPTER IV. Work for the Little Ones. Pestalozzi is credited with the first discovery of childhood. Every successful primary teacher makes the same discovery. As a result, many of our primary schools are becoming models of interest and adaptation ; means and methods are adapted to child-nature. As flowers unfold amid sunshine, so children develop under genial influences. I. SCHOOL WORK SHOULD GIVE PLEASURB.- As motion is in the line of the least resistance, so education is in the line of the greatest pleasure. Not painful, but pleasurable, are the processes of development. The application of this pervading principle is working an educational revolution such as the world has never before known. The old education was painful and repulsive. Studies were con- sidered beneficial in proportion as they were distasteful. The new- education inspires voluntary and glad effort. Adai)tation and interest are cardinal. The old education consisted largely of unmeaning task-work, which tended to discourage and repress. The new education leads the i)upil to discover and apply, and inspires boundlesp enthusiasm. .TI. PLAY IS AN EDUCATIONAL PROCESS.— It is the natural vent of the child's activity. Properly directed^ the child plays up to work. To thus direct play is the mission of the Kinder- garten. This can be done largely in every family and in every primary scho j1. The play songs cultivate a lov^e of music. The construction blocks lay a foundation fox" inventive drawing. The exercise plays develop strength and grace. The mothe.' and the teacher who understand childhood will need few hints. There is a limit,' 3BS field from which to choose. III. HAND AND EYE CULTURE. —The child is mcai. able of abstract study He deals v."ith the concrete, "dees ax developed through actioj^. Result.* are worked out. ;€^ ■* K ' liildhood. ry. As a )f interest Id-nature, der genial 3URB.- lafcion is in arable, are pervading i world has 1 were con- 1 The new ation and argely <^f id repress. apply, and SS.— It is the child le Kinder- d in every lusic. The wing, The er and the There is a ild IB mofiT' '^deas ai Cap. IV.] CULTUBE OF HAND — EYE — VOICE. 177 1. Readingf. — The object is examined. The name is spoken and placed on tiie boa~d. The pupils find the word on the cards, print it on the board, write it on their slates. Words are combined and read. Lessons are written or prijited on board and slates. Words are spelled and sentences written. Pictures are drawn. Objects are collected and brought to class. Constant activity and endless change characterize preparation and recitation. Hand work leads up to mind work. The pupils read well because they understand what they read. 2. Drawing and Penmanship. — The fact that every child loves to make pictures, indicates a great educational law. Drawing educates the hand, develops taste, aids in the acquisition of know- ledge, and is of great practical value. It keeps pupils interested and busy. 3. Arithmetic. — With small sticks, the numeral frame, weights, measures, etc., each pupil performs the operations. The board and slate are used without limit. The children are delighted because they can do, as well as understand, the work. 4. Geography. — With a board and some clay and sand, the continents, the divisions of land and water, etc. , are constructed. Maps are drawn on slates and board. The globe and outline maps are made to do good service. The divisions of land and water are all made on the playground. A solid foundation is laid in actual experience. 5. Other branches equally engage the hand and eye. Indeed, hand exercise is the secret of success in primary-school work. The little one; are over-flowing with activity. Let this activity be so directed as to keep them interested and busy. At the same time let it be so directed as to lead to knowledge and culture. IV. VOICE CULTURE.— Speech and song are divine. All cliildren delight in vocal efibrt. The teacher so manages as to make the vocal exercises educational. The child becones an excellent reader, a charming conversationalist, a sweet singer. The teacher ikes lessons from the children while at play, and fi?iins them to be <;<' jally natural and eloquent in the school-room. Every lesson ia hP yi2 meaning and full of action. The Kindergarten has taughfe UB rnvttljiable IftMsons, true to nature. t E - ' i ai> : 178 WORK FOR THE CHILDREN. 1| 1l! 'I lilf r -I [Pabt IV. V. BODY CULTURE.— Play— spontaneous activity—pre- pares for work — determined activity. Play is the best exercise for children, yet calisthenics are indispensable, for these reasons : (1.) These exercises educate the body — ^give the children better command of the body. (2.) They are hygienic. By fostering a good circulation of the blood, they make the brain a better instrument for mental effort. (3. ) They promote order by working off the restless activity of childhood. (4.) They tend to fit for citizenship. Pupils learn to act in con- cert, and thus prepare for the rhythm of society. They learn exact and prompt obedience to rightful authority, a.id are thus prepared for citizenship. These exercises need to be frequent and varied, calling into activity every muscle. They must be adapted to the strength of the pupils, and must bt so managed as to delight the children. "Physical Cheturb," by E. B. Hcmghton, will give the inexperienced teacher a full series of suitable exercises for pupils of all grades. VI. ACTION ASTD CULTURE.— The following great •ducational r^rinciples jisT^de all pnm»rj work : 1. All trwn ed'ueniiim » tmlf-edttcation. 3L Pemmud amd. persm^emi effort is the condition of growth. 3L Child -mdtit/re coiuiiifti Imyehj of wtU diridM. phynkal O'Ctivlties. 4. The chief office of tfce teacher is to stimulate and direct child- a. Qiild-*irofd:h u simply the gradual, continuous, all-sided develop- mmt of the origifMl powers and tendencies of child-nature. "^he day ior parrot-work, for cramming, for mere book -teaching, g atiiitily^m g and d-srarfing, ior lifeless, repulsive schools, is for Now 3ur little ones begin their education with j^lad They see, and hear, and taste, and handle. They feel, .ind shoose, and do. They begin with nature and oral teaching, ai 1 from idi^s are lead to words, from words to definitions, from nature Lo books. They tread surely, because every st p rests on the rock of personal experience. They move on c'leorily, because each lesson opens up new beauties. They grow strosig, becav, e each step is a victory. " Good schools are the natural results of good teaching. They never come of good school-houses, or good courses of study, or good superintendence, or good discourses on the philosophy of education, taken alone. All these external means u ^y be usdFul and necessary as conditions ; but good teachera, guided by a true meth«^, consti- tute the efficient cause of all good schools." Cap. IV.] TOPICAL REVIEW. 179 Topical Review — VVork for the Littte Ones. School work should give pleajsure. 1. Education is in the line of greatest pleasfwre. 2. The old education was painful and reprdsive. 3. The new ediication inspires vohmtary and glad effort. Play is an educational process. 1. Play is the spontaneous exhibition of child-activity. 2. Work is determined activity. 3. The child, properly directed, plays up to work. Hand n,nd eye-culture. 1. Kindergarten work. 3. Dratoing and Penmanship. 5. Objective Geography. 2. 4. 6. Primary Pearling. Objective Arithmetic. Other branches. Voice-culture. 1. All children delight in vocal effort. 2. Make the vocal exercises educatvmal. Body-culture. 1. Calisthenic exercises give comm,and of the body. 2. They are hygienic. 3. They promote order. 4. They tend to fit for citizenship. Culture by action. 1. All trui' education is self-ed**cation. 2. Effort is the condition of grvwth. 3. Chud-culture begins in physical activity. 4. The teacher directs and stimulates effort. 5. Chdd-growth is the graduod deveJopwient of child-poicers. The day for parrot-work is for ever past. 1. Now t]ve a file ones begin urith miturt and oral teachiruj. 2. They see, and hear, and taste, and handle. 3. They feel, aoid choose^ amd do. 4. They lowk up *o ideas, irtyrds, dtfinitionSy huokt., 5. T^iey grow strmu) a/nd fiappy bmeiuse each siep is a victory. ! i f 4 t 1*7 ^ 1^ CHAPTER V. Principles Pertaining to the Science of Education and the Art op Teaching.* 1. Fundamental Principles. 1. The body and the mind are inter-dependent. 2. Education is a growth. 8. The mind in all its faculties is self-acting. 4. By systematic and well-directed eflfbrt each power of the soul is educated. 6. The teacher stimulates and directs effort, but all education is self -education. 6. The teacher, to take a single intelligent step, must understand the plan of child-mind and the plan of the subject taught. 7. In teaching, the matter and the method must be adapted to the capacity of the learner. 8. At every stage, contact with the entire circle of science is necessary to complete and harmonious development. 9. Educational effort should be in the line of least resistance - i. e., of greatest pleasure. 10. At every step in education, moral, intellectual, and physical pment should receive due attention. If. Oeneral Principles of Education.— (Brooks.) 1. The ptinmry object of education is the perfection of the indi- vidual. 2. The perfection of the individual is attained by the harmonious and full develo{«*ient of all his powers. •These principles are merely 8tat6es in Harmonious Teaching. (Johormot.) 6. Courses of Study and Methods of Teaching. ^ f lam IMAGE EVALUATION TEST TARGET (MT-3) /. C^ "^ ^ ^ Wo mo WJ. 1.0 I.I :.25 ^1^ IIM lis illlio U£ 1.4 1.8 1.6 ^a^ Vi ^ ^ 23 V^EST MAIN STREET WEBSTEK, NY. 14580 (716) 872-4503 ^ i M:3 ^ PART V. CLASS MANAGEMENT.. «' CHAPTER i. —Principles Relating to Class Management. " II. — Lessons and Class Work. '* III. — General Class Methods. IV. — Auxiliary Class Methods. (( " V. — Questionable, Erroneous, and Ai%^TiQUATED Class Methods. «' VT. — Art of Questioning. " VII.— Golden Hints to Teachers. 'mmmw PART V CLASS MANAGEMENT. I :. :: ^ CHAPTER I. Principles Relating to Class Management. A Glass is a Number of Pupils of Similar Standing and Attainments, grouped for Common Work.— Grouping multiplies the teacher's eflBciency by twenty, and utilizes those potent forces — sympathy, emulation, and competition. The problems relating to class management are of profoundest interest. For theif solution the centuries have done much. Much may be learned of the masters, from Socrates down. But, with all the lights of the past, and all the helps of the present, each one, from necessity, must work out these problems for himself. The teacher is an artist, not an artisan. In what follows, the effort is to develop principles rather than rules, and to create better ideals rather than to teach specific methods. The teacher should be the master of methods, not the slave. His mind should mingle with that of the pupil, and he should breathe a new life into the soul of the learner. Do you think such a teacher will ever be found standing before his class, book in hand, trying to teach verbal definitions, and listening to verbatim recitations ? I. The Interested Attention of all must be Secured.— The interested attention of each pupil during the entire recitation is the first condition of success in teaching. You may be able to solve the hardest problems and write the ablest books, but if you have not the power to secure and hold the attention of your pupils, you can not teach [187J 188 CLASS MANAGEMENT. [Part V. II. Each Pupil must be held Responsible for Each Answer. — Each question or topic should be discussed silently by each member of the class. Any one who fails to object to an erroneous answer is held as agreeing with it. This principle indi- vidualizes the pupils, compels attentV.^, fosters independent thought, and secures accuracy. It utterly discards all mere routine methods, so productive of inattention, listlessness, parrot answers, and dulness. III. The Pupil must Answer in his Own Language — Rarely should the pupil be permitted to answer in the language of the book or of the teacher. From the earliest stages, the pupil must be trained to translate everything into his own language. Only thus can we be certain that the subject is understood. This principle will lead to true language culture and thorough scholar- ship. This, of course, does not apply to the comrritthig to mtmonj of select passages of verse and prose, — an exercise that should hold a very important place in the teaching of the young. IV. The Teacher must never do for the Pupil what he can Manage to make him Do for Himself.— Education results from self-exertion. Culture comes from well-directed personal effort. The best teacher helps his pupils the least, but manages to have them help themselves the most. V. All Assistance should bo given During Recitation. - The entire time of the teacher is needed to conduct the recitations and manage the school ; thei'efore it is better for the pupil to pre- pare the lesson unaided. In class, the necessary assistance can be given to twenty as well as to one. All needed instruction can Ije given durirg the recitation, leaving the teacher free- during rests and before anrl after school to look after the higher interests of tlio pupils. Few will questior either the soundness or the importance of this principle. Only novices work the problems for their pupils. VI. Train the Pupil to be Honest, Independent, and Thorough. — All pretense should bo discouraged. The pupil should be stimulated to independent efft)rt, both in preparing and reciting, and should be encouraged to refuse assistance when at all able to achieve the victory for himself. This principle can hardly be made too emphatio. Cap. I.J GENERAL PRINCIPLES. 189 VII. The Pupil, not the Teacher, Bhould do the Work. — The violation of this principle is a common but pernicious error of the profession. Leading questioup, such as involve the answer, or hint words, finishing the answer when the pupil hesitates, repeating the answer after the pupil, solving all the difficulties as soon as they present themselves, are a few of the ways in which too many teachers defraud their pupils. The pupils, and not the teacher, should do the reciting. VIII. Manage to reach the Pupils Individually during each Recitation.- The certainty of being called upon is a most effectual stimulus to preparation. Whenever a class becomes 50 large that this principle cannot be observed, it should be divided. The skilful, energetic teacher, in most subjects, can manage admir- ably a class not exceeding thirty, and will reach each one repeatedly during each recitation. IX. Oral and Written Exercises should occupy about Equal Time. — With young pupils, the oral must predominate. With all the advanced grades, much written work is needed. The ability to give concise, clear, correct, and well-written answers is a desideratum. The wise teacher uses the blackboard almost con- stantly. Much written work may be brought to the recitation, on slates or paper. Country schools too often neglect the written work ; hence the common inability to write a creditable letter or business paper. X. System, Vigour, and Vivacity must characterize Class Management. — Only systematic effort produces desirable results. The utter want of system will account for the shamefully low products of so many schools. Then, vigour and life are necessary in order to maintain an unflagging interest nnd elicit the best eftbrts of the pupils. XI. The Hearts of both Teacher and Pupil must be in the Work. — The disregard of this principle is painfully preva- lent. Failure is almost certain when either the teacher or the pupil has no heart for the work. Love of the work is a primary condition of BuccesB. ' i> 1 190 CLASS MANAGEMENT. [Pam V. Topical Review. - Puinciplks Relating to Class Management. Class Defined. 1. Advantages of division into classes. 2. Teachers stiidy principles, and devise methods. I. The interest of the pupils must be secured. Scholarship fails unless supported by power to a/rov^e attention. II. Each pupil responsible for each answer. 1. Uach pupil considers the question on his owa account. 2. notation questioning — ^^Next! Next!" — generally fuvless. III. Answers must be in the pupil's own words. 1 . This enstires thorough understanding of the topic. 2. It cultivates the pupil's powers of expression and composition. 3. Committina to memory mnst not be overlooked. IV. The pupil must do what he can for himself. Self-exertion residts in education, strength, and cidture. V. Becitation hour is the time for explanation. 1. Explanations to individual pupils waste time. 2. Disarderly habits residt from disorderly instruction. VI. Pupils eliould be honest, independent, thorough. 1. Neither pupil nor teacher should be guilty of preterit. 2. Pupils shoidd refuse unnecessary assistance, 3. Thoroughness commands success. VII. Pupils, not teachers, should do the work. 1. Modes of violating this principle are numerous. 2. Ihe violation is a fraud on the pupil and the community. VIII. Bach pupil recites at every lesson of his class. 1. The certainity of being called on enstires preparation. 2. No class should be too large for individual recitation. IX. Oral and written work equally important. 1. Young children require most oral work. 2. Written exercises develop the powers of more ^va/rxed pupils. X. System, vigour, and vivacity essential to success. These a/re useful with individuals, essential with classes. XI. The heart must be in the work. If the pupiVs heart is not in the work, get it there. CHAPTER II. Lessons and Class Work. Educational results worked out by the thought and experience of educators are made to tell in the class. Guided by great prin- ciples, with well-defined objects in view, the teacher awakens thought, directs efifort, concentrates mental activity, and trains the pupil to achieve results. I. OBJECTS OF CLASS WORK.— The immediate contact of the minds of teacher and pupil, stimulating and training to systematic and persistent effort, the correction of faults, and the building up of right habits, are the general objects of class work. The following are some of the special objects : 1. To train the pupil in the Art of Study.— How to study is an art to be learned. That mother who said to the teacher, " Train my boy to prepare the lessons, and I will hear him recite them," displayed great wisdom. But she evidently did not know that a properly conducted recitation is the best means of training the pupil how to study, and also of stimulating him to prepare for the recitation. 2. Examination of Written Work prepared by- Pupils. — With young pupils this should never be neglected. Good work should be commended. 