BOSTON. 
 
 U, Wo. 1 C 
 
, 
 
 , THE 
 
 TEACHER: 
 
 MORAL INFLUENCES 
 
 EMPLOYED IN THE 
 
 INSTRUCTION AND (TOVERNMENT OF 
 
 THE YOUJVG; 
 
 INTENDED CHIEFLY TO ASSIST YOUNG TEACHERS IN ORGANIZING 
 AND CONDUCTING THEIR SCHOOLS. 
 
 BY 
 
 Late Principal of O^fJ^rncln raojiilfSa^ol, Boston, Masa. 
 
 UNIVERSITY 
 
 5OSTON: 
 PUBLISHED BY WILLIAM PEIRCE. 
 
 No. 9. CORNHILL. 
 
 1834. 
 
Entered, according to Act of Congress, in the year 1833, by WILLIAM 
 PEIRCE, in the Clerk's Office of the District Court of the District 
 of Massachusetts. 
 
 STEREOTYPED BY LYMAN THURSTON * CO. 
 BOSTON. 
 
 PRINTED BY WRIGHT & WEBSTER, 
 
 No. 9 Cornhill Boston. 
 
TO THE 
 
 TRUSTEES AND PATRONS 
 OF THE 
 
 MT. VERNON FEMALE SCHOOL, BOSTON. 
 
 OEIVTLEMBlf: 
 
 It is to efforts which you have made in the cause of 
 education, with special regard to its moral and religious 
 aspects, that I have been indebted for the opportunity 
 to test by experiment, under the most pleasant and 
 favorable circumstances, the principles which form the 
 basis of this work. To you, therefore, it is respectfully 
 inscribed, as one of the indirect results of your own 
 exertions to promote the best interests of the Young. 
 I am very sincerely and respectfully yours, 
 
 THE AUTHOR. 
 
PREFACE. 
 
 THIS book is intended to detail, in a familiar and 
 practical manner, a system of arrangements for the , or- 
 ganization and management of a school, based on the 
 employment, so far as is practicable, of Moral Influences, 
 as a means of effecting the objects in view. Its design is, 
 not to bring forward new theories or new plans, but to 
 develope and explain, and to carry out to their practical 
 applications, such principles as, among all skilful and 
 experienced teachers, are generally admitted and acted 
 upon. Of course it is not designed for the skilful and the 
 experienced themselves; but it is intended to embody 
 what they already know, and to present it in a practical 
 form, for the use of those who are beginning the work and 
 who wish to avail themselves of the experience which 
 others have acquired. 
 
 Although moral influences, are the chief foundations 
 on which the power of the teacher over the minds and 
 hearts of his pupils is, according to this treatise, to rest, 
 still it must not be imagined that the system here recom- 
 mended is one of persuasion. It is a system of authority, 
 supreme and unlimited authority, a point essential in all 
 plans for the supervision of the young. But it is autho- 
 rity secured and maintained as far as possible by moral 
 measures. There will be no dispute about the propriety 
 of making the most of this class of means. Whatever 
 difference of opinion there may be, on the question wheth- 
 er physical force, is necessary at all, every one will agree 
 that, if ever employed, it must be only as a last resort, 
 and that no teacher ought to make war upon the body, 
 unless it is proved that he cannot conquer through the 
 medium of the mind. 
 
 1* 
 
VI PREFACE* 
 
 In regard to the anecdotes and narratives which are 
 very freely introduced to illustrate principles in this work, 
 the writer ought to state, that though they are all substan- 
 tially true, that is, all except those which are expressly 
 introduced as mere suppositions, he has not hesitated to 
 alter very freely, for obvious reasons, the unimportant cir- 
 cumstances connected with them. He has endeavored 
 thus to destroy the personality of the narratives, without 
 injuring or altering their moral effect. 
 
 From the very nature of our employment, and of the 
 circumstances under which the preparation for it must be 
 made, it is plain that, of the many thousands who are, in 
 the United States, annually entering the work, a very 
 large majority must depend for all their knowledge of 
 the art except what they acquire from their own observa- 
 tion and experience, on what they can obtain from books. 
 It is desirable that the class of works from which such 
 knowledge can be obtained should be increased. Some 
 excellent and highly useful specimens have already ap- 
 peared, and very many more would be eagerly read by 
 teachers, if properly prepared. It is essential however 
 that they should be written by experienced teachers, who 
 have for some years been actively engaged, and specially 
 interested in the work; that they should be written in a 
 very practical and familiar style, and that they should 
 exhibit principles which are unquestionably true, and gen- 
 erally admitted by good teachers, and not the new the- 
 ories peculiar to the writer himself. In a word, utility, 
 and practical effect, should be the only aim. 
 
 Boston, June 20, 1833, 
 
CONTENTS 
 
 CHAPTER I. INTEREST IN TEACHING. 
 
 Source of enjoyment in teaching. The boy and the steam engine. His 
 contrivance. His pleasure, and the source of it. Firing at the mark. 
 Plan of clearing the galleries in the British House of Commons. 
 Pleasure of experimenting, and exercising intellectual and moral 
 power. The indifferent, and inactive teacher. His subsequent ex- 
 periments; means of awakening interest. Offences of pupils. Dif- 
 ferent ways of regarding them. 
 
 Teaching really attended with peculiar trials and difficulties. 1. Moral 
 responsibility for the conduct of pupils. 2. Multiplicity of the ob- 
 iects of attention, - - Page 11 
 
 CHAPTER II. GENERAL ARRANGEMENTS. 
 
 Objects to be aimed at, in the General Arrangements. Systematising 
 the teacher's work. Necessity of having only one thing to attend to 
 at a time. 
 
 1. Whispering and leaving seats. An experiment. Method of regu- 
 lating this. Introduction of the new plan. Difficulties, Dialogue 
 with pupils. Study card. Construction and use. 
 
 2. Mending pens. Unnecessary trouble from this source. Degree of 
 importance to be attached to good pens. Plan for providing them. 
 
 3. Answering questions. Evils. Each pupil's fair proportion of time. 
 Questions about lessons. When the teacher should refuse to answer 
 them. Rendering assistance. When to be refused. 
 
 4. Hearing recitations. Regular arrangement of them. Punctuality. 
 Plan and schedule. General Exercises. Subjects to be attended to 
 at them. 
 
 General arrangements of Government. Power to be delegated to pn- 
 pils. Gardiner Lyceum. Its government. The trial. Real repub- 
 lican government impracticable in schools. Delegated power. Ex- 
 periment with the writing books. Quarrel about the nail. Offices 
 for pupils. Cautions. Danger of insubordination. New plans to 
 be introduced gradually. ..._... 29 
 
Vlll CONTENTS. 
 
 CHAPTER III. INSTRUCTION. 
 
 The three important branches. The objects which are really most im- 
 portant. Advanced scholars. Examination of school and scholars 
 at the outset. Acting on numbers. Extent to which it may be car- 
 ried. Recitation and Instruction. 
 
 1. Recitation. Its object. Importance of a thorough examination of 
 the class. Various modes. Perfect regularity and order necessary. 
 Example. Story of the pencils. Time wasted by too minute an at- 
 tention to individuals. Example. Answers given simultaneously to 
 save time. Excuses. Dangers in simultaneous recitation. Means 
 of avoiding them. Advantages of this mode. Examples. Written 
 answers. 
 
 2. Instruction. Means of exciting interest. Variety. Examples. 
 Showing the connexion between the studies of school and the busi- 
 ness of life. Example, from the controversy between General and 
 State Governments. Mode of illustrating it. Proper way of meet- 
 ing difficulties. Leading pupils to surmount them. True way to 
 encourage the young to meet difficulties. The boy and the wheel- 
 barrow. Difficult examples in Arithmetic. 
 
 Proper way of rendering assistance. (1.) Simply analyzing intricate 
 subjects. Dialogue on longitude. (2.) Making previous truths 
 perfectly familiar. Experiment with the Multiplication table. La- 
 tin Grammar lesson. Geometry. 
 
 3. General cautions. Doing work for the scholar. Dulness. Inte- 
 rest in all the pupils. Making all alike. Faults of pupils. The 
 teacher's own mental habits. False pretensions. ... 
 
 64 
 
 CHAPTER IV. MORAL DISCIPLINE. 
 
 First impressions. Story. Danger of devoting too much attention to 
 individual instances. The profane boy. Case described. Confession 
 of the boys. Success. The untidy desk. Measures in consequence. 
 Interesting the scholars in the good order of the school. Securing a 
 majority. Example. Reports about the desks. The new College 
 building. Modes of interesting the boys. The irregular class. Two 
 ways of remedying the evil. Boys* love of system and regularity. 
 Object of securing a majority, and particular means of doing it. 
 Making school pleasant. Discipline should generally be private. In 
 all cases that are brought before the school, public opinion in the 
 teacher's favor should be secured. Story of the rescue. Feelings 
 of displeasure against what is wrong. The teacher under moral ob- 
 ligation, and governed, himself, by law. Description of the Moral 
 Exercise. Prejudice. The scholars' written remarks, and the 
 teacher's comments. The spider. List of subjects. Anonymous 
 writing. Specimens. Marks of a bad scholar. Consequences of 
 being behindhand. New scholars. A Satirical spirit. Variety. 
 
 Treatment of individual offenders. Ascertaining who they are. Stu- 
 dying their characters. Securing their personal attachment. Asking 
 assistance. The whistle. Open, frank dealing. Example. Dia- 
 logue with James. Communications in writing. ... 105 
 
CONTENTS IX 
 
 CHAPTER V. RELIGIOUS INFLUENCE. 
 
 The American mechanic at Paris. A congregational teacher among 
 Quakers. Parents have the ultimate right to decide how their chil- 
 dren shall be educated. 
 