3. To test the Extent of the Pupil's Preparation.— There can be no excuse for poor lessons. Thorough preparation must be secured at all hazards. The certainty that the preparation will be thoroughly tested is a powerful incentive to study. The pupil's knowledge of the subject may be tested by topics, by ques- tions, or by requiring a written outline. 4. To train to the Habit of Clear, Concise, and Con- nected Expression. — Pupils should recite by topics as well as discuss the lesson. Merely answering questions is not enough. Written answers and composition are admirable means of cultivat- ing accurate and ready expression. I191J -1^^ ITT^ 192 LESSONS AND CLASS WORK. [Part V. 6. To arouse Interest, cultivate a Love of Study, and train to Investigate. — This is vastly more iiupurtant than the knowledge communicatod or acquired. 6. To impart Information. — The teacher supplements the text-book, and literally feeds the hungry minds of his pupils. 7. To direct the Work of the Pupils. — When under intelligent direction the pupil accomplishes many times as much as when left to grope his way. 8. To lead the Pupil to apply the Things Learned - Mere isolated facts are almost worthless, yet much of the current teaching gives the pupil little more. The living teacher and class work are needed to lead the pupil to realise that all the sciences arc one hierarchy, and to train him to classify and use the knowledge acquired. II. LENGTH OF RECITATIONS. —The length of the recitation must depend on the character of the school and the age and advancement of the pupils. Short, lively recitations are bettor than long, dull ones. The attention can be secured and the interest maintained only for a limited time. To continue the recitation longer will prove an injury. The Limits. — The widest experience in all countries has satis- fied educators that the best results are secured within the following limits : (1.) Primary school, from 10 to 20 minutes; (2.) 3rd and 4th classes, from 20 to 30 minutes ; (3.) Advance classes, from 30 to 40 minutes ; (4.) College, from 40 to 60 minutes. In country schools no recitation should be less than ten nor more than thirty minutes. No effort should be spared to secure sufficient time to make each recit'ation effective. III. ASSIGNING LESSONS.— Teachers often greatly err in the assignment of lessons. Age, capacity, and opportunity are alike ignored. Kegardless of the difficulties, so many pages are assigned. Figures cani express the evils resulting from this stupid practice. "Show me the lessons assigned, and I will tell you the merits ot the teacher." To assign lessons judiciously requires unlimited care, sound judgment, and accurate knowledge. General directions may be given, but the art can only be acquired by experience. Cap. n.] RECITATIONS AND LFSSONS. 193 1. The Lesson must be Adapted to the Class.— Nofc to the two or three bright pui)ils, or the two or three dull ones, but to the body of the class. Additional work, such as reports, may bo given to the bright pupils, and only the miniinum amount of work required of the dull ones. This elasticity enables the teacher to do the best for each pupil, even in large classes. 2. Assign Pages as well as Subjects.— The old school - luiister assigned pages, some modem teachers assign subjects ; but tlie practical teacher will assign definite lessons in the text-books in connection with the subjects. The mex'e theorist would have you assign subjects only ; but the practical worker steadily assigns specific book work as wcl) as subjects. 3. Assign Short Lessons.— You can then count on thorough preparation. Besides, the pupil will have time for work outside of the book, and in class you will have time for instruction, drill, and review. The young physician gives strong medicines in large doses, but the old physician gives mild medicines in small doses. So it is with teachers. The inexperienced teacher will take a class through the Third Reader in a single quarter, while our best schools take two years for the same work. The object is not to rush ''through the book," but to develop all the powers of the soul. The acquisition of valuable knowledge is both a means and a result. 4. In Assigning the Lesson, Teach the Pupils How to Prepare it.— With young pupils this is peculiarly important While the work must be directed by the teacher, his great duty is to initiate the pupils into the ways of doing it for themselves. A Uttle time spent in giving the necessary instruction will create in- terest, incite to cheerful study, and secure successful preparation^. IV. TREATMENT OP THE UNPREPARED. 1. Encourage Always.— Heartily approve good work, and show the failing ones that they too may succeed. Nothing should be done to discourage the pupil. He can and will try. 2. Ascertain the Cause of Failure.— You can then judi- ciously seek a remedy. In school management we have no specifics. Each case needs special treatment, and all sreneral directions ar© merely suggestive. 194 LESSONS AND CLASS WORK. fPART V. II e i !:■ 3. Let Pupils Understand that you expect Good Lessons. — This is a powerful motive to most pupils. They grieve to see your look of disappointment when they fail, but they are niado happy by your approving smile when they succeed. 4. Impress the Importance of Diligent Study.— Each one works for himself, not for his pai'eut or his teacher. Good lessons are the beginning of success in life. Failure is a serious matter to the pupil, the parent, the school, and the world. 6. In Chronic Oases of Failure, the Pupil must be Made to Feel the Loss. — This can be done in various ways ; (1.) By commending diligent pupils. The shortcomings of the negligent are thus placed in sharp contrast. (2. ) By excusing from class. The recitation is the privilege of the diligent, and the unprepared forfeit this privilege. (3.) By reducing to a Imoer class. Such pupils must not be per- mitted to become an incubus to their fellows. (4.) By excusing from school. After every possible expedient has failed, it is better to let the pupil rest a term or two. 6. Never Force Pupils to Study.— Detaining or whipping pupils to make them study is a relic of ancient barbarism. Generally the teacher rather than the pupil deserves the punishment. Do you adapt the matter and the method to the capacity of the pupil ? Do you infuse life and energy into eveiything ? Do you manage to let each pupil feel the pleasure of achievement? Do you make study more interesting than play ? If you do not, can you afford to punish pupils for not studying ? All the powers of the soul develop when study is a real joy. Glad activity is the great secret in edu- cation. 7. Use Force to Overcome Bad Habits.— The idle, the negligent, the careless, the stupid, and the wayward must be reached. Punishment in some form is a necessity ; only let it be made plain that the pupil is punished for idlenosa and disobedience. I have no sympathy with wishy-washy management. Some things mu^t be done. The pupil mmt study. Force must be used if necessary to overcome bad habits. Secure earnest study by wise management. Cap. II.] TOPICAL REVIEW. 195 Topical Revibw — Lessons and Class Work. Objects of Class Work. 1. To train the pupils in the art of study. '2. Examination of written exercises. 3. Testing the pupiVs preparation. 4. To c^dtivate the pixictice of correct compo.ntion. 5. To stimidate interest, love of study and investiijaflon. 6. To stipplement the knowledge gained from the text-book. 7. Intelligent direction of the pnpils in their work. 8. To lead the pupils to apply their leofaing. ijength. of Recitations. 1. Must not exceed the powers of tlie pupils, 2. Limits according to class and age. (a.) Junior pupils in primary schools — 10 to SO minutes, (b.) Third and junior fourth classes — i^U to 30 minutes. (c.) Advanced classes — 30 to 40 minutes (d.) Adult classes in college, dc. — 40 to 60 minutes. Assigning Lessons. 1. The lesson is for the average of the class. 2. Pages as well as subjects shoxdd be specified. 3. Short lessons secure the most thorough prepfiratio^i. 4. Teach the pupils how to prepare the lesson,. Treatment of the Unprepared. 1. Approve good work, and encourage every honest effort. 2. Ascertain causes and apply remedies for failn/t. 3. Show that you expect careful preparation. 4. Impress the importance of diligent study. 6. In chronic cases : — (a. ) Contrast failure with su^ccessfxd cases. (6. ) Deprive of the privilege of recitation,. (c.) Remove to a lower class, {d.) Su^end in extreme cases only. 6. Do not try to win a lore of study by force. . Employ force to punish idleness and disobedieii,ce. uf: i : il-;; 1-? I'l: CHAPTER III. General Class Methods* ClcL 3 Work stimulates and directs Effort.— The fruitful mind of the teacher broods over the struggling mind of the pupil- arousing, guiding, instructing. The learner is trained to wrest ihe secrets from nature and books. Mental power is developed and right habits are formed. This is teaching. Class Methods vary as Subjects and Teachers vary.- The meihod is determined by the subject, tno class, and the teacher. The end to be reached is culture by means of mastering subjects. The safe rule is to employ such methods as will best enable you to effect the desired results. General Class Methods are used in all subjects, and are common to all good teaching. Founded in educational principles, they are essentials in the art of teaching. Such are the Socratic, the Topic and Question, the Discussion, and the Conversation methods. The Lecture method has, perhaps, some claims to recog- nition under this head. I. THE SOORATIC METHOD. 1. Definition. — By skilful questioning the pupil is led to discover truth for himself. Subjects are e.:amiixed from the stand- point of the learner. The tcjacher stmiulates and directs, but never crams. Pupils are encouraj^ed to present their own thoughLe. If correct, the teacher deepens and vv^idens these views by suggestive illustrations ; if incorrect, the absurdity is shown by leading the pupils to discover the legitimate consequences. Thus the burden of observation and research is thrown upon the learner, wlic, at every step, feels the joy of discovery and the conscious pleasure of assisting the teacher. Such teaching results in development, growth, education. 2. Illustrations. The following free translation of a conver- sation between Socrates and one of his pupils is a good example of the Socratic method : [196} Cap. III.; THE SOCRATIQ METHOD. 107 Meno. " Socrates, sre come to you feeling strong and wise ; wo leave you feeling helpless aud ignorant. Why is this i " Hocrates. " I will show you." Calling a young Greek, and mak- ing a line in the sand, '' Boy, how long is this line ? " Boy. " It ib a foot long, sir." Socrates. " How long is this line ? " Boy. '* It is two feet iono. sir." Socrates. " How much larger would be the square constructed on the second line than on the first line ? " Boy. " It would bb twice as large, sir." Under the '^'rection of the boy, Socrates constructs the two squares. Socrates. ' How much larger than the first did you say the second square would be ? " Boy. " I said it w».uld be twice as large." Socrates. " But how much larger is it ?" Bo'j. " It is four times as large." Socrates. " Thank you, my boy ; you may go. — Meno, that boy came to me full o: confidence, thinking himself wise. I told him nntl'ing. By a few simple questions I led him to see liis error and discover the truth. Though really wiser, he goes away feeling humbled." The above is an obiect lesson. To illustrate the Socratic method of teaching abstract truths, another example is given : A. Model Lesson. — "Socrates would convince Alcibiades, in opposition to materialistic views, that the mind is the man. He abstains from laying this down as a proposition to be proved, and offers no connected argu.iient. He begins by asking whether he who uses a thing and the thing used are not altogether diflferent ; and then, Alcibiades being reluctant to answer positively, he asks again more specifically : " Socrates. A currier, does he not use a cutting-knife ? is he not different from the instrument he uses ? " Alcibiades. Most certainly. ** /Si. In like i^ anner the lyrist, is he not different from the instru- ment he plays on ? ''A. Undoubtedly. " /b'. This, then, was what I asked you just now. Does not he who uses a thing seem to you always different from the thing used ? "-4, Very different. "/S. But the currier, does he cut with the instrument aloxie, or also with his hands ? '^ A. Also with his hands. "8. He, then, uses his hands I "4. Yes. " S. We are agreed, then, that he that uses a'thing and the thing used are different ? "A We are. i lijtt Ill m li '■' W i| Vw : ; 1;'*, ti| jl 198 GENERAL CLASS METHODS. tPABT V if: »?| t* I ''A. '*/S(. And in this work he uses also his eyes? ''A. Yes. *'»?»'. The currier and the lytist are, therefore, different from the hands and eyes with which they work ? "^. So it seems. " S. Now, then, does not a man use his whole body ? *'j4. Unquestionably. " . But we are agreed that he that uses and that which is used are different ? "A Yes. A man is, therefore, different from his body ? So I think. ^Vhat then is the man ? I can not say. You can say at least that the man is that which uses the body ? True. Now, then, does anything use the body but the mind ? Nothing. The mind is therefore the man ? — A. The mind alone." 3. Use of the Socratio Method. — Though older than Socrates, this method is modem ; it is. in a high sense, the method of Pestalozzi and the new education. Its special use is in giving original instruction. In primary work the Socratic is the dominant method. In all grades of school work it holds a prominent place. The teacher is an instriictor, and teaching is presenting a sithject or object of thought to the mind in sitch a manner as to lead it to think, to reason, or to gain knowledge. 4. Advantages. — Pupils discover truth for themselves, solve their own problems, master thc'r own difficulties, and become courageous and strong. Impressions made are lasting ; the know- ledge thus acquired can be used. Mere school-keepers, rote-teachers, quacks, shams, and fossib will never adopt this plan of teaching ; but, as teachers become familiar with the science of education, and skilled in the art of teaching, they will necessarily use the Socratic method in giving original instruction. Questioning is better than telling. II. THE TOPIC AND QUESTION METHOD. 1. Definition. — The subject is examined by topics, and acquisi- i.on tested by questions. Pupils are trained to tell connectedly tneir own thoughts in their own language. Pointed questions are interjected at every step to hold the attention of the class, to direct effort, and to test thoroughness. Cap. III.] TOPIC AND QUESTION — DISCUSSION. 199 2. Use. — This method is made the basis in class- work. Other methods supplement this. The teacher, whenever necessary, asks sliarp questions. Each member of the class is held responsible for idl the work. Thus the close attention of each one is secured, and shallowness and pretense are exposed. 3. Danger. — Class work may degenerate into mere reciting, and teaching may be excluded. Exclusive topic work is fatal to vigour and thoroughness. The topic method needs to be used sparingly in primary teaching. Lazy teachers find the topic method an admir- able means of shirking work. They hear the recitations. 4. Advantages. — Subjects are examined systematically, and pupils learn the art of consecutive discourse. When judiciously used and constantly supplemented by other methods, the topic method may rightly be made the basis of class work. III. THE DISCUSSION METHOD. 1. Definition. — In short and pointed speeches the pupils define and maintain their positions. Objections are urged and answered. Pupils learn to yield gracefully when convinced. The teacher directs the discussion, and closes it at the right moment. 2. Use. — Discussion elicits intense interest, calls forth the best efforts of pupils, and leads to accuracy and clearness. In some form, and to some extent, this method may be used in all schools. 3. Dangers. — Time may be squandered in desultory talk ; the disposition to dispute rather than investigate may be fostered ; and feelings may be wounded by sharp retorts and personal allusions. The wise teacher will guard against these evils, and will use the discussion method sparingly and wisely. 4. Advantages. — The discussion method tends to develop vigorous thought and independent expression. As iron sharpens iron, so discussion sharpens mind. Educationally, the discussion method stands very high. In these mental conflicts the utmost power of the pupil is put forth. He acquires cogency of thought and vigour of expression. He learns to respect the positions of others, and at the same time manfully to maintain his own There is no better way to cultivate independence, self-assertion, liberality, and the habit of treating an opponent courteously and fairly. The discussion method supplements the Socratic and the topic methods. >?i I - «r 200 GENERAL CLASS METHODS. [Part V. It tends to break up monotony, to dissipate insipidness and stupid- ity, and to bring into contempt all sophistry and shallow pretense. From the primary school to the university, this method may be used with incalculable advantage. Let the discussion method j)re- dominate in our schools and colleges, and teachers will cease to be called narrow, bigoted, tyrannical. Wide culture and a clear hoiul will be found necessary in order to decide points, direct discussions, give information, and «ustain the interest. Mere school-keepers do not dare to permit discussions ; many a college professor would lijse his position within a month. But competent educators who use this method will grow with the work, and, like their pupils, become courteous ladies and gentlemen, as well as independent and power- ful thinkers. Give us less cramming, less artihcial training, and more rugged development. The great want of our schools is grovth. The world needs oaks, not willows. The discussion method is pre- eminently the method to make men. IV. THE CONVERSATION METHOD. 1. Definition. — The teacher presents his views, and leads the members of the class to do the same. The style is conversational. Each one is free to ask and answer questions. The teacher should be well prepared, and should work for results. This was the method of the Great Teacher. The perfect model lessons may be studied as reported by Matthew and Luke. 2. Use. — This method supplements the Socratic in giving original instruction, and is especially suited for the oral work in all schools. Professional instruction, for the most part, is given by this method in training schools and Teachers' Institutes. Many instiuctors in theological, medical, law, and technical schools use it to great advantage. 3. Dangers. — Teachers may become loquacious ; pupils may ask silly questions ; or aide issues may absorb the time. The teacher needs to be full of the theme, and his few remarks should be full of information and pith. The pupils need to be so impressed that no one will dare to trifle. 4. Advantages. — The teacher seems to merely lead in the investigation, and his remarks seem to be spontaneous. The pupils feel that they are doing the work, and each one realizes the pleasure of original discovery. This is true teaching, and the result is real education. Cap. III.l CONVERSATIONS — LECTURES. 201 5. Illustration. — The following conversation between an insti- tute instructor and the teacher-pupils admirably serves our purpose : Question. "Why should we teach ? Answer. That others may gain knowledge. (}. Why should others gain knowledge ? A. That they may have a wider m^ .^a of enjoyment and useful- ness. Q. In order to enjoy their knowledge, what must children do with it ? A. They must use it. Q. In order to use their knowledge, what nmst they do ? A. They must think. Q. Why have the children as well as the teacher to think ? A. In order that their knowledge may do them greater good. Q. Why not let the teacher do all the thinking ? A. It would not improve the children. Q. What must be used in thinking ? A. The mind. Q. What does every child's mind possess ? A. Certain faculties. Q. What are faculties of the mind ? A. Powers which the mind possesses to do certain things. Q. In order that children may use these faculties — may think — what must be done with the faculties ? A. They must be cultivated. The children must be led to use them Q. How may this be done ? A. By teaching object lessons ; thus taking the children to Nature — the source of knowledge — and allowing them to compare, reason, and generalize for themselves. Then let them express in their language the results of their investigations, being careful to have their expressions accurate. This kind of work makes the children independent. V. THE LECTURE METHOD. 1. Definition. — The teacher clearly, tersely, and systematically presents the subject ; the learner listens intently, firmly fixes in his memory the leading points, and at his leisure ponders and digests the lecture. The lecture method is utterly out of place in elementary schools. Wherever tried, it proves an ignominious failure, a sure training process for inattention, listlessness, and mischief. We would advise Public School Teachers to eschew it ; or, if they tinll use it, let it be only in the most advanced classes, and there, sparingly. t tt 202 GENERAL CLASS METHODS. [Part V. Ml Topical Review. — General Class Methods. Introduction. 1. Class work should stimiUate and direct effort. 2. Class methods vary with the teacher^ tJie subject, aud the class. The Socratic Method. 1. Definition. By skilfid questioning, the pupil is led to dis- cover truth. 2. Illustrations. Socrates and Meno ; Socrates and Alcibiades. 3. Use. In giving original instruction, and in, exposing error. 4. Advantages. Q^testioning is better than telling. F'upils discover. The topic and question method. 1. Definition. The subject is examined by topics, and acquisi- tio7i is tested by questions. 2. Use. This method is made the bads in class work. 3. Danger. Class work may degenerate into mere recitation. 4. Advantages. Subjects are examined systematically. Pupils acquire the art of connected discourse. The discussion method. 1. Definition. The pupils define and prove their positions. 2. Use. Discussuyn calls forth the best effoi'ts of the pupils. 3. Danger. It may foster disputation rather than investigation. 4. Advantage. It develops vigorous thought and self-assertion. The conversation method. 1. Definition. Facts and views are stated, and questions are asked atid answered by pupils and teacher. 2. Use. To stimidate and direct original investigation. 3. Dan^ger. Time may be wasted in mere talking. 4. Advantage. The pupils feel that they are doing the work. The lecture method. 1. Definition. The teacher clearly, tersely, and systematically presents the subject. 2. Use. For advanced work. 3. Ab^ise. Its i*se in the lower schools. 4. Advantage. It in^ires and directs effort. [Part V. d the class. CHAPTER IV. Auxiliary Class Mkthods. led to dh- Alcibiades. loai*!^ error. ^, Fupils and acqimi- rk. I recitation. ally. Pupils The general class methods cover all the ground, and are the methods used by efficient instructors. Besides these, the skilful teacher calls to his aid various expedients which we may call auxiliary methods. Of approved auxiliary methods, we call attention to the following : I. THE WRITING METHOD.— Whatever plan may be pursued, much written work should be required. The board, the slate, and the paper are important educational aids, and should be fully utilised. The inspired and over-sensitive teacher, who shrinks from a little crayon dust and the life and hum of vigorous class work, should be speedily promoted. The class-room is no place for the nervous, the fussy,.. or the invalid. To awaken interest and direct the energies of youth, requires enthusiasm, power, energy, work. The means for written work should always be at command. From the primary school to the college, much class work should be written work. The teacher who ignores the writing method needs to learn the ways of education more perfectly. II. THE OUTLINE METHOD.— After a subject has been mastered in detail, it is reviewed in outline. The outline aids memory and enables the learner to grasp the subject as a whole. It leads to the mastery of essentials and the omission of burdensome details. President Brown asks and answers the vital (juestion : " Do we not Tecush too Much ? I do not mean that our courses of study are too extensive ; but do we not teach too much of any one subject ? We give the mass without the thought, the essence. We solve problem after problem, we commit definition after defini- tion, we parse word after word, we translate sentence after sentence, and do not realize that there is any relation the one with the other. It seems to me, that if we would leani principles systematically rather than so much, we would have more knowledge at our command, [203] Mm*' 204 AUXILIARY CLASS METHODS. [Part V. If we could see the thouglit im developed in any subject, just as we should and must see the thought in reading — and not only see the thought in one subject, but be able to follow it through every branch- then our knowledge would be systematic." The outline method, when wisely used, tends to secure the results referred to above. Caution.— Avoid mere outline work. Your pupils will starve if fed on skeletons. To beyin with diagrams, to teach from diagrams, and to depend upon diagrams, are fundamental educational errors. The Place of Outlines. — Subjects are first presented syn- thetically, then analytically. We begin with the concrete and work up to classes, definitions, rules, principles. We begin with particu- lars and work up to diagrams. Modern text-books rightly place the outline at tho close of the subject. III. THE REPORTING METHOD.— One or two members of the class are appointed to report on specific topics connected with the lesson, or previous lessons. The teacher will see that these reports are brief, well prepared, and well presented. The reports occupy a small part of the recitation. They should neither be too long nor too frequent, nor nmst they supplant the regular work. They furnish extra work for bright pupils, and tend to relieve inequalities in classification. These reports serve well for review, but the chief advantage is in training pupils to work up subjects and present the results of research. IV. THE RECIPROCAL METHOD.— The class is divided into groups of two or more each, and these in turn act as pupil and teacher. For large classes, this is a valuable artifice, as it greatly multiplies individual work. In normal work it is found to baadmir- able for practice teaching. The wide awake teacher may use the reciprocal method sparingly, but must never rely upon it. Nothing can take the place of individual teaching. V. THE CONCERT METHOD.— The members of a section or of the entire class answer together. To overcome timidity, to quicken the interest, or to fix a fact, this method may be used sparingly. With young pupils, about one fourth of the recitation may be conducted in this way. But, as the pupils advance, it will be used less and less. In some subjects concert work affords a "T^mr [Part V. ust as we ly see the rbrancli ~ the results 11 starve if i diagrauiH, ml errors, ented syn- t,e and work rith particu- tly place the iwo mem>)ei'8 nnected with 3C that these I The reports ither be too jgular work, id to relieve 11 for review, subjects and Cap. IV. TOriCAL REVIEW. 205 valuable drill. It may bo advantageously used to a limited extent in all classes, but especially in oral work. Danger. — The exclusive concert method is a sure cure for study. Concert teaching is showy but shallow, and is favored by ' ' fuss and feather " teachers. The honest teacher will use the concert method sparingly in imparting instruction, never in ascertaining the pupils' knowledge of the subject. Other approved class methods are omitted, as there is danger of perplexing the young teacher. The orator, while speaking, never thinks of the principles of elocution, or the intonation of hia voice. The artist seems inspired, but hard work is the source of the inspira- tion. While teaching, the educational artist seldom thinks of principles or methods. Having mastered both, he intuitively pur- sues the method best suited to his purpose at the time. He is the master of all methods, but the slave of none. Topical Review. — Auxiliary Class Methods. Auxiliary methods. Employed occasionally to supplement general methods! The writing method. 1. TJie black-board shoidd be in constant use. 2. Written exercises shoxdd extend from, the primary school to the university. The outline method. 1. Aids memory. 2. Fixes principles by presenting the subject cw a whole. 3. Do not depend on diagrams. 4. Time and pla<^e f 01' outlines. The reporting method. Trains pupils to work up and report on special subjects. The reciprocal method. 1. Js usefxd in large classes and training schools. 2. Must not take the place of individual teaching. The concert method. 1. May be used to remove timidity or inattention. 2, Of no use in examination of pupils. 1:1 a CHAPTER V. Questionable, Erroneous, and Antiquated Class Methods. I. QUESTIONABLE CLASS METHODS.-Some methods not wholly bad are modestly classed as questionable. Wo strongly advise against such methods. Use only sound methods. 1. Turning down is wrong in principle and unsatisfactory in practice. This method lingers in remote districts, but is rarely used in good schools ; in fact, it deserves to be classed with antiquated methods. True emulation must be secured by other and better means. 2. Daily Marking is a relic of the old education, and is an incubus and a mistake. Unphilosophical, it tends to mislead teacher and pupil. It wastes precious time and gives no equivalent. As a rule, pupils should not be marked oftener than once in two weeks. To this rule there are exceptions. No marking is the other extreme. 3. The Exclusive Question and Answer Method is more than questionable ; it is pernicious. The teacher ceases to be an instructor, and becomes a mere interrogation point. The chil- dren are kept in leading-strings and literally starved. Text-books constructed on this method should be consignea to the moles and bats. Any teacher suspected of this method should be court-mar- tialed, and, if found guilty, should be at once dismissed from the service. In a past age. school-keepers were permitted to ask ques- tions from tJie hook, and pupils were required to answer in the laiiguage of the hook. The modem teacher closes the book and con- structs his oum questions, instructing as well as questioning. In the modem school, the learner studies the subject and constructs his own answers. 4. Any Exclusive Method is Bad.— A violin with a single string, a piano with but one key, and a teacher with but one method, are an unmusical trio. Like the musician, the teacher should [206] m Cap. v.] ERRONEOUS — ANTIQUATED. 207 :;la8s i._Some ale. Wo sthods. factory in arely used intiquated Hid better and is an to mislead equivalent, nee in two is the other [etliod is [ceases to he The chil- Text-books |e moles and court-mar- fed from the to ask ques- iswer in the look and con- jtioning. Ii^ id constructs with a single J one method, kacher should command the entire key board of his art. The slave of a method should be emancipated before he is permitted to enter the school- room. II.' ERRONEOUS CLASS METHODS. -Their name is legion. To this categoiy belong all methods that violate well-estab- lished educational principles. 1. The Parrot Method. — The pupil commits the lesson, and recites it verbatim. Pursuing this method, the Chinese have made no progress in twenty centuries. This, the worst of all methods, is a favourite with mere sch<>l -keepers. 2. The Cramming Method. — Thorough digestion is as essen- tial to mental as to physical growth. Cramming is fafail to digestion. Child-mind assimilates knowledge slowly. Mental food requires to be adapted to the capacity of the learner, both as to (quantity and quality. Perfect digestion promotes growth, and gives us strong men and women ; cramming produces mental dyspepsia, and gives us learned weaklings. 3. The Drifting Method.— System conditions efficiency. The tea cher who meets his class without a plan must fail. Well may men and angels weep to see the vast herds of drifting teachers. Without chart or compass, they are blown hither and thither by every breeze of fancy or wind of caprice. Unfortunate pupils 1 The true teacher matures well his plans, and works to them. III. ANTIQUATED CLASS METHODS.-Pod augers, wooden mould-board ploughs, old washing machines, and antiquated class methods will doubtless receive due attention in the * ' curiosity shop " of the coming Dickens. We can only give samples. 1. The One-at-a-Time Method. — The old schoolmaster tried to hear his pupils one at a time, thus squandering nine-tenths of his Hme. Classification has increased the teacher's power twenty fold. 2. The Consecutive Method. — The old schoolmaster, at a later period, called on his pupils in regular order. He was some- times called "Old Next," because, when a word was misspelled, or a question missed, he would shout, " Next ! next ! next ! " This method was found to be a sure cure for attention. r 208 FAULTY CLASS METHODS. [Part V. ' I i" '' 3. The Machine Method.— The old Hchoohnaster asked the queHtions in the buok, and assigned the next lesson. Soinetiniea he made the class take the lesson over. A machine that could ask questions would serve about the same purjwse. 4. The Ciphering Method.— The pupils "ciphered," and the old schoolmaster worked the "sums" for them. The big boys W(juld cipher all day, and would take the hard "sums" to the master, wlut would often work hours on a single " sum." CONDITIONS OF PROGRESS.— Most of the erroneous and antiipiated methods referred to in this chapter were in common use within the memory of persons still living. Their disappearance and the substitution ot better methods are striking evidences of educational progress. That we may continue to make steady and rapid progress, we must act in accordance with well-defined principles. 1. The Achievements of one Educator or one People must be made common property. 2. Bad Methods, like Poisons, should be Labeled.— Teacher-life is short and child-life is precious. Unnecessary experi- menting is criminal. When theory and experience determine a method to be bad, let it be laid aside for ever. Methods approved by the thought and experience of the race are safe. 3. The Teacher must keep himself en Rapport with the Educators and Educational Movements of the "World. — Educational associations, Teachers' Institutes, school visi- ttition, educational journals, and educational books furnish ample means. The art of teaching is based on the science of education. In view of the infinite interests involved, how profoundly we ought to study the immortal being committed to our guidance ! We ought to master the laws of human development, and become familiar with the means of human culture. We should make our own the achieve- ments of the educational world. Then will we be able with cer- tainty to apply educational means to educational ends, in accord- ance with educational principles. Then will our methods be neces- sarily good, because founded in law. Then will we be able to produce results of which the mass of our teachers, even now, scarcely dream. Part V. jked the metiine» 3uld ask ' and the lya would Btor, who erroneous \ common ppoarance [donees of toady and principles, le People abeled.— ary experi- etermine a 8 approved )ort with ;s of the , Bchool visi- rnish ample [ education, ly we ought 1 "We ought amiliar with the achieve- le with cer- 8, in accoM- od& be neces- e be able to I, even now, Cap. v.] TOPICAL REVIEW. 200 Topical Review.— QuESTioxAnLE, Eruoneous, and Antiquated Class Methods. Questionable class methods; shoiild be avoided. 1. Tnrn'inij donm creates coafasion, and is wrowj in princlpU. 2. Dally mavkiny tvastes time, and misleads both teacher aiid pupils. 3. The excbisive question and aiisicer method i^ pernicious. (a.) It makes the teacher an interrogation jyoint. (b.) Book questions and book attsvers dwarf the intellect, (c.) The questions sho^dd be framed by the teacher; the ans}versy by the pupils. 4. All exclnsim methods are bad. Erroneous class methods violate principles. 1. The parrot method is the ivorst of all. 2. The cramming method destroys mental diqcstion ; and removes the appetite for intellectnal food. 3. TJie drifting method bloivs teacher and pupils about aim- lessly. Antiquated class methods. 1. The one-at-a-time method i/jnoved classification. 2. The consecutive ''''Next! next!" method killed attention. 3. Tlie machine method merely questioned and assigned wo^'k. 4. The ciphering method made a calculating machine of the master. Conditions of progress. 1. Educational principles must sujtplant machine teaching. 2. Individual achi ■■ nents must become common property. 3. Bad methods, like poisons, should be labeled. 