 Agreement in religious opinion, in this country. Principle which is to 
 guide the teacher on this subject. Limits and restrictions to religious 
 influence in school. Religious truths which are generally admitted 
 in this country. The existence of God. Human responsibility. 
 Immortality of the soul. A revelation. Nature of piety. Salva- 
 tion by Christ. Teacher to do nothing on this subject but what he 
 may do by the common consent of his employers. Reasons for ex- 
 plaining distinctly these limits. 
 
 Particular measures proposed. Opening exercises. Prayer. Sing- 
 ing. Direct instruction. Mode of giving it. Example; arrange- 
 ment of the Epistles in the New Testament. Dialogue. Another 
 example; scene in the woods. Cautions. Affected simplicity of 
 language. Evils of it. Minute details. Example ; motives to 
 study. Dialogue. Mingling religious influence with the direct dis- 
 cipline of the school. Fallacious indications of piety. Sincerity of 
 the Teacher. 152 
 
 CHAPTER VI. MT, VERNON SCHOOL. 
 
 Reason for inserting the description. Advantage of visiting schools; 
 and of reading descriptions of them. Addressed to a new scholar. 
 
 1. Her personal duty. Study card. Rule. But one rule. Cases 
 when this rule may be waived. 1. At the direction of teachers. 
 2. On extraordinary emergencies. Reasons for the rule. Anecdote. 
 Punishments. Incident described. Confession, 
 
 2. Order of Daily Exercises. Opening of the school. Schedules. 
 Hours of study and recess. General Exercises, Business. Exam- 
 ples. Sections. 
 
 3. Instruction and supervision of pupils. Classes. Organization. 
 Sections. Duties of superintendents. 
 
 4. Officers. Design in appointing them. Their names and duties. 
 Example of the operation of the system, 
 
 5. The Court. Its plan and design. A trial described. 
 
 6. Religious Instruction. Principles inculcated. Measures. Reli- 
 gious exercises in school. Meeting on Saturday afternoon. Con- 
 cluding remarks. ---..... 181 
 
 CHAPTER VII. SCHEMING. 
 
 Time lost upon fruitless schemes. Proper province of ingenuity and 
 enterprise. Cautions. Case supposed. The spelling class; an ex- 
 periment with it; its success and its consequences. System of lite- 
 rary institutions in this country. Directions to a young teacher on 
 
X CONTENTS. 
 
 the subject of forming new plans. New institutions ; new school 
 books. Ingenuity and enterprise very useful, within proper limits. 
 Ways of making known new plans. Periodicals. Family news- 
 papers. Teacher's meetings. 
 
 Rights of Committees, Trustees, or Patrons, in the control of the 
 school. Principle which ought to govern. Case supposed. Extent 
 to which the teacher is bound by the wishes of his employers. 221 
 
 CHAPTER VIII. REPORTS OF CASES. 
 
 Plan of the Chapter. Hats and Bonnets. Injury to clothes. Mis- 
 takes which are not censurable. Tardiness ; plan for punishing it. 
 Helen's lesson. Firmness in measures united with mildness of man- 
 ner. Insincere confession: scene in a class. Court. Trial of a 
 case. Teacher's personal character. The way to elevate the cha- 
 racter of the employment. Six hours only to be devoted to school. 
 The Chestnut Burr. Scene in the wood. Dialogue in school. An 
 experiment. Series of Lessons in writing. The correspondence. 
 Two kinds of management. Plan of weekly reports. The shopping 
 exercise. Example. Artifices in Recitations. Keeping Resolu- 
 tions; notes of Teacher's Lecture. Topics. Plan and illustration 
 of the exercise. Introduction of music. Tabu. Mental Analysis. 
 Scene in a class. .....--- 242 
 
 
OF THE 
 
 tnOVEESITY 
 
 THE TEACHER. 
 
 CHAPTER I. 
 
 INTEREST IN TEACHING. 
 
 THERE is a most singular contrariety of opinion prevail- 
 ing in the community, in regard to the pleasantness of the 
 business of teaching. Some teachers go to their daily 
 task, merely upon compulsion: they regard it as intoler- 
 able drudgery. Others love the work: they hover around 
 the school-room as long as they can, and never cease to 
 think, and seldom to talk, of their delightful labors. 
 
 Unfortunately there are too many of the former class, 
 and the first object, which, in this work, I shall attempt 
 to accomplish, is to show my readers, especially those 
 who have been accustomed to look upon the business of 
 teaching as a weary and heartless toil, how it happens, 
 that it is, in any case, so pleasant. The human mind is 
 always, essentially, the same. That which is tedious and 
 joyless to one, will be so to another, if pursued in the same 
 way, and under the same circumstances. And teaching, 
 if it is pleasant, animating, and exciting to one, may be so 
 to all. 
 
 I am met, however, at the outset, in my effort to show 
 why it is that teaching is ever a pleasant work, by the 
 want of a name for a certain faculty or capacity of the 
 human mind, through which most of the enjoyment of 
 teaching finds its avenue. Every mind is so constituted 
 as to take a positive pleasure in the exercise of ingenuity 
 in adapting means to an end, and in watching their ope- 
 ration; in accomplishing by the intervention of instru- 
 ments, what we could not accomplish without; in devis- 
 ing, (when we see an object to be effected, which is too 
 great for our direct and immediate power) and setting at 
 
12 INTEREST IN TEACHING. 
 
 work, some instrumentality, which may be sufficient to 
 accomplish it. 
 
 It is said, that, when the steam engine was first put in- 
 to operation, such was the imperfection of the machinery, 
 that a boy was necessarily stationed at it, to open and 
 shut alternately the cock, by which the steam was now 
 admitted, and now shut out, from the cylinder. One 
 such boy, after patiently doing his work for many days, 
 contrived to connect this stop-cock with some of the mov- 
 ing parts of the engine, by a wire, in such a manner, that 
 the engine itself did the work which had been entrusted 
 to him; and after seeing that the whole business would 
 go regularly forward, he left the wire in charge, and went 
 away to play. 
 
 Such is the story. Now if it is true, how much pleasure 
 the boy must have experienced, in devising and witnessing 
 the successful operation of his scheme; I do not mean 
 the pleasure of relieving himself from a dull and weari- 
 some duty; I do not mean the pleasure of anticipated 
 play; but I mean the strong interest he must have taken 
 in contriving and executing his plan. When, wearied out 
 with his dull, monotonous work, he first noticed those 
 movements of the machinery which he thought adapted to 
 his purpose, and the plan flashed into his mind, how must 
 his eye have brightened, and how quick must the weary 
 listlessness of his employment have vanished. While he 
 was maturing his plan, and carrying it into execution; 
 while adjusting his wires, fitting them to the exact length, 
 and to the exact position, and especially, when, at last, 
 he watches the first successful operation of his contri- 
 vance, he must have enjoyed a pleasure, which very few, 
 even of the joyous sports of childhood, could have sup- 
 plied. 
 
 It is not, however, exactly the pleasure of exercising 
 ingenuity in contrivance, that I refer to here; for the 
 teacher has not, after all, a great deal of absolute contriv- 
 ing to do, or rather his principal business is not con- 
 triving. The greatest and most permanent source of 
 pleasure to the boy, in such a case as I have described, is his 
 feeling that he is accomplishing a great effect by a slight 
 
INTEREST Ittf TEACHING. 13 
 
 effort of his own; the feeling of power; acting through the 
 intervention of instrumentality, so as to multiply his power. 
 So great would be this satisfaction, that he would almost 
 wish to have some other similar work assigned him, that 
 he might have another opportunity to contrive some plan 
 for its easy accomplishment. 
 
 Looking at an object to be accomplished, or an evil to 
 be remedied, then studying its nature and extent, and de- 
 vising and executing some means for effecting the pur- 
 pose desired, is, in all cases, a source of pleasure; especial- 
 ly when, by the process, we bring to view or to operation, 
 new powers, or powers heretofore hidden, whether they 
 are our own powers, or those of objects upon which we 
 act. Experimenting has a sort of magical fascination 
 for all. Some do not like the trouble of making prepara- 
 tions, but all are eager to see the results. Contrive a 
 new machine, and every body will be interested to wit- 
 ness, or to hear of its operation; develope any heretofore 
 unknown properties of matter, or secure some new useful 
 effect, from laws which men have not hitherto employed 
 for their purposes, and the interest of all around you will 
 be excited to observe your results; and especially, you 
 will yourself take a deep and permanent pleasure, in 
 guiding and controlling the power you have thus obtained. 
 
 This is peculiarly the case with experiments upon mind, 
 or experiments for producing effects through the medium 
 of voluntary acts of the human mind, so that the contri- 
 ver must take into consideration the laws of mind in form- 
 ing his plans. To illustrate this by rather a childish 
 case: I once knew a boy who was employed by his 
 father to remove all the loose small stones, which, from the 
 peculiar nature of the ground, had accumulated in the 
 road before the house. He was to take them up, and 
 throw them over into the pasture, across the way. He 
 soon got tired of picking them up one by one, and sat 
 down upon the bank, to try to devise some better means 
 of accomplishing his work. He at length conceived and 
 adopted the following plan. He set up, in the pasture, 
 a narrow board, for a target, or as boys would call it, ft 
 mark, and then, collecting all the boys of the neighbor> 
 
14 INTEREST IN TEACHING. 
 
 hood, he proposed to them an amusement, which boys are 
 always ready for, firing at a mark. I need not say that 
 the stores of ammunition in the street were soon exhausted; 
 the boys working for their leader, when they supposed 
 they were only finding amusement for themselves. 
 
 Here now, is experimenting upon the mind; the pro- 
 duction of useful effect with rapidity and ease, by the in- 
 tervention of proper instrumentality; the conversion, by 
 means of a little knowledge of human nature, of that 
 which would have otherwise been dull and fatiguing la- 
 bor, into a most animating sport, giving pleasure to twenty, 
 instead of tedious labor to one. Now the contrivance and 
 execution of such plans is a source of positive pleasure; 
 it is always pleasant to bring the properties and powers of 
 matter into requisition to promote our designs, but there 
 is a far higher pleasure in controlling, and guiding, and 
 moulding to our purpose the movements of mind. 
 
 It is this which gives interest to the plans and opera- 
 tion of human governments. They can do little by actual 
 force. Nearly all the power that is held, even by the most 
 despotic executive, must be based on an adroit manage- 
 ment of the principles of human nature, so as to lead men 
 voluntarily to cooperate with the ruler, in his plans. 
 Even an arrny could not be got into battle, in many 
 cases, without a most ingenious arrangement, by means 
 of which half a dozen men can drive, literally drive, as 
 many thousands, into the very face of danger and death. 
 The difficulty of leading men to battle must have been 
 for a long time a very perplexing one to generals. It was 
 at last removed by the very simple expedient of creating 
 a greater danger behind than there is before. Without 
 ingenuity of contrivance like this, turning one principle 
 of human nature against another, and making it for the 
 momentary interest of men to act in a given way, no gov- 
 ernment could stand a year. 
 
 I know of nothing which illustrates more perfectly the 
 way by which a knowledge of human nature is to be 
 turned to account in managing human minds, than a 
 plan which was adopted for clearing the galleries of the 
 British House of Commons, as it was described to me by 
 
vo 1^ 
 
 EH SIT 1 
 
 INTEREST IN TEACHING. 15 
 
 a gentleman who had visited London. It is well known 
 that the gallery is appropriated to spectators, and that it 
 sometimes becomes necessary to order them to retire, when 
 a vote is to be taken, or private business is to be transact- 
 ed. When the officer in attendance was ordered to clear 
 the gallery, it was sometimes found to be a very trouble- 
 some and slow operation; for those who first went out, 
 remained obstinately as close to the doors as possible, so as 
 to secure the opportunity to come in again first, when the 
 doors should be re-opened. The consequence was, there 
 was so great an accumulation around the doors outside, 
 that it was almost impossible for the crowd to get out. 
 The whole difficulty arose from the eager desire of every 
 one to remain as near as possible to the door, through 
 which they were to come back again. I have been told, that, 
 notwithstanding the utmost efforts of the officers, fifteen 
 minutes were sometimes consumed in effecting the object, 
 when the order was given that the spectators should retire. 
 
 The whole difficulty was removed by a very simple 
 plan. One door only was opened when the crowd was to 
 retire, and they were then admitted through the other. 
 The consequence was, that as soon as the order was given 
 to clear the galleries, every one fled as fast as possible 
 through the open door around to the one which was clos- 
 ed, so as to be ready to enter first, when that, in its turn, 
 should be opened; this was usually in a few minutes, as 
 the purpose for which the spectators were ordered to re- 
 tire was usually simply to allow time for taking a vote. 
 Here it will be seen that by the operation of a very simple 
 plan, the very eagerness of the crowd to get back as soon 
 as possible, which had been the sole cause of the difficulty, 
 was turned to account most effectually to remove it. Be- 
 fore, they were so eager to return, that they crowded 
 around the door so as to prevent others going out. But by 
 this simple plan of ejecting them by one door, and admit- 
 ting them by another, that very circumstance made them 
 clear the passage at once, and hurried every one awaj 
 into the lobby, the moment the command was given. 
 
 The planner of this scheme must have taken great 
 pleasure in seeing its successful operation; though the 
 
16 INTEREST IN TEACHING. 
 
 officer who should go steadily on, endeavoring to remove 
 the reluctant throng by dint of mere driving, might well 
 have found his task unpleasant. But the exercise of 
 ingenuity in studying the nature of the difficulty with 
 which a man has to contend, and bringing in some antag- 
 onist principle of human nature to remove it, or if not an 
 antagonist principle, a similar principle, operating, by a 
 peculiar arrangement of circumstances, in an antagonist 
 manner, is always pleasant. From this source a large 
 share of the enjoyment which men find in the active pur- 
 suits of life, has its origin. 
 
 The teacher has the whole field, which this subject 
 opens, fully before him. He has human nature to deal 
 with, most directly. His whole work is experimenting 
 upon mind; and the mind which is before him to be the 
 subject of his operation, is exactly in the state to be most 
 easily and pleasantly operated upon. The reason now 
 why some teachers find their work delightful, and some 
 find it wearisomeness and tedium itself, is that some 
 do, and some do not take this view of their work. One 
 instructer is like the engine-boy, turning without cessa- 
 tion or change, his everlasting stop-cock, in the same 
 ceaseless, mechanical, and monotonous routine. Another 
 is like the little workman in his brighter moments, fixing 
 his invention and watching with delight its successful 
 and easy accomplishment of his wishes. One is like the 
 officer, driving by vociferations and threats, and demon- 
 strations of violence, the spectators from the galleries. 
 The other, like the shrewd contriver, who converts the 
 very cause which was the whole ground of the difficulty, 
 to a most successful and efficient means of its removal. 
 
 These principles show how teaching may, in some cases, 
 be a delightful employment, while in others, its tasteless 
 dulness is interrupted by nothing but its perplexities and 
 cares. The school-room is in reality, a little empire of 
 mind. If the one who presides in it, sees it in its true 
 light; studies the nature and tendency of the minds 
 which he has to control; adapts his plans and his meas- 
 ures to the laws of human nature, and endeavors to ac- 
 complish his purposes for them, not by mere labor and 
 
INTEREST IN TEACHING. 17 
 
 force, but by ingenuity and enterprise; he will take pleas- 
 ure in administering his little government. He will 
 watch, with care and interest, the operation of the moral 
 and intellectual causes which he sets in operation; and 
 find, as he accomplishes his various objects with increasing 
 facility and power, that he will derive a greater and greater 
 pleasure from his work. 
 
 Now when a teacher thus looks upon his school as a 
 field in which he is to exercise skill and ingenuity and 
 enterprise; when he studies the laws of human nature, 
 and the character of those minds upon which he has to 
 act; when he explores deliberately the nature of the field 
 which he has to cultivate, and of the objects which he 
 wishes to accomplish; and applies means, judiciously and 
 skilfully adapted to the object ; he must necessarily take 
 a strong interest in his work. But when, on the other 
 hand, he goes to his employment, only to perform a cer- 
 tain regular round of daily work, undertaking nothing, 
 and anticipating nothing but this dull and unchangeable 
 routine ; and when he looks upon his pupils merely as pas- 
 sive objects of his labors, whom he is to treat with simple 
 indiffererico while they obey his commands, and to whom 
 he is only to apply reproaches and punishment when they 
 disobey; such a teacher never can take pleasure in the 
 school. Weariness and dulness must reign in both mas- 
 ter and scholars, when things, as he imagines, are going 
 right : and mutual anger and crimination, when they go 
 wrong. 
 
 Scholars never can be instructed by the power of any 
 dull mechanical routine ; nor can they be governed by the 
 blind, naked strength of the master; such means must fail 
 of the accomplishment of the purposes designed, and con- 
 sequently the teacher who tries such a course must have 
 constantly upon his mind the discouraging, disheartening 
 burden of unsuccessful and almost useless labor. He is 
 continually uneasy, dissatisfied and filled with anxious 
 cares; and sources of vexation and perplexity continually 
 arise. He attempts to remove evils by waging against 
 them a useless and most vexatious warfare of threaten- 
 ing and punishment; and he is trying continually to drive, 
 
 
18 INTEREST IN TEACHING. 
 
 when he might know that neither the intellect nor the 
 heart are capable of being driven. 
 
 I will simply state one case, to illustrate what I mean 
 by the difference between blind force, and active ingenuity 
 and enterprise, in the management of school. I once knew 
 the teacher of a school, who made it his custom to have 
 writing attended to in the afternoon. The boys were ac- 
 customed to take their places, at the appointed hour, and 
 each one would stick up his pen in the front of his desk 
 for the teacher to pass around and mend them. The 
 teacher would accordingly pass around, mending the pens 
 from desk to desk, thus enabling the boys, in succession, 
 to begin their task. Of course each boy before he came 
 to his desk was necessarily idle, and, almost necessarily, 
 in mischief. Day after day the teacher went through 
 this regular routine. He sauntered slowly and listlessly 
 * through the aisles, and among the benches of the room, 
 wherever he saw the signal of a pen. He paid of course 
 very little attention to the writing, now and then reprov- 
 ing, with an impatient tone, some extraordinary instance 
 of carelessness, or leaving his work to suppress some ris- 
 ing disorder. Ordinarily, however, he seemed to be lost 
 in vacancy of thought, dreaming perhaps of other scenes, 
 or inwardly repining at the eternal monotony and tedium 
 of a teacher's life. His boys took no interest in their 
 work, and of course made no progress. They were some- 
 times unnecessarily idle, and sometimes mischievous, but 
 never usefully or pleasantly employed ; for the whole hour 
 was past before the pens could all be brought down. Wast- 
 ed time, blotted books, and fretted tempers, were all the 
 results which the system produced. 
 
 The same teacher afterwards acted on a very different 
 principle. He looked over the field and said to himself, 
 what are the objects I wish to accomplish in this writing 
 exercise, and how can I best accomplish them? I wish 
 to obtain the greatest possible amount of industrious 
 and careful practice in writing. The first thing evidently 
 is, to save the wasted time. He accordingly made pre- 
 paration for mending the pens at a previous hour, so 
 that all should be ready, at the appointed time, to com- 
 
INTEREST IN TEACHING. 19 
 
 mence the work together. This could be done quite as 
 conveniently when the boys were engaged in studying, by 
 requesting them to put out their pens at an appointed and 
 previous time. He sat at his table, and the pens of a whole 
 bench were brought to him, and, after being carefully mend- 
 ed, were returned, to be in readiness for the writing hour. 
 Thus the first difficulty, the loss of time, was obviated. 
 