4. The teacher must be abrcGst of the educational movements of the time. 5. He must profit by educational societies, journals, institu- tes, and other means of improvement. 6. He miwt st^idy the laws of human development and cidture. M I{ ill: a I CHAPTER VI. Art of Questioning.* I. PRINCIPLES UNDERLYING THE ART OF QUESTIONING. 1. Questions must be adapted to the Capacity of the Pupil. (1.) What ia it?— For children. (2.) How is it ? — For boys and girls. (3.) Why is it ?— For youth. (4.) Whence is it ? — For manhood. The matter, manner, and form of questioning should be adapted to the age and development of the learner, and to the nature of the subject. Three stages of development should be recognized : early childhood, youth, and beginning maturity. Teaching questions, especially, should conform to the obvious laws of mental suggestici and association. 2. Questioning is Better than Telling. (1.) The learner is led to discover for himself. (2.) The learner is trained to do independent work. (3.) The learner is incited to greater mental activity. 3. Questioning is a great Mental Force. (1.) It directs effort. (2. ) It awakens thought and stimulates activity. (3.) It leads to close observation. (4.) It trains the pupil to analyze and synthotize. 4. Questions should Follow each other in a Logical Order. (1.) The questioner must have a well-defined object in view. (2.) The question must logically lead to its evolution. ♦This subject belongs properly to t.^" "Art of Teaching." The outline i« g^iven here to show the bearing of the art of questioning on school manage- ment. The productions of several authors have been freely used in this outline, but chiefly those of James U. Hoooe. [210] Cap. VI.] GENERAL PRINCIPLES. 211 5. Questioning carried too far is InJTirious. (1.) It confuses and bewilders. (2.) It fosters a dependence on the questions. II. GENERAL STATEMENTS PERTAINING TO THE ART OF QUESTIONING. 1. Questioning implies two Parties : (1.) The teacher, who understands, and is prepared to assist the learner ; (2.) The learner, who does not understand, and who needs assistance. 2. The Efficient Instructor is Master of the Art of Questioning. (1.) He constructs his own questions. (2. ) He adapts his questions to the lean.er and to the subjeci;. 3. As to Subject Matter the Question is : (1.) What is this or that ? or, (2.) How is this or that ? or, (3.) Why is this or that thus or so ? or, (4.) Whence is this or that ? 4. The Teacher must Remember that the Pupil gains a Knowledge— (1.) Of the objective world by sense perception ; (2.) Of the subjective world by conscious perception ; (3.) Of the relation world by thought and imagination ; (4. ) And that all knowledge is reproduced by a well-trained niemory. 5. When the Learner is unable to Advance he may with Propriety ask for Aid. The prerequisities on tlie part of the teacher for profitable ques- tioning are a thorough knowledge of a subject and its relations ; a clerr conception of the important points of a subject, and of ite difficulties ; some knowledge of the general laws of mental action, and of the special laws of suggestion and association ; and a know- ledge of the condition and peculiarities of the learners. m ■ ^ ■ft . «' 212 ART OF QUESTIONING. tPART VI. I , III. OBJECTS OP QUESTIONING. 1. To properly direct the efforts of the learner. 2. To incite the pupil to think for himself. 3. To lead the pupil to discover truth for himself, i. To arouse the dull and startle the inattentive. 5. To bring out the important details of the subject. 6. To test correctness and to correct errors. IV. QUESTIONING IN CLASS MANAGEMENT. 1. In general the question should be propounded to the entire class. 2. Give a moment for each one to think and raise hand. 3. Call on any one in the class for a part or all of the answer. 4. Each member of the class must be held responsible for each answer. 5. The instructor should listen attentively and patiently to each answer. V. QUESTIONS FOR WRITTEN EXAMINATIONS. 1. Give questions involving principles and the application of principles. 2. Give questions requiring definite answers. 3. Give questions involving the pupil's general knowledge of the subject. 4. Avoid technical questions and puzzles. 5. Be libei^al and just in marking the answers. VI. OBJECTIONABLE QUESTIONS. 1. Leading questions. "The world is round, is it not ? " 2. Questions that indicate the answer. " Did Columbus discover America ? " 3. Questions of the alternate form. "Is the world round or square ? " 4. Questions that quote part of the answer. "Arithmetic is the science of ivhat 'i " 5. Questions that suggest the answer : (1.) By language; (2.) By emphasis ; (3.) By inflection ; or (4.) By the expression. T^ Cap. VI.1 EXAMPLES — TOPICAL REVIEW. 218 VII. QUESTIONS TO BE AVOIDED. 1. Avoid questions that include too miich, 2. Avoid pointless or silly questions. 3. Avoid " kill-time " questions. 4. Avoid pert ouestions, designed to display j'our sharp^iess. 5. Avoid pedantic questions, designed to display your leai-ning. 6. Avoid all haphazard questions. All questions should be clear and definite, both in thought and language. Teaching questions may be suggestive ; testing questions should neither involve nor suggest the answer. Teaching questions should be put slowly ; examination questions may, on many sub- jects, be put rapidly. Teaching questions may, in many cases, be answered by a class collectively ; testing questions should usually be answered by individuals. VIII. ANSWERS.— The answer should be— (1.) To the point; (2.) Clear; (3.) Direct; (4.) Concise; (6.) Definite; (6.) Complete ; and (7.) Original. Topical Review. — Art of Questioning, Principles underlying the art of questioning. 1. Questions mtut suit the capacity of pnpUs. 2. Qnestioning is hetier than telling. 3. Questioning is a great moral force. 4. Questions should follow each other in logical order. 6. Q^iestio iiuj should not be ca/rried too far. General statements relating to questioning. 1. It implies two parties. 2. The teacher should he master of the art. 3. Questions as to subject-matter. 4. Teachers should know hoiv pupils gain knowledge. 6. The pupil may ask for aid w/ieu nnahh to culvance alotie. Objects and kinds of questions. i. Questions in class management. 2. For ivritten examituition^ 3. Objectionable questions. 4. Questions to be avoided. 5. How questions should he nnsvei'ed, &: 111 !ii m\ 151 i If IM^. 1 ! i iusi_ i^i CHAPTER VII. i< Golden Hints to Teachers. I. THE SEVEN LAWS OF TEACHING. (President Gregory.) 1. Know thoroughly and familiarly whatever you would teach. 2. Gain and keep the attention of your pupils, and excite hheir interest in tho subject. 3. Use language which your pupils fully understand, and clearly explain every new word required. 4. Begin with what is already knoton, and proceed to the unknown by easy and natural steps. 5. Excite the self -activity of the pupils, and lead them to discover the truth for themselves. 6. Require pupils to restate, fully and correctly, in their own language, and with their own proofs and illustrations, the truth taught them. 7. Review, review, review, carefully, thoroughly, repeatedly, with fresh consideration and thought. These laws underlie and control all successful teaching. Nothing need be added to them ; nothing can be safely taken away. No one who will thoroughly master and up a them need fail as a teacher, pro- vided he will also maintain the good order which is required to give free and undisturbed action to these laws. II. PREPARATION OP LESSONS. (President Gre- gory.) 1. Prepare each lesson by fresh study. Last year's knowledge has necessarily faded somewhat. Only fresh conceptions warm and inspire us. 2. Find in the lesson its analogies and likenesser In these lie the illustrations by which it can be made to reveal itself to others. 3. Find the natural order and connection of the different facta and truths of the lesson. A jumbled mass of materials does rot make a building, nor does a jumble of disjointed facts make up a science. [214] Cap. VII.] CONDITIONS OF SUCCESS. 215 4. Seek for the relations of the lesson to other lessons already learned, and to the life and duty of the learners. The vital force of truth lies in its relations. It is the passage of the electric fire along the distant connected wires which makes the telegrai)hic apparatus important. 5. Use freely all aids to gain che truth, but never pause till the truth gained has been thoroughly digested in your own mind, and its full meaning and importance have arisen upon you as a vision seen by your own eyes. 6. Study the lesson till its truths '^'^ts take shape in easy and familiar language. The final proof and product of clear thought is clear speech. III. PRACTICAL RULES TO BE TAUGHT TO PUPILS. 1. Stand or sit erect. Stand while reciting. 2. At signals, move promptly, quickly, and quietly. 3. Give your entire attention during the whole recitation. 4. Be cox'jrteous tayour teacher and fellow pupils. 5. Answer in your own words. 6. Answer in complete sentences. 7. Raise your hand when you (a) can answer the cjiiestion ; (6) disagree with an answer ; (c) wish to criticise ; (d) wish to ask a question. 8. Never speak without permission. 9. Speak in a medium tone. Speak distinctly and energetically. 10. Never prompt. Be honest end independent. IV. CONDITIONS OF SUCCESS. (Prof. B. S. Potter.) 1. Earnestness from a deep interest in the work. 2. Knowledge from actual experience. 3. Aptitude to teach, enforced by a mastery of the art of teaching. 4. System both in teaching and managing. 5. Ability to detect and correct one's own failures. 6. Hard work from a thirst for knowledge and a love of teaching. V. SECRETS OF SUCCESS.— (Prof. W. P. Nason.) 1. The teacher must be able to seize and impress the principal points in the lesson. it rv-' S i 216 GOLDEN HINTS TO TEACHERS. [Part V 2. The teacher must hold the interested attention of the class till all have mastered the point under consideration. 3. Difficult and important points must be frequently reviewed. 4. Each member of the class must be kept interested and busy. 5. General class drill should constitute a part of the recitation. 6. Work, and manage to make your pupils work, with enthusiasm and energy. 7. Talk to the point, talk well, but avoid too much talking. VI. A MODEL SCHOOL. ("Visitor.") 1. Principles. — (1.) Each sf dy was divided into subjects in their natural order ; each subject into its logical division ; each division into the steps of its development ; each step into lesson- steps ; each lesson-step into lessons, each containing but one new idea, and so simple that the teacher could give all the necessary illustrations and instruction. (2. ) In the primary and intermediate classes no facts or principles were given to commit to memory as a task ; memory simply recorded the use, in a variety of exercisea which directly or indirectly referred to the senses. (3. ) Every lesson was thoroughly understood and applied before the next was presented to the attention. (4.) No time was wasted in trying to illustrate or explain what the pupils, on account of age or lack of experience, were unable to understand. (5.) In advanced classes the principles of generalization were deduced from primary and intermediate practice. 2. Practice. — (1.) Close classification, in which pupils of the same degree of advancement only were placed in the same class. (2) The lessons were given in a brief, pointed, and methodical manner, with no extra words to obscure the sense. In every case, when possible, the pupils repeated t'.e illustration of the teacher with the objects in their oivn hands. (3.) The text-book was used in class to furnish exercises for a review rather than as a manual of instruction. (4.) No lesson was recited that the preparation did not in some way exercise the judgment in discriminating and comparing, cultivate neatness and taste in penmanvhip, and correctness of othography or T""fT Cap. VII.] EFFECTS OF METHOD. 217 punctuation, or require skill in the logical order of ai'rangenient on the slate or blackboard. (5.) In recitation the teacher had nothing to say by way of assist- ance. Pupils were required to ask questions as often as to answer them. (6.) Short and prompt recitations, the time being from ten to thirty minutes. (7.) Nearly double the usual time was given to the primary and intermediate grades ; consequently not so much time was required in the advanced grades to make the same progress. 3. Results. — As a result of the above system, habits of personal industry in the school-room were secured in a remarkable degree. No special system of discipline was required ; the pupils apparently had no time for mischief. Every recitation was an eminent success or a positive failure ; no blundering, no helping, no make believe. Self-confidence was based upon actual ability and not upon self- concession. VII. Effects of Method. (J. W. RicHARbsoN.) There is a prevailing opinion existing in the mmds of a certain class of educators, that methods are of little importance. Many go further than this, and believe that to make our acts conform to a method is to give them a mechanical character, which deprives them of all appearance of being the products either of genius or of a free intelligence. Such opinions are especially mischievous in our educational affairs, as they encourage educators to think little of the philosophy of education, or of those general principles on which alone can be founded either a true science or art of teaching. Every intelligent act implies a knowledge of its beginning. All ends produced by human agency are produced by the use of some means. Success in attain- ing ends depends on two things — on the use of the right means, and on using them in the right way. The way of using means, or of performing our acts, is called method. Those who have no definite methods to use havf no definite ends to obtain. But all teaching worthy of the name has its known ends to accomplish. Teachinej occasion« knowledge, development, and method. When- ever the mind exerts its ppwer h) ^ right manner upon appropriate 218 GOLDEN TTINTS TO TEACHERS. [Paut V. 1 w 1 1 1 1 { H ^H i M 1 ^H 11 111 objects of thought, it becomes conscious of two results. One result is the possession of new knowledge ; the other is an increased facility in the exercise of the po wers by whose activity knowledge is acquired. The facility is mental training. The faculties are trained by their right use in doing what they would acquire the power of doing The third result produced by a method of teaching is found in the method of thinking or study it communicates. Not much knowledge or mental discipline can be obtained by the longest courses of study now taught in our schools ; but a good method of teaching will always present a good plan of study, and occasion that discipline of mind which wiU enable it to use the plan in the further pursuit of knowledge after the pupil has left his school. *' Teachers have their individuality, which shows itself in greater or less degrees in their school-room practice, while applying philo- sophical methods of teaching. This individuality is exhibited in the way that one teacher illustrates a point diflFerently from another ; in the way he speaks ; in the way he looks ; in the way he thinks, it may be ; in the way in which his questions are conceived ; in the impromptu expedients which he devises ; in what in general is called *his way of doing things.' This individuality of the teacher is known as manner. Misapprehension of the true province of scientific methods of teaching has led many to apply the term to any peculiar experiment or expedient which may be selected, which things are, in fact, but examples of manner." — James H. Hoose, •' * Methods of Teaching. " Topical Review. — Golden Hints to Teachers. 1. The Seven Laws of Teaching. — Gregory. 2. Preparation of Lessons. — Gregory. 3. Practical ntles to be taught to pupils. 4. Conditions of Success. — Potter. 5. Secrets of 8^lcc€ss. — Nason. 6. A Model School — Principles — Practice — Results., 7- J?^ecfs o/J)fe but the record is permanent. (See also page 100.) m F 232 RECORDS AND REPORTS. [Part VI. 4. Class Rolls. — These rolls show the recitation and examina- tion grades and the class-standing of the members of each class. The average of the class grades in the branch, multiplied by four and added to the average written-examination grades, and the sum divided by five, will give the class-standing for the month, term, or year. 5. Reports. — All reports should be recorded in the register. The register should always contain blanks for this purpose. 6. Programme. — The programme should also be recorded in the register, which should contain blanks for this purpose. The register should be preserved with as much care as the ledger of the merchant. The new teacher will find recorded in it the real condition of the school, and the data he needs in organizing. IV. TEACHERS' REPORTS.— These should be such as impose the minimum of extra labour. Faithful teachers of ungraded schools are always overworked. 1. Monthly Report Cards to Parents.— No grades are placed on these — simply the words, excellent, good, passable, poor. A foot-note explains that "excellent" means from 90 to 100 ; "good," from 80 to 90; "passaole," from CO to 80; "poor," below GO. These reports will include deportment as well as scholarship. Times absent and times tardy should also be reported. In no case should these reports be made oftener than once a month. 2. Quarterly Reports to School - Boards. - In these reports are given the total enrollment, the average attendance, tlie average class-standing of each pupil, and such other items as the blanks call for. To require these reports monthly is a useless impo- sition upon teachers. The law should be so changed as to require only quarterly reports to school-boards, but monthly reports to Inspectors. 3. Reports to County Inspectors.— A full report, containing items mentioned in the report to the School Board, and such other items as may be required in the blank furnished, should be made at the close of each month to the County Inspector. In addition to the regular reports, special reports may be required at any time. Some Inspectors now wisely require monthly reports from teachers, and thus keep themselves fully informed at all times as to the Cap. III.] TEACHERS AND INSPECTORS. 233 condition of the schools under their charge. Efficient county supervision is thus secured ; and, though it is by no means absolutely necessary, nor is it required by law, to furnish such monthly reports, yet there can be no question that such reports, judiciously and systematically furnished, would do much to secure greater efficiency in the schools and a closer approach to uniformity in the grading and classification of the schools. 