 " I must make them industrious while they write," was 
 his next thought. After thinking of a variety of meth- 
 ods, he determined to try the following. He required all 
 to begin together at the top of the page and write the 
 same line, in a hand of the same size. They were all re- 
 quired to begin together, he himself beginning at the same 
 time, and writing about as fast as he thought they ought 
 to write, in order to secure the highest improvement. 
 When he had finished his line, he ascertained how many 
 had preceded him, and how many were behind. He re- 
 quested the first to write slower, and the others faster, 
 and by this means, after a few trials, he secured uniform, 
 regular, systematic and industrious employment, through- 
 out the school. Probably there were, at first, difficulties 
 in the operation of the plan, which he had to devise ways 
 and means to surmount: but what I mean to present 
 particularly to the reader is, that he was interested in his 
 experiments. While sitting in his desk, giving his com- 
 mand to begin line after line, and noticing the unbroken 
 silence, and attention, and interest, which prevailed, (for 
 each boy was interested to see how nearly with the mas- 
 ter he could finish his work,) while presiding over such 
 a scene, he must have been interested. He must have 
 been pleased with the exercise of his almost military com- 
 mand, and to witness how effectually order and industry, 
 and excited and pleased attention, had taken the place of 
 listless idleness and mutual dissatisfaction. 
 
 After a few days, he appointed one of the older and 
 more judicious scholars, to give the word for beginning 
 and ending the lines, and he sat surveying the scene, or 
 walking from desk to desk, noticing faults, and consider- 
 ing what plans he could form for securing, more and more 
 fully, the end he had in view He found that the great 
 
20 INTEREST IN TEACHING. 
 
 object of interest and attention among the boys was, to 
 come out right, and that less pains were taken with the 
 formation of the letters, than there ought to be, to secure 
 the most rapid improvement. 
 
 But how shall he secure greater pains? By stern 
 commands and threats? By going from desk to desk, 
 scolding one, rapping the knuckles of another, and hold- 
 ing up to ridicule a third, making examples of such indi- 
 viduals as may chance to attract his special attention? 
 No ; he has learned that he is operating upon a little em- 
 pire of mind, and that he is not to endeavor to drive them 
 as a man drives a herd, by mere peremptory command or 
 half angry blows. He must study the nature of the effect 
 he is to produce, and of the materials upon which he is 
 to work, and adopt, after mature deliberation, a plan to 
 accomplish his purpose, founded upon the principles which 
 ought always to regulate the action of mind upon mind, 
 and adapted to produce the intellectual effect, which he 
 wishes to accomplish. 
 
 In the case supposed, the teacher concluded to appeal 
 to emulation. While I describe the measure he adopt- 
 ed, let it be remembered that I am now only approving of 
 the resort to ingenuity and invention, and the employ- 
 ment of moral and intellectual means, for the accomplish- 
 ment of his purposes, and not of the measures themselves. 
 I do not think the plan I am going to describe a wise one ; 
 but I do think that the teacher, while trying it, must 
 have been interested in his intellectual experiment. His 
 business, while pursued in such a way, could not have 
 been a mere dull and uninteresting routine. 
 
 He purchased, for three cents apiece, two long lead-pen- 
 cils, an article of great value, in the opinion of the boys 
 of country schools; and he offered them, as prizes, to the 
 boy who would write most carefully; not to the one who 
 should write best, but to the one whose book should ex- 
 hibit most appearance of effort and care for a week. After 
 announcing his plan, he watched, with strong interest its 
 operation. He walked round the room while the writ- 
 ing was in progress, to observe the effect of his measure. 
 He did not reprove those who were writing carelessly; 
 
INTEREST IN TEACHING. 21 
 
 he simply noticed who and how many they were. He 
 did not commend those who were evidently making effort; 
 he noticed who and how many they were, that he might 
 understand how far, and upon what sort of minds, his 
 experiment was successful, and where it failed. He was 
 taking a lesson in human nature, human nature as it 
 exhibits itself in boys, and was preparing to operate more 
 and more powerfully by future plans. 
 
 The lesson which he learned by the experiment was 
 this, that one or two prizes will not influence the majority 
 of a large school. A few seemed to think that the pencils 
 were possibly within their reach, and they made vigorous 
 efforts to secure them; but the rest wrote on as before. 
 Thinking it certain that they should be surpassed by the 
 others, they gave up the contest, at once, in despair. 
 
 The obvious remedy was to multiply his prizes, so as to 
 bring one within the reach of all. He reflected too that 
 the real prize, in such a case, is not the value of the pen- 
 cil, but the honor of the victory; and as the honor of the 
 victory might as well be coupled with an object of less, as 
 well as with one of greater value, the next week he di- 
 vided his two pencils into quarters, and offered to his pu- 
 pils eight prizes instead of two. He offered one to every 
 five scholars, as they sat on their benches, and every boy 
 then saw, that a reward would certainly come within five 
 of him. His chance, accordingly, instead of being one in 
 twenty, became one in five. 
 
 Now is it possible for a teacher, after having philoso- 
 phized upon the nature of the minds upon which he is op- 
 erating, and surveyed the field, and ingeniously formed a 
 plan, which plan he hopes will, through his own intrinsic 
 power, produce certain effects, is it possible for him 
 when he comes, for the first day, to witness its operations, 
 to come without feeling a strong interest in the result? 
 It is impossible. After having formed such a plan, and 
 made such arrangements, he will look forward, almost 
 with impatience, to the next writing hour. He wishes to 
 see whether he has estimated the mental capacities and 
 tendencies of his little community aright; and when the 
 time comes, and he surveys the scene, and observes the 
 
22 INTEREST IN TEACHING. 
 
 operation of his measure, and sees many more are reached 
 by it, than were influenced before, he feels a strong gratifi- 
 cation; and it is a gratification which is founded upon the 
 noblest principles of our nature. He is tracing on a most 
 interesting field, the operation of cause and effect. From 
 being the mere drudge, who drives, without intellect or 
 thought, a score or two of boys to their daily tasks, he 
 rises to the rank of an intellectual philosopher, exploring 
 the laws and successfully controlling the tendencies of 
 mind. 
 
 It will be observed too, that all the time this teacher 
 was performing these experiments, and watching, with in- 
 tense interest, the results, his pupils were going on undis- 
 turbed in their pursuits. The exercises in writing were 
 not interrupted or deranged. This is a point of funda- 
 mental importance; for, if what I should say on the sub- 
 ject of exercising ingenuity and contrivance in teaching, 
 should be the means, in any case, of leading a teacher to 
 break in upon the regular duties of his school, and destroy 
 the steady uniformity with which the great objects of such 
 an institution should be pursued, my remarks had better 
 never have been written. There may be variety in me- 
 thods and plan; but through all this variety, the school, 
 and every individual pupil of it, must go steadily forward in 
 the acquisition of that knowledge which is of greatest im- 
 portance in the business of future life. In other words, the 
 variations and changes, admitted by the teacher, ought to 
 be mainly confined to the modes of accomplishing those 
 permanent objects to which all the exercises and arrange- 
 ments of the school ought steadily to aim. More on this 
 subject however in another chapter. 
 
 I will mention one other circumstance, which will help to 
 explain the difference in interest and pleasure with which 
 teachers engage in their work. I mean the different views 
 they take of the offences of their pupils. One class of 
 teachers seem never to make it a part of their calculation 
 that their pupils will do wrong, and when any misconduct 
 occurs, they are disconcerted and irritated, and look and 
 act as if some unexpected occurrence had broken in upon 
 their plans. Others understand and consider all this be- 
 
INTEREST IN TEACHING. 23 
 
 forehand. They seem to think a little, before they go 
 into their school, what sort of beings boys and girls are, 
 and any ordinary case of youthful delinquency or dulness 
 does not surprise them. I do not mean that they treat 
 such cases with indifference or neglect, but that they ex- 
 pect them, and are prepared for them. Such a teacher 
 knows that boys and girls, are the materials he has to work 
 upon, and he takes care to make himself acquainted with 
 these materials, just as they are. The other class however, 
 do not seem to know at all, what sort of beings they have 
 to deal with, or if they know, do not consider. They ex- 
 pect from them what is not to be obtained, and then are 
 disappointed and vexed at the failure. It is as if a carpen- 
 ter should attempt to support an entablature by pillars of 
 wood too small and weak for the weight, and then go on, 
 from week to week, suffering anxiety and irritation, as he 
 sees them swelling and splitting under the burden, and 
 finding fault with the wood, instead of taking it to himself. 
 
 It is, of course, one essential part of a man's duty in 
 engaging in any undertaking, whether it will lead him 
 to act upon matter or upon mind, to become first well ac- 
 quainted with the circumstances of the case, the materi- 
 als he is to act upon, and the means which he may rea- 
 sonably expect to have at his command. If he underrates 
 his difficulties, or overrates the power of his means of 
 overcoming them, it is his mistake ; a mistake for which he 
 is fully responsible. Whatever may be the nature of the 
 effect which he aims at accomplishing, he ought fully 
 to understand it, and to appreciate justly the difficulties 
 which lie in the way. 
 
 Teachers however very often overlook this. A man 
 comes home from his school at night, perplexed and 
 irritated by the petty misconduct which he has witnessed, 
 and been trying to check. He does not however, look 
 forward and try to prevent the occasions of it, adapting his 
 measures to the nature of the material upon which he has 
 to operate; buftie stands like the carpenter at his columns 
 making himself miserable in looking at it, after it occurs^ 
 and wondering what to do. 
 
 " Sir," we might say to him, " what is the matter?" 
 
24 INTEREST IN TEACHING. 
 
 " Why, I have such boys, I can do nothing with them. 
 Were it not for their misconduct, I might have a very good 
 school." 
 
 " Were it not for the boys? Why, is there any pecu- 
 liar depravity in them which you could not have fore- 
 seen?" 
 