4. Enforcement. — Statements that the reports required by the School Law and Regulations have been made should condition the payment of salaries. When reports are required at the close of a quarter, the salary for the last month should be withheld until the reports are made. V. REPORT OP COUNTY INSPECTORS. -This should be made annually to the Hon. the Minister of Education, and quar- terly to the County Council. It should be printed in pamphlet form. This report may embrace : 1. The Names of Teachers. — Address, salaries and grade may be given ; also the number of times that each one has attended the Teachers' Institute in his own county. 2. Catalogue of Pupils. — This should contain the names of all pupils enrolled during the year ; the division to which the pupil belongs will be indicated after the name. One page may be devoted to each school. 3. Names of Graduates. — Pupils completing the elementary course of study should be published as elementary-school graduates. Our school system is so arranged as to utilize as far as possible all the machinery of education ; and, as the High School follows the Public School in natural order, it seems, for the present at least, better to encourage as many of our Public School pupils as can do so to continue their studies to the end of the regular High School course. The time has not yet arrived for ?* purely technical " graduation " in connection with our Public Schools ; but credit should be given in the report, whenever any candidate has left the school either by entmnce into a High School or by the completion of the full course prescribed in the programme of studies for Public Schools. 4. Financial Statement.— The report should exhibit all moneys received and paid out for school purposes by each school. if \W '.} 234 RECORDS AND REPORTS. [Part VI. 5. Miscellaneous. — This report should give the course of study and such general information as will tend to advance the educational interests of the country. 6. Cost and Value. — Printing is cheap ; the cost of printing such a report would be insignificant, and its value would be great. It would establish a school system for the county. Each pupil would know his place in the line of advancement. All the teachers of the county would learn to work to a plan. As much interest would be taken in graduation from the district school as is now taken in graduation from higher institutions. The whole people would be interested. Many of >ur County Inspectors' Reports are models of their kind, — suggestive, able, and comprehensive. It will be a great economy of time, money, and talent when the circulation of such reports becomes general. A collection of the reports of County Inspectors should contain sufficient information about every school and every teacher in the province to enable vacancies to be tilled at once by those best fitted for them by nature and education. [Concluding Remarks. — The foregoing pages contain all that appear to the Editor of this special Canadian edition to be essential for the successful management of an average Canadian school, whether graded or ungraded. He is not, indeed, at all sure that he has not placed before the teachers in training rather more than is absolutely necessar}? ; but if so, the Model School masters will guide them to make a judicious selection.] "WO tPART VI. } course of Eidvance the ; of printing lid be great. Each pupil the teachers luch interest is now taken pie would be dels of their .1 be a great ation of such ts of County every school to be tilled at ation. ktain all that to be essential ladian school, all sure that her more than masters will Cap. III.] TOPICAL RKVIEW. 235 Topical Review — School Records and Reports. I. Form of Begfisters. 1. Must be, aiid geiierally are simple. 2. Teachers in training receive fecial ittstnictions as to the keeping of registers. II. Value of Registers. 1. They help the teacher to grade his pupils. 2. They aid the new teacher to organize his school. 3. They etiable Inspectors and trustees to act judiciously. 4. They elevate the teacher in his profession. III. School Registers for Ungraded Schools. 1. Enrolment of pupils^ names, ages, parents, &c. 2. Record of daily attendance — iivode of marking. 3. Tardy roll. 4. Glass rolls. 5. Reports to be recorded in register. 6. Pirogrammes and time-tahles. IV. Teachers' Reports. 1. Monthly reports to parents. 2. Quarterly reports to school-boards. 3. Reports to cowtity Inspectors. V. County Inspector's Report. 1. Name of teachers. 2. Catalogue of pupils. 3. Names of graduates. 4. Financial statement. 5. Miscellaneous information. 6. Cost and value. f It i/\y\.^ »/ torv DumiH majority of them) and the teacher that his presence in school is deemed injurious to the other pupils, and, where practicable, to remove such pupil to an indus- trial school. [R. S. 0., c. 204, s. 102 (22)]. (9) To take possession and have the custody and Custody of safe keeping of all Public School property- which has property, been acquired or given for Public School purposes in the section ; and to acquire and hold as a corporation, by any title whatsoever, any land, moveable property, moneys or income given or acquired at any time for Public School purposes, and to hold or apply the same according to the terms on which the same were acquired or received ; and to dispose, by sale or other- Sale of wise, of any school site or school property not required scho*)! site by them in consequence of a change of school site, or property, other cause ; to convey the same under their corporate seal, and to apply the proceeds thereof to their lawful school purposes, or as directed by this Act. [R. S. O., c. 204, s. 102 (6 and 7).] (10) To visit, from time to time, every school under Visit [their charge, and see that it is conducted according to school.. l<> t. 242 SCHOOL LAW. Text- books. Report at annual meeting. Annual and semi- annual returns. law and the authorized regulations, and to provide school registers and a visitors' book, in the form pre- scribed by the Education Department. [R. S. 0., c. 204, s. 102 (21).] (11) To see that no unauthorized books are used in the school, and that the pupils are duly supplied with a uniform sei'ies of authorized text-books, sanctioned by the Education Department; and to procure annually, for the benefit of their school section, some periodica 1 devoted to education, and to do whatever they ma) deem expedient in regard to procuring apparatus, maps. prize and library books for their school. [R. S. 0., c. 204, s. 102 (23), 103 (1).] (12) To cause to be prepared and read at the annual meeting of the ratepayers, a report for the year then ending, containing, among other things, a summary of their proceedings during the year, together with a full and detailed account of the receipt and expenditure of all school moneys received and expended in behalf of the section, for any purpose whatever, during such year, and signed by the trustees and by either or both of the school auditors of the section. [R. S. 0., c. 204, s. 102 (26).] (13) To transmit to the Inspector the semi-annual returns on or before the 30th day of June and 31st day of December respectively, and the annual return on or before the 1 5th day of January in each year according to the forms prescribed by the Education Department. [R. S. 0., c. 204, s. 102 (27 and 28 a, h, c and d).] Duties of Board. Appoint- ment of DUTIES OP TRUSTEES IN CITIES, TOWNS AND INCORPORATED VILLAGES. 114. It shall be the duty of the Board, — (1) To appoint a secretary and treasurer or secre- tary-treasurer and one or more collectors, if recjuisite, DUTIES OF TRUSTEES. 243 to provide e form pre- [K S. 0, c. i are used in ip|(lied with ;, sanctioned ire annually, le periodical r they ma) Lratus, maps. [R. S. 0., c. t the annual tie year then summary of V with a full penditure of in behalf of during such ther or both S. O., c. 204, semi-annual ne and 31st mual return n each year e Education and 28 a, h, S, TOWNS GBS. i- rer or secre- if requisite, of such school-fees or rate-bills as the board may have Mcretary authority to charge. Stor^' [a) The collector or collectors, and secretary, and treasurer, or secretary -treasurer (who may be of their own number), shall discharge similar duties, and be subject to similar obligations and penalties and have similar powers as the like officers in the municipality. [R. S. 0., c. 204, s. 104 (3 a, h) (13 a, h, c).] (2) To provide adequate accommodation, according To provide to the regulations of the Education Department, for adequate all the children between the ages of five and twenty- dation. one, resident in the municipality, as ascertained by the census taken by the Municipal Council for the next preceding year; provided always, such residents are not to include the children of persons on whose behalf a Separate School or Schools have been established under the provisions of the Separate Schools Act. [R. S. 0., c. 204, s. 104 (18).] (3) To purchase or rent school sites and premises, To provide and to build, repair, furnish, and keep in order the "c^ool v^^- school-houses and appendages, lands, enclosures, and Jkratu?* moveable property, and procure registers in the pre- Pjjj^ scribed form, suitable maps, apparatus, and prize books, ubrar^ and, if they deem it expedient, establish and maintain school libraries. [R. S. 0., c. 204, s. 104 (8, a, 6, c), (26).] (4) To determine the number, kind, grade and des- Kind of cription of schools (such as male, female, infant, cen- «5hool»' tral or ward schools) to be established and maintained ; the teachers to be employed ; the terms on which they are to be employed ; the amount of their remunera- tion, and the duties which they are to perform. [R. S. O. , c. 204, s. 104 (9 a h).] (5) To prepare from time to time, and lay before the To lay Municipal Council of the City, Town or Village, on or ^^^Ja. before the first day of August, an estimate of the sums eatimato which they think requisite for all necessary expenses ^neys. I I i 244 SCHOOL LAW. To appoint a com- mittee for each school. of the schools under their charge. [R. S. O., c. 204 s. 104 (10).] (6) To appoint of their number annually, or oftener if they judge it expedient, and under such regulations as they think proper, a committee of not more than three persons for the special charge, oversight and management of each school within the City, Town or Village, and to see that all the schools under their charge are conducted according to the authorized regu- lations. [R. S. O., c. 204, s. 104, (24), 105 (1.)] (7) To collect, at their discretion, from the parents or guardians of children attending any Public School under their charge, a sum not exceeding twenty cents per calendar month, per pupil, to defray the cost of text-books, stationery and other contingencies, and to see that all the pupils in the schools are duly supplied with a uniform series of authorized text-books. [H. S. O., c. 204, s. 104 (19) ; 105 (2).] To submit (8) To submit all accounts, books, and vouchers to t^Stors ^® audited by the municipal auditors, and it shall be the duty of such auditors to audit the same. To give (9) To give orders on the Treasurer of the Public moneys**'^ School Board for all moneys expended for school expended. purpoSCS. [R. S. O., C. 204, S. 104 (15).] Model (10) To constitute at their discretion one or more of Schools^for the Public Schools of such City to be a Model School for the preliminary training of Public School teachers therein, subject to the Regulations of the Education Department. [42 V., c. 34, s. 1.] Trustees may collect a fee from parents. To see that authorized books are used. Teachers. To publish auditors' report. To prepare annual report for MiniBter. (11) To publish at the end of every year, in one or more of the public newspapers, or otherwise, the annual report of the auditors, and to prepare and transmit annually, before the fifteenth of January, to the Minister of Education, in the form prescribed by him, a report signed by the chairman containing all TEACHERS. 245 information required by the Regulations of the Edu- cation Department. [R. S. 0., c. 204, s. 104 (27) and (28).] (12) Every Public School Board in a City, Town or School Incorporated Village, shall have the same power to "*®^- take and acquire land for a school site or for enlarging school premises already held, as the trustees of rural schools ; provided always that vacant land only shall f^^^'^l^' be taken in such City, Town or Village for a school site without the consent of the owner or owners, and in the event of disputes between the owner of the land selected and the trustees, sections 64 to 72 of this Act shall apply, save and except that in the case of Cities and Towns, the City or Town Inspector shall replace the County Inspector as arbitrator. [R. S. O., c. 104, s. 126, (2) to (7) ; 42 V., c. 34, s. 5.] 3 or more of TEACHERS. 15!3. All agreements between trustees and teach- Valid ers, to be valid and binding;, shall be in writing, sisTied agree- by the parties thereto, and sealed with the corporate teacher, seal of the trustees, and such agreements may lawfully include any stipulation to provide the teacher with board and lodging. [R. S. 0., c. 204, s. 161 and (2).] 153. No teacher of a Public School shall be deemed Qualified legally qualified, who does not at the time of his ^^^^^^^ engaging with the trustees, and during the period of such engagement, hold a legal certificate of qualifi- cation. [R. S. 0., c. 204, s. 162.] DutieH of 154. It shall be the duty of every teacher of a g^ijjjjji Public School — teacher. (1). To teach diligently and faithfully all the To teach branches required to be taught in the school, accord- JJuw*"* Ijii f t 246 SCHOOL LAW. ing to the terms of his engagement with ^the trustees, and according to the provisions of this ^Act and tlic regulations of the Education Department ; To keep the regis- ter of the 8chnol. (2). To keep in the prescribed form the general, entrance, and the daily class, or other Registei-s of the school, and to record therein the admission, promotion, removal, or otherwise of the pupils of the school ; (3). To maintain proper order and discipline in his school, according to the prescribed regulations ; (4). To keep a Visitors' Book (which the trustees shall provide) and enter therein the visits made to his school, and to present said book to every visitor, and request him to make therein any remarks suggested by his visit ; (5). To give the trustees and visitors access at all times, when desired by them, to the Registers and Visitors' Book appertaining to the school ; Deliver up (6). To deliver up any school Registers, Visitors' aiS^key. Book, school-house key, or other school property in his possession, on the demand or order of the majority of the corporation employing him ; In case of (7). In case of his wilful refusal so to do he shall refusal. j^q^ \yQ deemed a qualified teacher until restitution is made, and shall also forfeit any claim which he may have against the said trustees ; To main- tain order and disci- pline. To keep a v'isitorn book. To give access to registers and visit- ors' b lok. To hold public quarterly examina- tions. (8). To hold during each term a public examination of his school, of which he shall give due notice to the trustees of the school, to any school visitors who reside in or adjacent to the school, and through the pupils to their parents or guardians : To furnish (9). To fumish to the Minister of Education, or to informa- ^j^g School Inspector, from the trustees' report or other- tion to the . 'rx* i-*t_*x -l • -i • Minister Wise, any mtormation which it may be in his power and In- to give respecting anything connected with the oper- I TEACHEBS. 247 ations of his school, or in any wise affecting its interests or character. [R. S. O., c. 204, s. 163, sub-sees. 1 to 8.] (10). To prepare, so far as the school Registers supply To prepaie the information, such reports of the corporation employ- "sports- ing him as are required by the regulations of the Edu- cation Department. 155. Every qualified teacher of a Public School Proportion employed for any period not less than three months ^^ ^^^cL shall be entitled to be paid his salary in the proportion teacher which the number of teaching days during which he ®"*^*^®<*' has taught, bears to the whole number of teaching days in the year. 156. All matters of difference between trustees and Provision teachers, in regard to salary or other remuneration, difference shall be brought and decided in the Division Court by between the Judge of the County Court in each County, subject and'tru*- to an appeal, as provided by this Act. [R. S. 0., c. 204, tees. s. 165, and (2).] 157. In pursuance of a judgment or decision given issue of by a County Judge in a Division Court, under the execution, authority of this Act, and not appealed from, execution may issue from time to time to recover what may be due of the amount which the Judge may have decided the plaintiff entitled to, in like manner as on a judg- ment recorded in a Division Court for a debt, together with all fees and expenses incidental to the issuing thereof and levy thereunder. [R. S. O., c. 204, s. 165 m 158. In case of sickness, certified by a medical man. Case of every teacher shall be entitled to his salary during such wckness. sickness, for a period not exceeding four weeks for the entire year ; which period may be increased at the Jg^jJ^ pleasure of the trustees. [41 V., c. 8, s. 21.] allowed. i T I .!> If) 248 SCHOOL LAW. I It Protection 159. Every teacher shall be entitled to be paid at of teachers ^j^^ ^^^^ mentioned in his agreement with the trustees, to safaiy. even after the expiration of the period of his agree- ment, until the trustees pay him the whole of his salary as teacher of the school, according to their engagement with him, provided always that an action must be commenced within three months after such salary is due and pavable by the trustees. [R. S. O., c. 204, s. 164 and (2).] Three classes of certi- ficates. Certificates. 