 "No; I suppose they are pretty much like all other 
 boys," he replies despairingly; "they are all hair-brained 
 and unmanageable. The plans I have formed for my 
 school, would be excellent if my boys would only behave 
 properly," 
 
 " Excellent plans," might we not reply, Cf and yet not 
 adapted to the materials upon which they are to operate! 
 No. It is your business to know what sort of beings boys 
 are, and to make your calculations accordingly." 
 
 Two teachers may therefore manage their schools in 
 totally different ways: so that one of them, may neces- 
 sarily find the business a dull, mechanical routine, except 
 as it is occasionally varied by perplexity and irritation; 
 and the other, a prosperous and happy employment. The 
 one goes on mechanically the same, and depends for his 
 power on violence, or on threats and demonstrations of vio- 
 lence. The other brings all his ingenuity and enterprise 
 into the field, to accomplish a steady purpose, by means 
 ever varying, and depends for his power, on his know- 
 ledge of human nature, and on the adroit adaptation of 
 plans to her fixed and uniform tendencies. 
 
 I am very sorry however to be obliged to say, that prob- 
 ably the latter class of teachers are decidedly in the mi- 
 nority. To practice the art in such a way as to make it 
 an agreeable employment, is difficult, and it requires much 
 knowledge of human nature, much attention und skill. 
 And, after all, there are some circumstances necessarily 
 attending the work which constitute a heavy drawback on 
 th* pleasures which it might otherwise afford. The almost 
 universal impression that the business of teaching is attend- 
 ed with peculiar trials and difficulties, proves this. 
 
 There must be some cause for an impression so general. 
 It is not right to call it a prejudice, for, although a single 
 
INTEREST IN TEACHING. 25 
 
 individual may conceive a prejudice, whole communities 
 very seldom do, unless in some case, which is presented 
 at once to the whole, so that looking at it, through a com- 
 mon medium, all judge wrong together. But the general 
 opinion in regard to teaching is composed of a vast number 
 of separate and independent judgments, and there must be 
 some good ground for the universal result. 
 
 It is best therefore, if there are any real and peculiar 
 sources of trial and difficulty in this pursuit, that they 
 should be distinctly known and acknowledged at the out- 
 set. Count the cost before going to war. It is even bet- 
 ter policy to overrate, than to underrate it. Let us see 
 then what the real difficulties of teaching are. 
 
 It is not however, as is generally supposed, the confine- 
 ment. A teacher is confined, it is true, but not more than 
 men of other professions and employments; not more than 
 a merchant, and probably not as much. A physician is 
 confined in a different way, but more closely than a teach- 
 er: he can never leave home: he knows generally no vaca- 
 tion, and nothing but accidental rest. 
 
 The lawyer is confined as much. It is true, there are 
 not throughout the year, exact hours which he must keep, 
 but considering the imperious demands of his business, his 
 personal liberty is probably restrained as much by it, as 
 that of the teacher. So with all the other professions. 
 Although the nature of the confinement may vary, it 
 amounts to about the same in all. On the other hand 
 the teacher enjoys, in reference to this subject of confine- 
 ment, an advantage, which scarcely any other class of 
 men does or can enjoy. I mean vacations. A man in 
 any other business may force himself away from it, for a 
 time, but the cares and anxieties of his business will follow 
 him wherever he goes, and it seems to be reserved for the 
 teacher, to enjoy alone the periodical luxury of a real and 
 entire release from business and care. On the whole, as to 
 confinement, it seems to me that the teacher has but little 
 ground of complaint. 
 
 There are however some real and serious difficulties 
 which always have, and it is to be feared, always will, 
 cluster around this employment; and which must, for a 
 
 3 
 
26 INTEREST IN TEACHING. 
 
 long time, at least, lead most men to desire some other em- 
 ployment for the business of life. There may perhaps be 
 some, who by their peculiar skill, can overcome, or avoid 
 them, and perhaps the science may, at some future day, 
 be so far improved, that all may avoid them. As I de- 
 scribe them however now, most of the teachers into whose 
 hands this treatise may fall, will probably find that their 
 own experience corresponds, in this respect, with mine. 
 
 1. The first great difficulty which the teacher feels, is 
 a sort of moral responsibility for the conduct of others. 
 If his pupils do wrong, he feels almost personal responsi- 
 bility for it. As he walks out, some afternoon, weary with 
 his labors, and endeavoring to forget, for a little time, all his 
 cares, he comes upon a group of boys, in rude and noisy 
 quarrels, or engaged in mischief of some sort, and his 
 heart sinks within him. It is hard enough for any one to 
 witness their bad conduct, with a spirit unruffled and un- 
 disturbed, but for their teacher, it is perhaps impossible. He 
 feels responsible; in fact he is responsible. If his scholars 
 are disorderly, or negligent, or idle, or quarrelsome, he 
 feels condemned himself, almost as if he were, himself, the 
 actual transgressor. 
 
 This difficulty is in a great degree, peculiar to a teach- 
 er. A physician is called upon to prescribe for a patient; 
 he examines the case, and writes his prescription. When 
 this is done, his duty is ended, and whether the patient 
 obeys the prescription and lives, or neglects it and dies, 
 the physician feels exonerated from all responsibility. He 
 may, and in some cases does feel anxious concern, and may 
 regret the infatuation by which, in some unhappy case, a 
 valuable life may be hazarded or destroyed. But he feels 
 no moral responsibility for another's guilt. 
 
 It is so with all the other employments in life. They 
 do indeed often bring men into collision with other men. 
 But though sometimes vexed, and irritated by the conduct 
 of a neighbor, a client, or a patient, they feel not half 
 the bitterness of the solicitude and anxiety which come to 
 the teacher through the criminality of his pupil. In ordi- 
 nary cases he not only feels responsible for efforts, but for 
 their results ; and when, notwithstanding all his efforts, his 
 
INTEREST IN TEACHING. 27 
 
 pupils will do wrong, his spirit sinks, with an intensity of 
 anxious despondency, which none but a teacher can un- 
 derstand. 
 
 This feeling of almost moral accountability for the guilt 
 of other persons, is a continual burden. The teacher in 
 the presence of the pupil never is free from it. It links 
 him to them by a bond, which, perhaps, he ought not to 
 sunder, and which he cannot sunder if he would. And 
 sometimes, when those committed to his charge are idle, 
 or faithless, or unprincipled, it wears away his spirits and 
 his health together. I think there is nothing analogous to 
 this moral connexion between teacher and pupil, unless it 
 be in the case of a parent and child. And here on account 
 of the comparative smallness of the number under the 
 parent's care, the evil is so much diminished that it is easily 
 borne. 
 
 2. The second great difficulty of the teacher's em- 
 ployments, is the immense multiplicity of the objects of his 
 attention and care, during the time he is employed in his 
 business. His scholars are individuals, and notwithstand- 
 ing all that the most systematic can do, in the way of clas- 
 sification,, they must bejittended to in a great measure, as 
 individuals. A merch'ant keeps his commodities together, 
 and looks upon a cargo composed of ten thousand articles, 
 and worth 100,000 dollars as one: he speaks of it as one: 
 and there is, in many cases, no more perplexity in planning 
 its destination, than if it were a single box of raisins. A 
 lawyer may have a great many important cases, but he has 
 only one at a time ; that is, he attends to but one at a time. 
 That one maybe intricate, involving many facts and 
 requiring to be examined in many aspects and relations. 
 But he looks at but few of these facts and regards but 
 few of these relations at a time. The points which de- 
 mand his attention come, one after another, in regular 
 succession. His mind may thus be kept calm. He 
 avoids confusion and perplexity. But no skill or classifi- 
 cation will turn the poor teacher's hundred scholars into 
 one, or enable him, except to a very limited extent, and 
 for a very limited purpose, to regard them as one. He 
 has a distinct, and, in many respects, a different work to 
 
28 INTEREST IN TEACHING. 
 
 do for every one of the crowd before him. Difficulties 
 must be explained in detail; questions must be answered 
 one by one; and each scholar's own conduct and charac- 
 ter must be considered by itself. His work is thus made 
 up of a thousand minute particulars, which are all crowd- 
 ing upon his attention at once, and which he cannot group 
 together, or combine, or simplify. He must by some 
 means or other attend to them in all their distracting indi- 
 viduality. And in a large and complicated school, the 
 endless multiplicity and variety of objects of attention and 
 care, impose a task under which few intellects can long 
 stand. 
 
 I have said that this endless multiplicity and variety 
 cannot be reduced and simplified by classification. I 
 mean, of course, that this can be done only to a very lim- 
 ited extent, compared with what may be effected in the 
 other pursuits of mankind. Were it not for the art of 
 classification and system, no school could have more than 
 ten scholars, as I intend hereafter to show. The great 
 reliance of the teacher is upon this art, to reduce to some 
 tolerable order, what would otherwise be the inextricable 
 confusion of his business. He mustbe systenyitic. He 
 must classify and arrange; but atteTTie has done all that 
 he can, he must still expect that his daily business will 
 continue to consist of a vast multitude of minute particu- 
 lars, from one to another of which the mind must turn with 
 a rapidity, which, few of the other employments of life 
 ever demand. 
 
 These are the essential sources of difficulty with which 
 the teacher has to contend; but, as I shall endeavor to 
 show in succeeding chapters, though they cannot be entirely 
 removed, they can be so far mitigated by the appropriate 
 means, as to render the employment a happy one. I 
 have thought it best however, as this work will doubtless 
 be read by many, who, when they read it, are yet to be- 
 gin their labors, to describe frankly and fully to them the 
 difficulties which beset the path they are about to enter. 
 " The wisdom of the prudent is, to understand his way." 
 It is often wisdom to understand it beforehand. 
 
CHAPTER II. 
 
 GENERAL ARRANGEMENTS. 
 