1 60. Every certificate to teach a Public School sliall be ranked as of the first, second, or third class, and shall be issued under the regulations of the Education Department, only to such persons as (a) furnish satis- factory proof of good moral character, (h) and, if males, are at least eighteen years of age, or if females, seven- teen years of age, (c) and are natural born or natural- ized subjects of Her Majesty, and (d) pass the exami- nations prescribed by the Education Department. [R. S. O., c. 204, s. 200.] Firetand 161. Every certificate issued under this Act shall clSs^certi- ^^^^1^1© ^^^ holder thereof to teach a public school in ficates. any municipality in the Province, but only those of the first and second class shall be valid during good behaviour. [R. S. 0., c. 204, s. 201 (5), 204.] The same. 163. First and second class certificates of quali- fication shall be granted to teachers by the Minister of Education on the report of the Central Committee of Examiners, and third class certificates shall be granted by the County Board of Examiners according to the regulations of the Department. [R. S. 0., c. 204, s. 201 (l)and(3).] rhird class 163. Third class District Certificates may be Srtificafces g^'aj^t^d, subject to the regulations of the Education TEACHERS. 249 Department, to be valid only in the territorial and remote districts following, namely : Kainy River, Thunder Bay, Nipissing, Algoma, Parry Sound, Mus- koka, Ilaliburton, and the counties of v ictoria, Peter- borough and Hastin^^cs and all counties lying east thereof. The Board of Examiners for any such district certificate shall consist of the judge (where (me) and stipendiary magistrate, with the Inspector (if any) in the territorial and other districts ; and in counties, of the County Board of Examiners. [45 V., c. 30, s. 3.] 164. (1) Upon passing the requisite examination, Oertifi- special certificates of the first and second class may be yf,5^e*ts„f issued by the Minister of Education to any person who Nonmii has been trained at any Normal School or other train- ^^^J^'^n ing institute for teachers, or who has been duly certified Britirth 01- licensed by any recognized body as a school teacher dominumH. in any part of the British Dominions, and such certi- ficate shall be valid in any part of the Province until revoked. [R. S. 0., c. 204, s. 202.] (2) All certificates of qualification of teachers granted Fornier before the fifteenth day of February, in the year 1871, contimfed'! shall remain in force in their respective municipalities on the terms and conditions of the Act under which they were granted ; and upon their ceasing to be valid, as provided by law, other than by the confirmation of their suspension, they may be renewed from time to time under the regulations of the Education Depart- ment. (3) Every public school teacher's first-class certificate Same issued under the school laws of this Province by a subject, county board, before the fifteenth day of February, 1871, and now legally valid in any city or county, shall be valid in any municipality in the Province during the good behaviour of the holder thereof. (4) Every public school teachers' second-class cer- Same sub- fcificate issued before such time, and under like autho- J®*'*- m i- .i 250 SCHOOL LAW. rity, and now legally valid, as aforesaid, shall (when such teacher has taught for a period of not less than ten years in Ontario) continue to be valid during good behaviour in such county or city. SuHpen- 165. The Inspector of Public Schools may suspend tifi'cate for ^^® Certificate of any teacher under his jurisdiction for niiscoii- inefficiency, misconduct, or a violation of the regula- duct, etc. tions of the Education Department or of this Act. In every case of suspension, he shall notify in writing the trustees concerned, and the teacher, of the reasons for such suspension. [S^.new schools, under the regulations and with the aid pro- vided by law, or to report on any school matter, shall be entitled to such additional or other remuneration out of any moneys appropriated by the Legislature or County Council for that purpose, as may be deemed just and equitable, considering the nature and extent of the duties to be 188, 189.] performed. [R. S. 0., c. 204, ss. 184. It shall be the duty of every County Inspec- tor — (1) To visit every Public School within his jurisdic- To visit tion once in each term, unless required to do so of tene"* ea«h by the County Council which appointed him, or for the once^a adjustment of disputes or other purpose, and to see term, that every school is c* nducted according to law and the regulations of the Department. [R. S. O., c. 204, s. 194 (2) (3, ] (2) To exai ine at his visits of inspection, into the Examine condition of tlie school, as respects the progress of the *ft^'^**^*' pupils in learning ; the order and discipline observed ; school. the system of instruction pursued ; the mode of keep- ing the school registers ; the average of attendance of pupils : the character and condition of the building and premises ; and to give such advice to the teachers, pupils and officers of the school as he may judge pro- per. [R. S. O., c. 204, s. 194 (4).] (3) To deliver from time to time, under regulations Deliver prescribed by the Minister of Education, a public lee- lectures. : m 256 SCHOOL LAW. To with- hold order for grant in certain oases. ture or lectures in his county or division, on some sub- ject connected with the objects, principles, and means of practical education. [R S. O., c. 204, s. 194 (7).] (4) To withhold his order for the amount appor- tioned from the Legislative or Municipal Grant to any school section: (a) When the school was kept open for less than six months in the year ; (b) When the trustees failed to transmit the annual or semi-annual school returns properly filled up ; (c) When the trustees fail to comply with the School Act, or the Regulations of the Education Department ; (d) Wlien the teacher uses, or permits to be used, as a text book any book not authorized by the Education Department. (5) In every case where, from any cause, the School Grant is withheld the inspector shall forthwith report to the Trustees and to the Education Department. (6) To give any information in his power, when desired, to the Minister of Education, respecting any Public School matter within his jurisdiction, and to prepare and transmit to the Minister of Education on or before the first day of March, an annual report in the form provided by the Education Department. Aid to poor (7) To recommend to the County or Township Coun- schools. q\\ such special or additioral aid as he may deem advisable to be given to new or needy school sections in the County. [R S. O., c. 204, s. 194 (36).] Deliver up (8) To deliver over to his successor, on retiring from papers on office, copies of his official correspondence, and all school from office, papers in his custody, on the order of the County Council or Public School Board, as the case may be. [R S. O., c. 204, s. 194 (37).] To give informa- tion and report to Minister. INSPECTORS. 257 (9) To appoint, in his discretion, the time and place Call special for a special school meeting, at any time, for any lawful ™®®**"^- purpose. [R. S. O., c. 204, s. 194 (33).] (10) To give at his discretion any candidate, on due May give examination, according to the programme authorized certificates for the examination of teachers, and subject to the to teachers regulations of the Education Department, a certificate of qualification to teach a school within the limits of the charge of such Inspector until (but no longer than) the next regular meeting of the Board of Examiners of which such school Inspector is a member. [R.S.O., c. 204, s. 194 (22).] 1 85. The Public School Board of every city or Appoint- town shall from time to time appoint an Inspector "*®"*^' ^^' <. .1 . ,1 ••! Tr»±'i munera- trom those possessmg the requisite qualincation, who tion, Dis- shall receive such remuneration as the Board may missal. determine, and be subject to dismissal by a m.ajority of the members of the Board, in case of inefficiency or misconduct, or by a vote of two-thirds of the Board without cause, or where it is resolved to place the Town schools under the County Inspector. [R. S. 0., c. 309, ss. 104 (9c) (21 a, b), 178, 180, 184.] 186. When the Public School Board of any town Payment not separated from the County appoints an Inspector, t^Ja""^^" other than the County Inspector, to take charge of in towns their school, the County Treasurer on demand shall not separ- pay to the order of such Board a sum of money equal to any amount collected within such town for the payment of salary of the County Inspector. [R. S. 0., c. 204, s. 110 (3).] 187. In case the Public School Board of any town Towns not separated from the County with the approval of "chools**'^ the Education Department and subject to the prescribed under regulations, places the schools of such town under the I'nStor. jurisdiction of the County Inspector, the Inspector i ■ I f ! Ill III 1 »'*: 258 Duty of city or town In- spector. SCHOOL LAW. shall be entitled to the like salary and remuneration as he receives for rural schools. [R. S. O., c. 204, s. 183.] 188. It shall be the duty of every City or Town Inspector to visit the schools under his charge from time to time, and as often as he may be required by the Board, and to discharge such other duties as tlu; Board may require, or are required of County Inspectors under section 184 of this Act. [R. S. 0., c. 204, s. 194, (3) (40).] Inspector 189. No Inspector of schools shall, during his other* ^^^^ tenure of office, engage in or hold any other employ- offices, ment, office, or calling which would interfere with tlic full discharge of his duties as Inspector as requireil by law. [R. S. 0., c. 204, s. 191.] Inspector . 190. In cascs where an Inspector requires the testi- witnesses ^^^^7 ^^ witnesses to the truth of any facts alleged in cei-tain in any complaint or appeal made to him or to tlie cases. Minister of Education or the Education Department, it shall be lawful for such Inspector to administer an oath to such witnesses, or to require their solemn affirmation before receiving their testimony. [R.S. ()., c. 204, s. 192.] Superannuation. Super- 193. From and after the date of this Act, every Fu"^**^'"" teacher or Inspector whose name is entered as having paid into the fund for the support of superannuated teachers, may contribute to such fund in. such manner as may be prescribed by the Education Department, the sum of at least four dollars annually. Repay- 193. On the decease of any teacher or Inspector, ment to j^jg wife, her husband, or other legal representative, ofdeoeasecl shall be entitled to receive back the full amount paid teacher, jnto the Superannuation Fund by such teacher or SUPERANNUATION. 259 Inspector with interest at the rate of seven per cent, per annum. [R. S. 0., c. 204, s. 169.] 194. — (1.) Every teacher or Inspector who, while Right of engaged in his profession, contributes to the Super- Jetfre^on" annuated Teachers' Fund as provided by this Act, shall, reaching on reaching the age of sixty years, be entitled to retire of^'aJJ*'*" from the profession at his discretion, and receive an allowance or pension at the rate of six dollars per annum, for every year of such service in Ontario, upon furnishing to the Education Department satisfactory evidence of good moral character, of his age, and of the length of his service as teacher or Inspector. [R. S. 0., c. 204, s. 170.] (2) Every pension payable under this Act may be Supple- supplemented out of local funds by any Municipal ^^ng^J^ Council, Public School Board or Board of Education, at its pleasure. [R. S. 0., c. 204, ss. 89 (2), 105 (4), 170 (2).] (3) To remove doubts, nothing in this section con- Applica tained shall be held as applying to any person who, ggg^j^J prior to 1871, had ceased to be engaged in his pro- fession as a teacher, and has not heretofore contributed to the said fund, and no payment for arrears shall be received after the first day of July, 1886. 195. Every teacher or Inspector under sixty years Teachers of age who has contributed as aforesaid and who is "jj^^y' disabled from practising his profession, shall be entitled to a like pension, or local supplementary allowance, upon furnishing the like evidence, and upon furnishing to the Education Department from time to time, in addition thereto, satisfactory evidence of his being disabled. [K. S. O., c. 204, s. 171.] 196. Every teacher entitled to receive an allowance $l per from the Superannuated Teachers' Fund, who holds a JJ^y^^ first or second class Provi4cial Certificate, or a first- certain ^acher*. 260 SCHOOL LAW. class County Board Certificate, or who is an authorized Head Master of a High School or Collegiate Institute, shall, in addition to said allowance or pension, be entitled to receive a further allowance at the rate of one dollar per annum for every year of service while he held such certificate, or while he acted as Head Master of a High School or Collegiate Institute. [R. S. O., c. 204, s. 172.] Proviso in 197. The retiring allowance shall cease at the close good moral ^^ ^^® Y^^^ ^^ *'^® death of the recipient, and may be character, discontinued at any time 2ho"ld the pensioned teacher fail to maintain a good moral character, to be vouched for (when requested) to the satisfaction of the Educa- tion Department. [R. S. 0., c. 204, s. 173.] Teacher 198. If any pensioF.rid teacher or Inspector shall, profession, with the consent of the Education Department, resume the profession of teaching or inspecting, the payment of his allowance shall be suspended from the time of his being so engaged. [R. S. O., c. 204, s. 174.] Again retiring. Forfeiture of claim. 199. In case of his again being placed by the Edu- cation Department on the superannuated list a pension for the additional time of teaching shall be allowed him, on his compliance with this Act, and the regula- tions of the Education Department. [R. S. 0., c. 204, s. 175.] !300. Any teacher or Inspector who, having resumed his profession, draws or continues to draw upon the Superannuation Fund for any part of his allowance as a superannuated teacher, shall forfeit all claim to the fund, and his name shall be struck off the list of superannuated teachers. no?avail- 301. In the case of those teachers or Inspectors ingthem- who may not avail themselves of the provisions of selves of " . . . Act,. section 192 or 202 of this Act, the provisions of NON-RESIDENT PUPILS — HOLIDAYS. 261 sections 198 to 202 inclusive shall apply so far as relates to all sums of money already paid into the fund for the support of superannuated teachers. !S02. Any teacher who retires from the profession, Repay- or any teacher or Inspector who desires to remove his ment to name from the list of contributors to the Superannu- utora. ated Teachers' Fund, shall be entitled to receive back from the Minister of Education one-half of any sums paid in by him or her to the fund, through the Public School Inspector, or otherwise. [R.S.O., c. 204, s. 168.] Non-Resident Pupils. 203. It shall be the duty of the trustees of every Admisaion rural school section and of every Public School Board rgg^^ent to admit, on payment in advance of fees not exceeding pupils, fifty cents per pupil for every calendar month, any non-resident pupils who reside nearer to such school than the school in their own section : and in case of dispute as to the distance from the school, the Inspector shall decide. [R.S.O., c. 204, s. 102 (20), 103 (4 and 4a), 104 (17), 105 (3J, 194 (12).] (2) Non-resident pupils attending a public school in any City, Town or Incorporated Village shall for all matters affecting the division of the Legislative or Municipal grants be reported as attending the public school of the school section in which they are actual residents. 304. In case a County Council establishes a House Pupils in of Refuge in any County any person of school age ^gf"*®,,''^ maintained in such House of Refuge shall for the pur- pose of this Act be deemed a non-resident, and the County Council shall be liable for such fees as are lawful under this Act. Holidays. 205. (1) The Public School Year shall consist ofTermH. two terms : the first shall begin on the third day of January, and end on the first Friday of July ; the k ii: i<\i 1 1 262 SCHOOL LAW. second shall begin on the third Monday of August, and end on the twenty-third day of December. Every Saturday, every statutory holiday, and every day proclaimed a holiday by the municipal authorities in which the school section or division is situated, shall be a holiday in the Public Schools, [R. S. O., c. 204, ss. 13, U ; 43 V. c. 82, s. 1.] (2). In the case of Cities, Towns and Incorporated Villages the school terms shall be the same as tin- terms prescribed for High Schools. Authorized Books. Only auth- 206. No teacher sh-Al use or permit to be used as b"ok^ to* text books any book, in a Model or Public School, be used, except such as are authorized by the Education Department, and no portion of the Legislative or Municipal grant shall be paid by the Inspector ir any school in which unauthorized books are used. [R. S. O., c. 204, s. 12 ; 44 V., c. 30, s. 12.] Change of text-book. 307. Any authorized text book in actual use in any Public or Model School may be changed by the teacher of such school for any other authorized text book in the same subject on the written approval of the trustees and the Inspector, provided always such change is made at the beginning of a school term, and at least six months after such approval has been given. [44 V., c. 30, s. 12.] Substitu- 308. In case any teacher or other person shall tion of'un- negligently or wilfully substitute any "^authorized text-books text book in place of any authorized text book in actual use upon the same subject in his school, he shall for each such oftence, on conviction thereof before a police magistrate or justice of the peace, as the case may be, be liable to a penalty not exceeding ten dollars, payable to the municipality for public school purposes, together with costs, as the police magistrate or justice may think fit. [44 V., c. 30, s. 12.] w BEGtTLATIONS— EDUCATION DEPARTMENT. 268 i' REGULATIONS OF THE EDUCATION DEPART- MENT, ONTARIO. PUBLIC SCHOOLS. Accommodation. 1. By section 40 of the Public Schools Act, 1885, Trustees of rural schools are required to piovide adequate accommoda- tion for at least two-thirds of the actual residents between the ages of live and twenty-one years. In the case of cities, towns and incorporated villages, there is no limitation. School Site. 2. Fvery school site should be on a well travelled road, as far removed as possible from a swamp or marsh, and so elevated as to admit of easy drainage. 3. The school grounds should be properly levelled and drained, planted with shade trees and enclosed by a substantial fence. 4. There should be a well or other means for procuring water, so placed and guarded as to be perfectly secure against pollution from surface drainage or filth of any kind. 5. The area of the school site should not be less than half an acre in extent, and if the school population of the section exceeds seventy-five the area should be one acre. 6. Tl»e water-closets for the sexes should be several feet apart, and under different roofs. Their entrances should be screened from observation. fl M F 264 REGULATIONS. 7. Proper care slioiild be taken to secure cleanliness and to prevent unpleasant and unhealthy odours. 8. Suitable walks should be made from the school-house to the water-closets, so that the closets may be reached with comfort in all kinds of weather. School-house. 9. The school-house should be placed at least thirty feet from the public highway. 10. "Wht-re the school population of the section exceeds one hundred, the school -house should contain two rooms ; where it exceeds one hundred and fifty, three rooms — an additional room being required for each additional fifty pupils. 11. In each room the area should be at least twelve square feet on the floor, and there should be at least two hundred and fifty cubic feet of air space, for each pupil. .'S 12. There should bo separate entrances with covered porclie and suitable cloak-rooms for boys and girls. 13. The heating apparatus should be so placed as to keep a uniform temperature throughout the room, of at least sixty- seven degrees during the whole day. 14. The windows (both sashes) should be adjusted by weights and pulleys and provided with blinds. 15. Care should be taken to arrange for such ventilation as will secure a complete change of atmosphere three times every hour. School Furniture. 16. The seats and desks should be so arranged that the pupils may sit facing the teacher. Not more than two pupils should be allowed to sit at one desk, but single-seated desks are preferred. EDUCATION DEP.VRTMENT. 265 1 7. The height of the seat? should be so graduated that I pupils of different sizes may be seated with their feet resting firmly upon the floor. The backs should slope backwards two or three inches from the perpendicular. 4 '■I 18. The seats and desks should be fastened to the floor in I rows, with aisles of suitable width between the rows ; passages, lat least tliree feet wide, should be left between the outside Irows and the side and the rear walls of the room, and a space, from three to live feet wide, between the teacher's platform land the front desks. 19. Fiach desk should be so placed that its front edge may [project slightly over the edge of the seat behind it. The desk Ishould be provided with a shelf for pupils' books, and the seat jshould slope a little towards the back. 30. A sufficient number of seats and desks should be pro- Ivided for the accommodation of all the pupils ordinarily in lattendance at the school. There should be at least two ordi- Inary chairs in addition to the teacher's chair. to keep a ■ 21- The desks should be of three different sizes. The ist sixty- following dimensions are recommended: AGE OF PUPILS. rive to Eight years %ht to Ten years [Pen to Thirteen years . . . birteen to Sixteen years Chairs or Seats. Height. , o -^ ^ c8 ^ inches inches inches 12 Hi 2 13 12i 2 14 13i 2i 16 15| 3 Desks. Length. a standard Dictionary anc Gazetteer; (g) a numeral frame; and a suitable supply oil crayons and blackboard brushes. Programme of Studies. 34. The programme of studies herein prescribed shall be folj lowed by the teacher as far as the circumstances of his school permit. Any moditication3 deemed necessary should be made only with the concurrence of the Inspector and the Trustees. Iiil French and German schools the authorized Readers shall be used in addition to any text books in either of the languages aforesaid] EDUCATION DEPARTMENT. 267 1:0 F P u p r la |h P JSQ r H en a S s « S a S " Ihl IS s OS «_ ■' 'SS'i '« = e S MO g » •a i o be B g Q •*1 -a S rbal pies 5S 5§ O 7 c b ti.2 >. ^ 0) .S o!5 2 S.--CO P oo o 1^ a ^ is is o u *JT3 o I • a « '-'■3 u ■" rt 9 « H o u ■3 c er I ) ^ C b O o •a'- ea o £ - e B 5* V b 62 V B B q S I OS « s * 11 ■5:; U aj o « •a B et m O o o in c g S o c o g* o •- 3r +a "la ss ^B 1^ -ge. *.§ si too! 5 O b few* •sis m C I. 2 a w w t^ en S.& •a B -^■3 09 teS •S-S 8 ^§ a , '•S K t ^ 11 U « «- B ai bc» &1) u •a 00 2 aJ" :3 a 00 =1 a. J. •- .S-Eg ■*^ -^ .)i i3> . a 2- "^ n .2o «« CO _r a ^ fe'^.Sa SoU^ a 4J o a 1 = S g 4) 00 1 4) 1 B S S ^■a a -5 B 0) i II 5?^ wo g3 ga ^ C w OS S ^ic 1^ g-£ •2- Q m rr. o "9 t ^>. •a B b U)b S ® en T3 '"2 - i 3 V i ea B ^1 03 B 1 2» g -" b" « boo bob »1 a . 2 00 p H 00 !? BTS-r o a <4 •5 tS « 5a = O c « °5S •2:§ 4 *• ■_■" a --Si S q !^ h B ■e « ea 4) a t» Si " 4J 9> 73 • ^ » h tr r! S <») * u CD >« ■g « £ a H 3> B O a 2 - 11 o I & a a I a 'n O be 'Ji 4 br rt ?., 'S ^ a i* a "•^ g g.2. . 1-§.| 1 c S8§ g b. Q o o a K a a 15 n M 3 9 mm 268 REGULATIONS. Iff General Directions. First Three Classes. Reading. — The First Part of the First Reader should ha taught from Blackboard, and Tablet Lessons. The pupil should practise reading by phrases with the first lesson, and such explanations should be given as may enable him to read intelli- gently, and in the -.asy natural manner which characterizes good ordinary conversation. Cleai'ness, fluency, force and naturalness are essential to good reading. As pupils learn to read principally by imitation, the teacher's living voice alone can direct in the matter of accent, inflection, emphasis and pro- nunciation. Literature. — It is important that the pupils in all the classes should be required regularly to commit to memory selected passages in prose and verse, to give the meaning of what they read, and to make, from time to time, a summary of the read- ing lessons, in their own language. Arithmetic. — Systematic training in mental Arithmetic should prevail in all the classes. Accuracy and expertness in performing elementary operations are of the first importance. Problems based on the elementary rules should be given from the commencement. Gr* at stress should be laid on the solution of questions by the Analytic Method. Writing. — Neat and legible writing, and the proper forma- tion of the small and capital letters should be aimed at. Geography.— The School House and its surroundings, with which the pupils are familiar, should be taken as the first subjects of lessons to give correct ideas of boundary and direction. Map di-awing should be practised from the begin- ning. Deflnitions in Physical Geography should be fully illustrated in all cases b}' blackboard drawings or otherwise. The teacher should teach this subject in the first and second tl :.'X9l?*.^;4KMnM JAW- tdtOiK-x ^m EDUCATION DEPARTMENT. 269 liould l)e 3il should eind such id inti'lU- Tacterizes force and is learn to oice alone s and pro- the classes y selected what they the read- classes by means of familiar talks about the natural phenomena of different countries, the peculiarities of ditferent races, the birds and animals of different zones, etc. Music. — Kindergarten songs with their appropriate actions shoidd be taught the junior classes ; staff notation, rote songs, and ea^y exercises on the blackboard should be taught the other classes. Drawing. — The drawing exercises in Parts I. and II. of the First Reader are sufficient for the First Class. In the junior Second Class the pupils should be encouraged to expan(l these exercises into original designs. In the other classes the author- ized Drawing Course should be followed. Ch'a7nniar. — Grammar should oe taught mainly as the basis of composition. The essential parts of the simple sentence; the functions and definitions of the parts of speech and the rules for inflection, should be arriv^ed at by induction. Sentence building, and the correction of common mistakes in English. ■ g 1! i;l Arithmetic ^ertness in mportance. Tiven from he solution per foruia- 1 at. dings, with IS the first TKlary mu^ the begin- d be fully ■ otherwise, and second Composition. — Nearly every school exercise, whether oral or written, should be made an exercise in Composition. The teacher should use especial care in requiring good English from his pupils in all their answers in class ov in conversation. History. — The principal events in Canadian history, with their bearing upon the progress of Canada, should be discussed. Care should be taken to explain thoroughly our Municipal and Federal forms of Government, and the principal events of English history, without unnecessary details or unimportant dates. The teacher should remember that a comprehension of leading facts and general principles is mon; valuable than the most accurate knowledge of details, if unaccoinpanievl hy iiliility to distinguish what is important from v. .Iiat is not. Through- out the course the teacher should bear in mind tlie interesting and valuable lessons that may be deduced from the lives of the men and women who have played a prominent part in history. 270 REGULATIONS. >m I Fourth Class. Reading. — A general knowledge of the elements of vocal expression, with special reference to emphasis, inflection, and pause. The reading, with proper expression, of any selection in the Reader authorized for Fourth Book classes. The pupil should be taught to read intelligently, as well as intelligibly. Literature. — The pupil should be taught to give for words or phrases, meanings which may be substituted therefor, with- out impairing the sense of the passage ; to illustrate and show the appropriateness of important words or phrases ; to dis- tinguish between synonyms in common use ; to paraphrase difficult passages so as to show the meaning clearly ; to show the connection of the thoughts in any selected passage ; to explain allusions ; to write explanatory or descriptive notes on proper or other names ; to show that he has studied the lessons thoughtfully, by being able to give an intelligent opinion on any subject treated of therein that comes within the range of his experience or comprehension ; and especially to show that he has entered into the spirit of the passage, by being able to read it v/ith proper expression. He should be exercised in quoting passages of special beauty from the selections pre- scribed, and in reproducing in his own words, the substance of any of these selections, or of any part thereof. He should also obtain some knowledge of the authors from whose works these selections have been made. Orthography and Orthoepy. — The pronunciation, the sylla- bication, and the spelling from dictation, of words in common use. The correction of words improperly spelt or pronounced. The distinctions between worda in common use in. regard to spelling, pronunciation, and meaning. Writing. — Besides writing the regular copy-book exercises, the pupil should be taught simple business forr^s 'etter writing and how to keep simple accounts. Gi^graphy. — The form and the motions of t:3 ■^^r'^'! ^hief definitions a^ contained in th«. au?ihork:d. i<.xt-or, witb- Qd show ; to dis- raphrase to show sage ; to notes on le lessons linion on range of how that g able to raised in ions pre- )stance of lould also )rks these the sylla- 1 common onounced. regard to exercises, ,er writing divisions of the land and the water ; circles on the globe ; politi- cal divisions ; natural phenomena. Maps of America, Europe, Asia and Africa. Maps of Canada and Ontario, including the railway systems. The products and the commercial relations of Canada. The ir'; Orammar. — The sentence : its different forms. Words : their chief classes and inflections. Different grammatical values of the same word. The meanings of the chief grammatical terms. The grammatical values of phrases and of clauses. The nature of the clauses in easy compound and complex sentences. The government, the agreement, and the arrangement of words. The correction, with reasons therefor, of wrong forms of words and of false syntax. The parsing of easy sentences. The analysis of simple sentences. Composition. — The nature and the construction of different kinds of sentences. The combination of separate statements into sentences. The nature and the construction of para- graphs. The combination of separate statements into para- graphs. Variety of expression, with tLe following classes of exercises : — Changing the voice of the verb ; expanding a word or a phrase into a clause ; contracting a clause into a word or a phrase ; changing from direct into indirect narration, cr the converse ; transposition ; changing the form of a sentence ; expansion of given heads or hints into a composition ; the con- traction of passages ; paraphrasing prose or easy poetry. The elements of punctuation. Short narratives or descriptions,. Familiar letters. History. — Outlines of English history ; the outlines of Cana- dian history generally, with particular &,ttention to the events subsequent to 1841. I'he municipal institutions of Ontario, and the Federal form of the Dominion government. Music— As in authorized Music Course for Public Schools. Fifth Class. The programme for the Fifth Class embraces the following subjects : — Heading, Literature, Oiiihography and Orthoepy, i tn REGULATIONS, Writing, Arithmetic, Drawing, Geography, Grammar, Composi- tion, History, Music, Book-keeping, Algebra, Euclid, Physics, Botany, Hygiene, Drill, Calisthenics, Moral and Religious Instruction. The course of study under each head is the same as that prescribed for Third Class Teachers. Trustees are recommended not to form a Fifth Class in the Public School in any city, town, or incorporated village, where a High School is situated. General. Hygiene. — This subject should be taught in the form of familiar lectures and should include temperance, the nature and effects of alcohol upon the system, the importance of cleanli- ness and a strict observance of the laws of health, dietetics, how to preserve the eyesigh', teeth, etc., the dangers, ol exposure to cold and damp, how to play in order to promote physical culture, etc. At least one hour a week should be devoted to this subject D'rill and Calisthenics. — The diflerent extension movements 1'^ <1 in sjiy text-lw^ok n the subject should be frequently Ml only during recess but during school hours. i .xi! iroinptness should characterize every movement. dcL:;iuu. i:- lx)y.s should be formed into companies and I squad and company drill, and the girls should be exercised in calisthenics. pre' pr-ui Ac^ In , taught the u>ll;. Moral and Religious Instruction. — No course of moral iosirruction is prescribed. The teacher is expected, however, by hi* personal example as well as by the exercise of his authority amd by instruction, to imbue every pupil with respect for those moral obligfaiions which underlie a well formed character. Respect for those in authority and for theager, that his ler pupils, ,ed to any school without the written consent of the Public School Inspector. 34. Pupils in cities, towns and villages shall attend such school or department as may be designated by the Trustees, and no transfer from one school or department to another shall be allowed without the consent of the Trustees and the Inspector. 35. No pupil who is affected with or expose* I to any con- tagious disease, shall be permitted to attend school until he produces the certificate of a medical man that all danger from his mingling with the other pupils, or from his exposure to' the disease, has passed away. 36. Any pupil absenting himself from an examination, or from any portion thereof, without permission of the teacher, shall not be admitted to any public school, except by authority of the Inspector, in writing ; and the names of all such pupils shall be immediately reported by the teacher to their parents and the trustees. 37. Pupils shall be responsible to the teacher for their con- duct on the school premises, or in going to or returning from school, except when accompanied by their parents or guardians,, or by some person appointed by them, or on their behalf. 38. No pupil shall be allowed to remain in school unless he is furnished with the books and requisites to be used by him in school, but it shall be lawful for the Trustees to supply him with such books and requisites. 39. No pupil shall have the right to attend school unless, and until, he has paid all the fees imposed by the Trustees for the current month or quarter, as the case may be, and for such books, stationery and other supplies as are authorized under the Public Schools Act. 40. Any school property or furniture injured or destroyed by a pupil, must be made good forthwith by the parent or guardian, under penalty of 9ie suspension of the delinquent. !• > 276 REGULATIONS. 41. Every pupil entitled thereto shall, when he leaves or removes from a school, receive a certificate of good conduct and standing. School Hours. 43. The school hours shall be from nine o'clock in the fore- noon till four o'clock in the afternoon, unless the trustees by resolution prescribe a shorter period. 43. There shall be a recess of not less than ten minutes each forenoon and afternoon, and at least one hour shall be allowed for recreation during the middle of the school day. Duties of Teachers. 44. In every Public School in which more teachers than one are employed the head teacher shall be called the Principal and the other teachers Assistants. 45. The Principal shall prescribe (with the concurrence of the Trustees) the duties of the Assistants, and shall be respon- sible for the organization, classification and discipline of the whole school. 46. It shall be the duty of every teacher in a Public School — (1) To see that the school-house is ready for the reception of pupils at least fifteen minutes before the time prescribed for opening the school in the morning, and five minutes before the time for opening in the afternoon. (2) To classify his pupils strictly according to the programme of studies prescribed by the Education Department, and to make no departure from such classification without the consent of the Trustees and the Inspector. (3) To prepare a time-table to be posted in some conspicuous part of the room for the guidance of himself and pupils. EDUCATION DEPARTMENT. 