 THE distraction and perplexity of the teacher's life are, 
 as was explained in the last chapter, almosr proverbial. 
 There are other pressing and exhausting pursuits, which 
 wear away the spirit by the ceaseless care which they im- 
 pose, or perplex and bewilder the intellect by the multi- 
 plicity and intricacy of their details. But the business of 
 teaching, by a pre-eminence not very enviable, stands, al- 
 most by common consent, at the head of the catalogue. 
 
 I have already alluded to this subject in the preceding 
 chapter; and probably the greater majority of actual 
 teachers will admit the truth of the view there presented. 
 Some will however, doubtless say, that they do not find 
 the business of teaching so perplexing and exhausting an 
 employment. They take things calmly. They do one 
 thing at a time, and that without useless solicitude and 
 anxiety. So that teaching, with them, though it has, 
 indeed, its solicitudes and cares, as every other responsible 
 employment must necessarily have, is, after all, a calm 
 and quiet pursuit, which they follow from month to month, 
 and from year to year, without any extraordinary agitations, 
 or any unusual burdens of anxiety and care. 
 
 There are indeed such cases, but they are exceptions; 
 and unquestionably an immense majority, especially of 
 those who are beginners in the work, find it such as I 
 have described. I think it need not be so; or rather, I 
 think the evil may be avoided to a very great degree. 
 In this chapter I shall endeavor to show how order may 
 be produced out of that almost inextricable mass of con- 
 fusion, into which so many teachers, on commencing their 
 labors, find themselves plunged. 
 
 3* 
 
30 f GENERAL ARRANGEMENTS. 
 
 The objects then, to be aimed at in the general arrange- 
 ments of schools, are two-fold. 
 
 1 . That the teacher may be left uninterrupted, to attend 
 to one thing at a time. 
 
 2. That the individual scholars may have constant em- 
 ployment, and such an amount and such kinds of study, 
 as shall be suited to the circumstances and capacities of 
 each. 
 
 I shall examine each in their order. 
 
 1. The following are the principal things which, in a 
 vast number of schools, are all the time pressing upon the 
 teacher: or rather, they are the things which must, every 
 where, press upon the teacher, except so far as, by the 
 skill of his arrangements, he contrives to remove them. 
 
 1 . Giving leave to whisper or to leave seats. 
 
 2. Mending pens. 
 
 3. Answering questions in regard to studies. 
 
 4. Hearing recitations. 
 
 5. Watching the behavior of the scholars. 
 
 6. Administering reproof and punishment for offences 
 as they occur. 
 
 A pretty large number of objects of attention and care, 
 one would say, to be pressing upon the mind of the teacher 
 at one and the same time, and all *he time, too! Hun- 
 dreds and hundreds of teachers in every part of our coun- 
 try, there is no doubt, have all these, crowding upon them 
 from morning to night, with no cessation, except perhaps 
 some accidental and momentary respite. During the 
 winter months, while the principal common schools in our 
 country are in operation, it is sad to reflect how many 
 teachers come home, every evening, with bewildered and 
 aching heads, having been vainly trying all the day, to 
 do six things at a time, while He, who made the human 
 mind, has determined that it shall do but one. How many 
 become discouraged and disheartened by what they con- 
 sider the unavoidable trials of a teacher's life, and give up 
 in despair, just because their faculties will not sustain a 
 six-fold task. There are multitudes who, in early life, 
 attempted teaching, and, after having been worried, almost 
 to distraction, by the simultaneous pressure of these multi- 
 
GENERAL ARRANGEMENTS. 31 
 
 farious cares, gave up the employment in disgust, and 
 forever afterwards wonder how any body can like teach- 
 ing. I know multitudes of persons to whom the above 
 description will exactly apply. 
 
 I once heard a teacher who had been very successful, 
 even in large schools, say. that he could hear two classes 
 recite, mend pens, and watch his school, all at the same 
 time; and that, without any distraction of mind, or any 
 unusual fatigue. Of course the recitations in such a case 
 must be memoriter. There are very few minds however, 
 which can thus perform triple or quadruple work, and 
 probably none which can safely be tasked so severely. 
 For my part, I can do but one thing at a time; and I 
 have no question that the true policy for all, is, to learn, 
 not to do every thing at once, but so to classify and ar- 
 range their work, that they shall have but one thing to do. 
 Instead of vainly attempting to attend simultaneously to 
 a dozen things, they should so plan their work, that only 
 one will demand attention. 
 
 Let us then examine the various particulars above men- 
 tioned in succession, and see how each can be disposed of, 
 so as not to be a constant source of interruption and de- 
 rangement. 
 
 1. Whispering and leaving seats. In regard to this 
 subject, there are very different methods, now in practice 
 in different schools. In some, especially in very small 
 schools, the teacher allows the pupils to act according to 
 their own discretion. They whisper and leave their seats 
 whenever they think it necessary. This plan may possi- 
 bly be admissible in a very small school ; that is, in one 
 often or twelve pupils. I am convinced, however, that 
 it is very bad here. No vigilant watch, which it is pos- 
 sible for any teacher to exert, will prevent a vast amount 
 of mere talk, entirely foreign to the business of the school. 
 I tried this plan very thoroughly, with high ideas 01 the 
 dependence which might be placed upon conscience and 
 a sense of duty, if these principles are properly brought 
 out to action in an effort to sustain the system. I was 
 told by distinguished teachers, that it would not be found 
 to answer. But predictions of failure in such cases only 
 
32 GENERAL ARRANGEMENTS. 
 
 prompt to greater exertions, and I persevered. But I 
 was forced at last to give up the point, and adopt another 
 plan. My pupils would make resolutions enough; they 
 understood their duty well enough. They were allowed 
 to leave their seats and whisper to their companions, 
 whenever, in their honest judgment, it was necessary for 
 the prosecution of their studies. I knew that it sometimes 
 would be necessary, and I was desirous to adopt this plan 
 to save myself the constant interruption of hearing and 
 replying to requests. But it would; not do. Whenever, 
 from time to time, I called them to account, I found 
 that a large majority, according to their own confession, 
 were in the habit of holding daily and deliberate com- 
 munication with each other, on subjects entirely foreign 
 to the business of the school; A more experienced teach- 
 er would have predicted this result; but I had very high 
 ideas of the power of cultivated conscience; and in fact, 
 still have. But then, like most other persons who become 
 possessed of a good idea, I could not be satisfied without 
 carrying it to an extreme. 
 
 Still it is necessary to give pupils, sometimes, the oppor- 
 tunity to whisper and leave seats. Cases occur where 
 this is unavoidable. It cannot therefore be forbidden al- 
 together. How then, you will ask, can the teacher regu- 
 late this practice, so as to prevent the evils which will 
 otherwise flow from it, without being continually interrupt- 
 ed by the request for permission? 
 
 By a very simple method. Appropriate particular times 
 at which all this business is to be done, and forbid it alto- 
 gether at every other time. It is well on other accounts 
 to give the pupils of a school a little respite, at least 
 every hour; and if this is done, an intermission of study 
 for two minutes each time, will be sufficient. During 
 this time, general permission should be given to speak or 
 to leave seats, provided they do nothing at such a time to 
 disturb the studies of others. This has been my plan for 
 two or three years, and no arrangement which I have ever 
 made, has operated for so long a time, so uninterruptedly, 
 and so entirely to my satisfaction as this. It of course 
 will require some little time, and no little firmness, to es- 
 
GENERAL ARRANGEMENTS. 33 
 
 tablish the new order of things, where a school has been 
 accustomed to another course; but where this is once 
 done, I know no one plan so simple and so easily put 
 into execution, which will do so much towards relieving 
 the teacher of the distraction and perplexity of his pur- 
 suits. 
 
 In making the change, however, it is of fundamental 
 importance that the pupils should themselves be interested 
 in it. Their cooperation, or rather the cooperation of the 
 majority, which it is very easy to obtain, is absolutely 
 essential to success. I say this is very easily obtained. 
 Let us suppose that some teacher, who has been accus- 
 tomed to require his pupils to ask and obtain permission, 
 every time they wish to speak to a companion, is induced 
 by these remarks to introduce this plan. He says accor- 
 dingly to his school: 
 
 ' s You know that you are now accustomed to ask me 
 whenever you wish to obtain permission to whisper to a 
 companion, or to leave your seats: now I have been think- 
 ing of a plan which will be better for both you and me. 
 By our present plan, you are sometimes obliged to wait 
 before I can attend to your request. Sometimes I think 
 it is unnecessary, and deny you, when perhaps I was mis- 
 taken, and it was really necessary. At other times, I 
 think it very probable, that when it is quite desirable for 
 you to leave your seat, you do not ask, because you think 
 you may not obtain permission, and you do not wish to ask 
 and be refused. Do you, or not, experience these incon- 
 veniences from our present plans?" 
 
 The boys would undoubtedly answer in the affirma- 
 tive. 
 
 "I experience great inconvenience, too. I am very 
 frequently interrupted when busily engaged, and it also 
 occupies a great portion of my time and attention. It 
 requires as much mental effort to consider and decide 
 sometimes whether I ought to allow a pupil to leave his 
 seat, as it would to decide a much more important ques- 
 tion ; therefore I do not like our plan, and I have anoth- 
 er to propose." 
 
 The boys are all attention to know what the new plan is. 
 
34 GENERAL ARRANGEMENTS. 
 
 It will always be of great advantage to the school, for the 
 teacher to propose his new plans from time to time to his 
 pupils in such a way as this. It interests them in the im- 
 provement of the school, exercises their judgment, estab- 
 lishes a common feeling between teacher and pupil, and 
 in many other ways will assist very much in promoting 
 the welfare of the school. 
 
 " My plan," continues the teacher, f< is this: to allow 
 you all, besides the recess, a short time, two or three min- 
 utes perhaps, every hour; " (or every half hour, according 
 to the character of the school, the age of the pupils, or oth- 
 er circumstances, to be judged of by the teacher,) " dur- 
 ing which you may all whisper or leave ^ jur seats, without 
 asking permission." 
 