277 ;aves or conduct ihe fore- tees by minutes shall be day. 3rs tlian Principal rrence of } respon- [Q of the a PubHc eption of •ibed for 3fore the )grainnie , and to i consent ispicuous ►ils. (4) To teach diligently and earnestly, according to the most approved methods, th* variou subjects set forth in the pro- gramme of studies prescribed from time to time by the Educa- tion Department. (5) Tc prevent the use by the pupils of unauthorized text- books. (6) To make at the end of each school tt rm or at such other time as may be approved l)y the Inspector, and subject to revision by him, such promotions from one class to another as he may deem expedient. (7) To practise such discipline in his school as would be exercised by a kind, firm, and judicious parent ; to reprove with tendeiness and becoming deliberation; to aim at go\ 'm- ing his pupils through their afiections and reason rather than by force ; to encourage them to cultivate kindly and atlectionate feelings towards one another, respect for one another's rights, politeness in and out of school, honesty, truthfulness, the practice of correct habits and obedience to all persons in authority over them ; and to discountenance quarrelling, cruelty to animals, and the use of profane anvl improper language. (8) To give strict attention to the proper ventilation and cleanliness of the school-house ; to make and enforce such rules as will ensure the keeping of the school grounds and outbuild- ings in a neat and cleanly condition. (9) To see that the school grounds, sheds, and water-closets are kept in proper order; that no damage is done to the furniture, fences, outbuildings, or other school property ; to give notice in writing to the trustees of any necessary repairs cr supplies. (10) To employ (unless otherwise provided for), at such compensation as may be fixed by the Trustees, a suitable person to make fires, sweep the rooms, dust the walls, seats, desks, and other furniture ; but no as^sistant teacher or pupil shall be required to perform such duty unless regularly employed for that purpose as herein provided. %, IMAGE EVALUATION TEST TARGET (MT-S) i^ % I 1.0 I.I 1.25 1^ 12.8 u± 112 2.5 2.2 1^ lii liM i.8 U IIIIII.6 V] <^ /2 ^9 ^2 /A / o 7 Photogiaphic Sciences Corporation V -A -^V '^O' 23 WEST MAIN "STREET WEBSTER, N.Y. 14580 (71o) 872-4503 ^^ <^ S^ ^ 278 UEOULATIOI^S. (11) To act as librarian of the school and keep such a record of the books as is prescribed by the regulations respecting libraries. (12) To keep in the prescri'^ed form a register of the daily attendance of the pupils. (13) To make up all returns to the Inspector of the Educa- tion Department, as far as the information required can be supplied from the school register. (14) To keep the visitors' book, and allow visitors free access to the same. (15) To attend regularly the Teachers' Institutefc, iiold in his county, and to contribute from his experience and observation to their general usefulness. (16) To give immediate notice to the Trustees of his absence from school through illness or other unavoidable causo. Collections — Presents — Lost Time. 47. In no school shall collections be taken up or subscrip- tions received from the pupils, nor shall any bills or other advertisements be distributed by the teacher for any purpose whatever without the consenc of the Trustees. 48. Except when severing his connection with the school, no teacher shall receive iiny presents from the pupils, nor shall he give any medal or prize to any pupil without the consent of the Trustees. 49. No teacher shall make up lost time by teaching on a holiday or during vacations, and any attendance during such time shall be disallowed by the Inspector. Inspectors. Qualifications. 50. Any person holding either (a) a first-class Provincial certificate, grade A, obtained at the Departmental Eixamina- EDUCATION DEPARTMENT. 279 ee access tions, or (h) a degree in arts from any University in Ontario, with first-class honours in one or more of the recognized depart- ments of examination in such University, and fun:ishing evidence of having taught successfully for five years (of which at least three years must have been spent in a Public School) shall be eligible to be appointed a Public School Inspector. County Inspector's Duties. 51. It shall be the duty of every County Inspector — (1) To visit each school under his jurisdiction at least once in each term. (2) To spend half a day in each school. — Where a school has several departments, the Inspector should devote half a day to each department. When, however, from the character of the work done, an Inspector thinks it would be in the interests of the school to extend his visit over the whole day, he should do so. The half day limit is the average time required for each visit. (3) To satisfy himself as to the progress unade hy the pupils from time to time. This cannot be done without many memo- randa of the standing of each class. It will therefore be necessary for the Inspector to make copious notes in regard to each recitation, showing the condition of each class and the proficiency attained in the several subjects of the curriculum. This part of the work should be thorough and searching ; and the conclusions arrived at should be based on the Inspector's own observation. (4) To examine into the methods of instruction pursued by the teacher. To do this the Inspector should require the teacher of the school to teach several lessons in his presence. In this way the teacher's methods can be observed and hints given for improvement should he evince any faults of method or of manner. Great attention should be paid to methods : the pro- per and logical presentation of a subject is so important that success is impossible without it. 280 REGULATIONS. .; (5) To teach a few model lessons himself. The proper method of teaching subjects that are found to be neglected oi badly taught by the teacher should be exemplified by the Inspector. Here all the qualities which go to form the model teacher should be exercised. His methods of questioning and of receiving answers, of rousing the enthusiasm of the class, of securing attention, of reaching by apt illustration the judgment of the pupils, are all eagerly watched by the teacher and should serve both as a model and as a stimulus to him in the future. (6) To ascertain the nature of the discipline exercised hy the teacher. This no doubt will appear from the attention and diliojence of the pupils, without special enquiry. The manner of the teacher will very soon indicate the nature of the disci- pline. It would be well, nevertheless, to ascertain whether corporal punishment is frequently resorted to, and if not, what are the punishments (if any) usually inflicted. (7) To examine the registers, maps, seats, and all the internal and external equipments of the school- house (a) registers : he should see that the register is properly and neatly kept, and ascertain whether or not entries are made therein daily ; (h) that the maps are suitable and well preserved ; (c) that black- boards are in proper repair, and that crayons and brushes arc fully supplied ; (d) that the furniture is generally adequate ; that proper attention is paid to the heating (e) and ventilation of the rooms ; (/) that the fences and out-houses are in proper repair ; (g) that the School Library is suitably cared for. (8) To report to Trustees in regard to such matters as require their attention. This duty the Inspector should never neglect. The Trustees of a school expect to be informed and directed as to many matters coming under the cognizance of the Inspector, who is, in a certain sense, their officer, and is appointed for the very purpose of aiding them in the discharge of their diities. His report, therefore, on the school should be full. Everything coming within the scope of the duties of the Trustees should be mentioned in detail, and in no case should the school grant be withheld, until they have had an oppor- mery student shall be required to conduct classes in the Model School, and to teach such subjects as he may be directed, under the supervision of the teachers of the Normal «,nd Model School. ^90 UteGUtATIONS. Examinations. At the close of each term t«n Exam) nation shall be by Examiners appointed by the Minister of Educa- 144 held tion. The results of this Examination and of the Examina- tions held during the terra, together with the Reports of the Principal and Masters of the Normal School, and the Teachers of the Model School, shall determine the final standing of e.* h student. A minimum of forty per cent, of the marks obta.i\- able in each subject and 60 per cent, of the aggregate marks shall be required to entitle the student to a certificate. Subjects for Final Examination. Subject. History of Education Science of Education Principles and Practice of Education School Org;'.nization and School Manae^emei^t. English Literature Practical English Hygiene Chemistry Physics Botany Zoology Drawing Writing Music Calisthenics. Drill Lan^age Lessons, Grammar, etc, . . Reading Arithmetic Algebra Practical Teaching in Model Schools. Marks Am.owed. 100 150 150 150 100 100 100 100 100 100 100 100 100 100 100 100 150 100 150 100 500 Model School. 14^ The Masters of the Model School, shaU act under the direction of the Principal of the Normal Schov 1, and shall be responsible to him for the order, discipline and progress of the pupils attending the Model School. EDUCATION DEPARTMENT. 291 146. The terms of the Model School shall correspond to those in High bchools, and, except to fill up vacancies, pupils shall be admitted only at the beginning of a term. 1-1:7. The Regulations respecting pupils in Public and High Schools shall apply to the pupils of the Model School, subject to such variations as may be approved by the Minister of Edu- cation on the report of tiie Principal. RELIGIOUS INSTRUCTION. 349. Every Public and High School shall be opened with the Lord's Prayer, and closed with the reading of the Scriptures and the Lord's Prayer, or the prayer sanctioned by the Depart- ment of Education. 250. Tiie portions of Scripture used shall be taken from selections authorized for that purpose, by the Department of Education, and shall be read without comment or explanation. 351- Where a teacher claims to have conscientious scruples against opening and closing the school as herein provided, he shall notify the Trustees to that effect in writing. S53. No pupil shall be required to take part in the exercises above referred to against the wish of his parent or guardian, expretjsed in writing to the master of the school. 253. When required by the Trustees, the Ten Command- ments shall be repeated at least once a week. 254. The Trustees shall place a copy of the authorized Readings in each department of the Public and High Schools under their jurisdiction, within one year from the date hereof. 255. The clergy of any denomination, or their authorized representatives, shall have the right to give religious instnac- tion to the pupils of their own church, in each school-house at / 292 EEQULATIONS. least once a week, al'ter the hour of closing of the school in the afternoon ; and if the clergy of more than one denomination apply to give religious instruction in the same school-house, the School Board or Trustees shall decide on what day of the week the school-house shall be at the disposal of the clergyman of each denomination, at the time above stated. But it shall be lawful for the School Board or Trustees and clergyman of any denomination to agree upon any hour of the day at which a clergyman, or iiis authorized representative, may give religiou« instruction to the pupils of his own church, provided it be not during the regular hours of the school* Superannuated Teachers' Fund. 379. In order to be entitled to any portion of the Legis- lative Appropriation for Superannuated Teachers every teacher of a High, Public or Separate School, and every Inspector, must have contributed S4 annually to the Superannuation Fund during the whole time of his professional service. 280. Arrears, if any, from 1854 inclusive, (if the applicant was then teaching,) shall be charged at the rate of $5 per annum, and must be paid before the applicant ceases teaching. All arrears must be paid before 1st July, 1886.' 381. In the case of Inspectors, or Local Superintendents, who are now Inspectors, services as an Inspector shall be con- sidered equivalent to services as a teacher. 383. In the case of teachers or Inspectors under sixty years of age, proof of disability must be furnished annually to the Department. The retiring allowance shall be withdrawn whenever the disability ceases, and the recipient shall annually *The Regvilations prescribing the "Hours of Daily Teaching" provide that they shall not exceed six hours in duration, but "a less number of hours of daily teaching may be determined upon in any Public School, at the option of the Trustees." Arrangements may, therefore, be made by the Trustees for closing the ordinary school work earlier than the usual hour, on certain days, so that time may he gfiven for Religious Instruction,. EDUCATION DEPARTMENT. 20^ *j present himself to the Inspector, in order that he may report thereon to the Minister. !S83. Teachers or Inspectors, sixty years of age, are entitled to Superannuation, provided the regulations aforementioned regarding payment and arrears are complied with, without proof of disability. In all cases evidence of good moral charac- ter is required. Text Books. /384. No book shall hereafter be authorized as a text-book in any Public School until the copyright thereof has been vested in the Education Department. 385. Every text-book for Public or High Schools printed and published in Canada, shall be subject, at any stage of its manufacture, to the inspection and approval of the Depart- ment in regard to printing, binding, and paper. 386. A sample copy of every edition of every authorized book shall be deposited in the Education Department by the publisher, and no edition of any book shall be considered as approved without a certificate from the Minister of Education approving thereof. 287. Every authorized book shall bear the imprint of the publisher, and shall show upon the cover or title page the authorized retail price, and no part of the book shall be used for advertising purposes, without the written consent of the Department. 388. The Education Department may require the publisher of any text-book to make such alterations from time to time as may be deemed expedient ; but no alterations in contents, typography, binding, paper, or any other material respects, shall, in any case, be made without the approval of the Edu- cation Department, 294 REGULATIONS. 889, Every publisher of an authorized text-book shall, before placing any edition of such authorized book upon the market, execute such agreements and give such security for the due fulfilment of these regulations as may be required by the Education Department. 390. All authorized text-books may be published by any firm of publishers in Ontario on the payment of the original publishers of such sum or sums of money as may be agreed upon by arbitrators to be appointed for that purpose by the publishers concerned and the Minister of Education respectively. 291. The Minister of Education may, at his discretion, after making full enquiry into the cost of manufacture, reduce the retail price of any authorized text-book. He may also remove such book from the list of authorized text-books, if the pub- lishers fail to comply with the regulations of the Education Department, or if it be considered to be in the public interest so to do. 292. In ^cAse the Education Department shall at any time recommend any books as aids to the teacher, for private refer- ence or study, it is to be distinctly understood that such books are not to be used as text-books by the pupils, and any teacher who permits such books, or any other book not authorized as a text-book for the public schools, to be used as such, shall be liable to such penalties as are imposed by the School Act. Care of School Property. 299. Trustees should appoint one of their own number or some responsible person to look after petty repairs, such as fixing fences, outhouses, walks, windows, seats, blackboards, and stoves. 300. No public school house or school plot (unless other- wise provided for in the deed), or any building, furniture, or Qther thing pertaining thereto, shall be used qr occupied for EDUCATION DEPARTMENt. 209 any other than Public School purposes, without the express permission of the Trustees acting as a corporation. 301. Provision should be made by every school corporation for scrubbing and sweeping the school house regularly, for whitewashing walls and ceilings at least annually during the summer holidays, and for making fires one hour before the time for opening school, from the first of November until the first of April in each year. Arbor Day. 303. The first Friday in May should be set apart by the Trustees of every rural school and incorporated village for the purpose of planting shade trees, making flower beds and other- wise improving and beautifying the school grounds. Fire Drill. 303. In every school house consisting of more than one story the pupils should be regularly trained in the fire drill, in order to prevent accidents from the alarm of fire. 296 REGULATIONS. APPENDIX II FORMS OP PRAYER. (Authorized under Regulation, ^^5.) OPENING. Let us Pray. Our Father, who art in Heaven, hallowed be Thy name, Thy kingdom come. Thy will be done in earth, as it is in Hea- ven ; give us this day our daily bread ; and forgive us our trespasses, as we forgive thein that trespass against us ; and lead us not into temptation ; but deliver us from evil. Amen. CLOSING. Let us Pray. Most merciful God, we yield Thee our humble and hearty thanks for Thy fatherly care and preservation of us this day, and for the progress which Thou hast enabled us to make in useful learning; we pray Thee to imprint upon our minds whatever good instructions we have received, and to bless them to the advancement of our temporal and eternal welfare ; and pardon, we implore Thee, all that Thou hast seen amiss in our thoughts, words, and actions. May thy good Providence still guide and keep us during the approaching interval of rest and relaxation, so that we may be prepared to enter on the duties of the morrow with renewed vigour, both of body and EDUCATION DEPARTMENT. 297 rhy name, is in Hea- [ve us our t us ; and 1. Amen. tid hearty 3 this day, 3 make in )ur minds I to bless 1 welfare ; I amiss in 'rovidence i^al of rest er on the body and mind ; and preserve us we beseech Thee, now and forever, botli outwardly in our bodies, and inwardly in our souls, for the sake of Jesus Christ, Thy Son, our Lord. Amen. Lighten our darkness, we beseech Thee, Lord ; and by Thy great mercy, defend us from all dangers and perils of this night, for the love of Thy only Son, our Saviour, Jesus Christ. Amen. Our Father, who art in Heaven, hallowed be Thy name, Thy kingdom come, Thy will be done in earth, as it is in Hea- ven ; give us this day our daily bread ; and forgive us our tres- passes, as we forgive them that trespass against us ; and lead us not into temptation ; but deliver as from evil. Amen. The Grace of our Lord Jesus Christ, and the Love of God, and the Fellowship of the Holy Ghost, be with us all ever- more. Amen.