 Instead of deciding the question of the frequencij of this 
 general permission, the teacher may, if he pleases, leave it 
 to the pupils to decide. It is often useful to leave the de- 
 cision of such a question to them. On this subject, how- 
 ever, I shall speak in another place. It is only necessary, 
 here, to say, that this point may be safely left to them, 
 since the time is so small which is to be thus appropriated. 
 Even if they vote to have the general permission to whis- 
 per every half hour, it will make but eight minutes in the 
 forenoon. There being six half hours in the forenoon, 
 and one of them ending at the close of school, and anoth- 
 er at the recess, only four of these rests, as a military 
 man would call them, would be necessary; and four, of 
 two minutes each, would make eight minutes. If the 
 teacher thinks that evil would result from the interruption 
 of the studies so often, he may offer the pupils three min- 
 utes rest every hour, instead oftiuo minutes every half hour, 
 and let them take their choice ; or he may decide the case 
 altogether himself. 
 
 Such a change, from particular permission on individ- 
 ual requests to general permission at stated times, would 
 unquestionably be popular in every school, if the teacher 
 managed the business properly. And by presenting it as 
 an object of common interest, an arrangement proposed 
 for the common convenience of teacher and pupils, the lat- 
 ter may be much interested in carrying the plan into 
 
GENERAL ARRANGEMENTS. 35 
 
 effect. We must not rely, however, entirely upon their 
 interest in it. All that we can expect from such an ef- 
 fort to interest them, as I have described and recommend- 
 ed, is to get a majority on our side, so that we may have 
 only a small minority, to deal with by other measures. 
 Still ive must calculate on having this minority, and form 
 our plans accordingly, or we shall be sadly disappointed. 
 I shall, however, in another place, speak of this principle 
 of interesting the pupils in our plans, for the purpose of se- 
 curing a majority in our favor, and explain the methods by 
 which the minority is then to be governed. I only mean 
 here to say, that, by such means, the teacher may easily 
 interest a large proportion of the scholars, in carrying his 
 plans into effect, and that he must expect to be prepared 
 with other measures, for those, who will not be governed 
 by these. 
 
 You cannot reasonably expect however, that immediate- 
 ly after having explained your plan, it will, at once, go into 
 full and complete operation. Even those who are firmly 
 determined to keep the rule, will, from inadvertence, 
 for a day or two, make communication with each other. 
 They must be trained, not by threatening and punish- 
 ment, but by your good-humored assistance, to their new 
 duties. When I first adopted this plan in my school, 
 something like the following proceedings took place. 
 
 " Do you suppose that you will perfectly keep this rule, 
 from this time? " 
 
 " No sir," was the answer. 
 
 " I suppose you will not. Some, I am afraid, may not 
 really be determined to keep it, and others will forget. 
 Now I wish every one would keep an exact account to 
 day, of all the instances of speaking and leaving seats, 
 out of the regular times, and be prepared to report them 
 at the close of the school. Of course, I shall have no 
 punishment for it; but it will very much assist you to 
 watch yourselves, if you expect to make a report at the 
 end of "the forenoon. Do you like this plan? " 
 
 " Yes sir," was the answer, and all seemed to enter 
 into it with spirit. 
 
 In order to mark more definitely the times for commu- 
 
36 GENERAL ARRANGEMENTS. 
 
 nication I wrote, in large letters, on a piece of pasteboard, 
 " STUDT HOURS," arid making a hole over the centre of 
 it, I hurg it upon a nail, over my desk. At the close of 
 each ha]f hour, a little bell was to be struck, and this card 
 was to be taken down. When it was up, they were, on 
 no occasion whatever, (except some such extraordinary 
 occurrence as sickness, or my sending one of them on a 
 message to another, or something clearly out of the com- 
 mon course,) to speak to each other; but were to wait, 
 whatever they wanted, until the Study Card, as they called 
 it, was taken down. 
 
 " Suppose now," said I, " that a young lady has come 
 into school, and has accidentally left her book in the en- 
 try; the book from which she is to study during the first 
 half hour of the school: she sits near the door, and she 
 might, in a moment, slip out and obtain it: if she does not, 
 she must spend the half hour in idleness, and be unpre- 
 pared in her lesson. What is it her duty to do? " 
 
 " To go; " " Not to go;" answered the scholars simul- 
 taneously. 
 
 " It would be her duty not to go; but I suppose it will 
 be very difficult for me to convince you of it." 
 
 " The reason is this," I continued; " if the one case 
 I have supposed, were the only one, which would be like- 
 ly to occur, it would undoubtedly be better for her to go; 
 but if it is understood that, in such cases, the rule may 
 be dispensed with, there will be many others, where it 
 will be equally necessary to lay it aside. Scholars will 
 differ in regard to the degree of inconvenience, which they 
 must submit to, rather than break the rule. They will 
 gradually do it on slighter and slighter occasions, until 
 at last the rule will be disregarded entirely. We must, 
 therefore, draw a precise line, and individuals must sub- 
 mit to a little inconvenience, sometimes, to promote the 
 general good." 
 
 At the close of the day, I requested all in the school to 
 rise. While they were standing, I called them to account 
 in the following manner. 
 
 " Now it is very probable that some have, from inad- 
 vertence, or from design, omitted to keep an account of 
 
TJNJVEESIT 1 
 
 GENERAL ARRANGEMENT^ /^ 37 
 
 the number of transgressions of the rule, which they have 
 committed during the day; others, perhaps, do not wish 
 to make a report of themselves. Now as this is a com- 
 mon and voluntary effort, I wish to have none render as- 
 sistance, who do not, of their own accord, desire to do so; 
 all those, therefore, who are not able to make a report, 
 from not having been correct in keeping it, and all those 
 who are unwilling to report themselves, may sit." 
 
 A very small number hesitatingly took their seats. 
 
 " I am afraid that all do not sit, who really wish not 
 to report themselves. Now I am honest in saying I wish 
 you to do just as you please. If a great majority of the 
 school really wish to assist me in accomplishing the object, 
 why, of course, I am glad; still, I shall not call upon any 
 for such assistance, unless it is freely and voluntarily ren- 
 dered." 
 
 One or two more took their seats while these things 
 were saying. Among such, there would generally be 
 some, who would refuse to have any thing to do with the 
 measure, just from a desire to thwart and impede the 
 plans of the teacher. If so, it is best to take no notice of 
 them. If the teacher can contrive to obtain a great major- 
 ity upon his side, so as to let them see that any opposition 
 which they can raise, is of no consequence, and is not 
 even noticed, they will soon be ashamed of it. 
 
 The reports then of those who remained standing, were 
 called for; first, those who had whispered only once were 
 requested to sit ; then those who had whispered more than 
 once, and less than five times, &c. &c., until at last all 
 were down. In such a case, the pupils might, if thought 
 expedient, again be requested to rise, for the purpose of 
 asking some other questions, with reference to ascer- 
 taining whether they had spoken most in the former or 
 latter part of the forenoon. The number who had spoken 
 inadvertently, and the number who had done it by de- 
 sign, might be ascertained. These inquiries accustom 
 the pupils to render honest and faithful accounts of them- 
 selves. They become, by such means, familiarized to the 
 practice, and by means of it, the teacher can, many times, 
 receive most important assistance. 
 
 4 
 
38 GENERAL ARRANGEMENTS. 
 
 All however, should be done in a pleasant tone, and 
 with a pleasant and cheerful air. It should be considered 
 by the pupils, not a reluctant confession of guilt, for 
 which they are to be rebuked or punished, but the volun- 
 tary and free report of the result of an experiment, in which 
 all are interested. 
 
 Some will have been dishonest in their reports : to di- 
 minish the number of these, the teacher may say, after 
 the report is concluded: 
 
 ' ' We will drop the subject here to-day. To-morrow we 
 will make another effort, when we shall be more success- 
 ful. I have taken your reports as you have offered them, 
 without any inquiry, because I had no doubt, that a great 
 majority of this school would be honest, at all hazards. 
 They would not, I am confident, make a false report, 
 even if, by a true one, they were to bring upon themselves 
 punishment; so that I think I may have confidence that 
 nearly all these reports have been faithful. Still, it is 
 very probable, that, among so large a number, some may 
 have made a report, which, they are now aware, was not 
 perfectly fair and honest. I do not wish to know who 
 they are ; if there are any such cases, I only wish to say 
 to the rest, how much pleasanter it is for you that you 
 have been honest and open. The business is now all 
 ended; you have done your duty; and though you report- 
 ed a little larger number than you would, if you had been 
 disposed to conceal, yet you go away from school with a 
 quiet conscience. On the other hand, how miserable 
 must any boy feel, if he has any nobleness of mind what- 
 ever, to go away from school, to-day, thinking that he has 
 not been honest; that he has been trying to conceal his 
 faults, and thus to obtain a credit which he did not justly 
 deserve. Always be honest, let the consequence be what 
 it may." 
 
 The reader will understand that the object of such 
 measures is, simply to secure as large a majority as possible, 
 to make voluntary efforts to observe the rule. I do not 
 expect that by such measures, universal, obedience can be 
 exacted. The teacher must follow up the plan, after a 
 few days, by other measures, for those who will not yield 
 
GENERAL ARRANGEMENTS. 39 
 
 to such inducements as these. Upon this subject, how- 
 ever, I shall speak more particularly at a future time. 
 
 In my own school, it required two or three weeks to 
 exclude whispering and communication by signs. The 
 period necessary to effect the revolution will be longer or 
 shorter, according to the circumstances of the school, and 
 the dexterity of the teacher; and, after all, the teacher 
 must not hope entirely to exclude it. Approximation to 
 excellence is all that we can expect; for unprincipled and 
 deceiving characters will perhaps always be found, and 
 no system whatever can prevent their existence. Proper 
 treatment may indeed be the means of their reformation, 
 but before this process has arrived at a successful result, 
 others similar in character will have entered, so that the 
 teacher can never expect perfection in the operation of 
 any of his plans. 
 
 I found so much relief from the change which this plan 
 introduced, that I soon took measures for rendering it per- 
 manent; and though I am not much in favor of efforts to 
 bring all teachers and all schools to the same plans, this 
 principle of whispering at limited and prescribed times alone, 
 seems to me well suited to universal adoption. 
 
 The following simple apparatus has been used in seve- 
 ral schools where this principle has been adopted. A 
 drawing and description of it is inserted here, as by this 
 means, some teachers, who may like to try the course here 
 recommended, may be saved the time and trouble of con- 
 triving something of the kind themselves. 
 
 The figure a a a a is a board, about 18 inches by 12, to 
 which the parts are to be attached, and which is to be 
 nailed against the wall, at the height of about 8 feet, 
 b c d c is a plate of tin or brass, 8 inches by 12, of the 
 fqrm represented in the drawing. At c c, the lower ex- 
 tremities of the parts at the sides, the metal is bent round, 
 so as to clasp a wire which runs from c to c, the ends of 
 which wire are bent at right angles and run into the board. 
 The plate will consequently turn on this axis, as on a 
 hinge. At the top of the plate d, a small projection of 
 the tin turns inwards, and to this, one end of the cord m m 
 is attached. This cord passes back from d to a small 
 
40 
 
 GENERAL ARRANGEMENTS. 
 
 pulley at {he upper part of 
 the board, and at the lower 
 end of it a tassel, loaded so 
 as to be an exact counter- 
 poise to the card, is attached. 
 By raising the tassel, the 
 plate will of course fall over 
 forward till it is stopped by 
 the part b striking the board, 
 when it will be in a horizon* 
 tal position. On the other 
 hand, by pulling down the 
 tassel, the plate will be raised 
 and drawn upwards against 
 the board, so as to present 
 its convex surface, with the 
 words STUDY HOURS upon 
 it, distinctly to the school. 
 In the drawing it is repre- 
 sented in an inclined posi- 
 tion, being not quite drawn 
 up, that the parts might more 
 easily be seen. At d, there 
 is a small projection of the 
 tin upwards, which touches 
 the clapper of the bell sus- 
 pended above, every time 
 the plate passes up or down, 
 and thus give notice of its 
 motions. 
 
 Of course the construction 
 may be varied very much, 
 and it may be more or less expensive, according to the 
 wishes of the teacher. In the first apparatus of this kind 
 which I used, the plate was simply a card of pasteboard, 
 from which the machine took its name. This was cut out 
 with a penknife, and after being covered with marble pa- 
 per, a strip of white paper was pasted along the middle, 
 with the inscription upon it. The wire c c and a similar 
 one at the top of the plate, were passed through a per- 
 
GENERAL ARRANGEMENTS. 41 
 
 foration m the pasteboard, and then passed into the board. 
 Instead of a pulley, the cord, which was a piece of twine, 
 was passed through a little staple made of wire and driven 
 into the board. The whole was made in one or two re- 
 cesses in school, with such tools and materials as I could 
 then command. The bell was a common table bell, with 
 a wire passing through the handle. The whole was at- 
 tached to such a piece of pine board as I could get on the 
 occasion. This coarse contrivance was, for more than a 
 year, the grand regulator of all the movements of the 
 school. 
 
 I afterwards had one made in a better manner. The 
 plate is of tin, gilded, the border and the letters of the in- 
 scription being black. A parlor bell rope passes over a 
 brass pulley, and then runs downward in a groove made 
 in the mahogany board to which the card is attached. 
 
 A little reflection will, however, show the teacher that 
 the form and construction of the apparatus for marking 
 the times of study and of rest, may be greatly varied. The 
 chief point is simply to secure the principle, of whispering 
 at definite and limited times, and at those alone. If such 
 an arrangement is adopted, and carried faithfully into 
 effect, it will be found to relieve the teacher of more than 
 half of the confusion and perplexity, which would other- 
 wise be his hourly lot. I have detailed thus particularly 
 the method to be pursued in carrying this principle into 
 effect, because I am convinced of its importance, and the 
 incalculable assistance which such an arrangement wiH 
 afford to the teacher in all his plans. Of course, I would 
 not be understood to recommend its adoption, in those 
 cases, where, teachers, from their own experience, have 
 devised and adopted other plans, which accomplish as 
 effectually the same purpose. All that I mean, is to 
 insist upon the absolute necessity of some plan, to remove 
 this very common source of interruption and confusion, 
 and I recommend this mode where a better is not known. 
 
 2. The second of the sources of interruption, as I have 
 enumerated them, is mending pens. This business ought, 
 if possible, to have a specific time assigned to it. Scho- 
 
 4* 
 
42 GENERAL ARRANGEMENTS. 
 
 lars are in general far too particular in regard to their 
 pens. The teacher ought to explain to them that, in the 
 transaction of the ordinary business of life, they cannot, 
 always, have exactly such a pen as they would like. They 
 must learn to write with various kinds of pens, and when 
 furnished with one that the teacher himself would consider 
 suitable to write a letter to a friend with, he must be con- 
 tent. They should understand that the form of the letters 
 is what is important in learning to write, not the smooth- 
 ness and clearness of the hair lines; and that though 
 writing looks better, when executed with a perfect pen, a 
 person may learn to write, nearly as well with one, which 
 is not absolutely perfect. So certain is this, though often 
 overlooked, that a person would perhaps learn faster with 
 chalk upon a black board, than with the best goose-quill 
 ever sharpened. 
 
 I do not make these remarks to show that it is of no 
 consequence, whether scholars have good or bad pens, but 
 only that this subject deserves very much less of the time 
 and attention of the teacher, than it usually receives. 
 When the scholars are allowed, as they very generally 
 are, to come, when they please, to present their pens, 
 some four, five or six times in a day breaking in upon 
 any business interrupting any classes perplexing and 
 embarrassing the teacher, however he may be employed, 
 -there is a very serious obstruction to the progress of 
 the scholars, which is by no means repaid by the improve- 
 ment in this branch. 
 
 There are several ways by which this evil may be 
 remedied, or at least be very effectually curtailed. Some 
 teachers take their pens with them, and mend them in 
 the evening at home. For various reasons, this cannot 
 always be practised. There may, however, be a time set 
 apart in the school specially for this purpose. But the 
 best plan is, for the teacher not to mend the pens him- 
 self. 
 
 Let him choose from among the older and more intel- 
 ligent of his scholars, four or five, whom he will teach. 
 They will be very glad to learn, and to mend every day 
 twenty-five or fifty pens each. Very little ingenuity will 
 
GENERAL ARRANGEMENTS. 43 
 
 be necessary to devise some plan, by which the scholars 
 may be apportioned among these, so that each shall sup- 
 ply a given number, and the teacher be relieved entirely. 
 
 3. Answering questions about studies. A teacher who 
 does not adopt some system in regard to this subject, will 
 be always at the mercy of his scholars. One boy will 
 want to know how to parse a word, another where the 
 lesson is, another to have a sum explained, and a fourth 
 will wish to show his work, to see if it is right. The 
 teacher does not like to discourage such inquiries. Each 
 one, as it comes up, seems necessary: each one too is 
 answered in a moment; but the endless number, and the 
 continual repetition of them consume his time and exhaust 
 his patience. 
 
 There is another view of the subject, which ought to be 
 taken. Perhaps it would not be far from the truth, to es- 
 timate the average number of scholars in the schools in 
 our country, at fifty. At any rate, this will be near enough 
 for our present purpose. There are three hours in each 
 session, making one hundred and eighty minutes, which, 
 divided among fifty, give about three minutes and a half 
 to each individual. If the reader has, in his own school, 
 a greater or a less number, he can easily correct the 
 above, so as to adapt it to his own case, and ascertain the 
 portion, which may justly be appropriated to each pupil. 
 It will probably vary from two to four minutes. Now a 
 period of four minutes slips away very fast while a man is 
 looking over perplexing problems, and if he exceeds that 
 time at all, he is doing injustice to his other pupils. I 
 do not mean that a man is to confine himself, rigidly, to 
 the principle suggested by this calculation, of cautiously 
 appropriating no more time to any one of his pupils, than 
 such a calculation would assign to each; but simply that 
 this is a point which should be kept in view, and have a 
 very strong influence in deciding how far it is right to 
 devote attention, exclusively, to individuals. It seems to 
 me that it shows very clearly, that one ought to teach his 
 pupils, as much as possible, in masses, and as little as pos- 
 sible, by private attention to individual cases. 
 
 The following directions will help the teacher to carry 
 
44 GENERAL ARRANGEMENTS. 
 
 these principles into effect. When you assign a lesson, 
 glance over it yourself, and consider what difficulties are 
 likely to arise. You know the progress which your pu- 
 pils have made, and can easily anticipate their difficulties. 
 Tell them all together, in the class, what their difficulties 
 will be, and how they may surmount them. Give them 
 directions how they are to act in the emergencies, which 
 will be likely to occur. This simple step will remove a vast 
 number of the questions, which would otherwise become 
 occasions for interrupting you. With regard to other dif- 
 ficulties, which cannot be foreseen and guarded against, 
 tell them to bring them to the class, the next recitation. 
 Half a dozen might, and very probably would meet with 
 the same difficulty. If they bring it to you one by one, 
 you have to answer it over and over again, whereas, when 
 it is brought to the class, one explanation answers for all. 
 
 As to all questions about the lesson, where it is, and 
 what it is, and how long it is, never answer them. Re- 
 quire each pupil to remember for himself, and if he was 
 absent when the lesson was assigned, let him ask his 
 class mate in a recess. 
 
 You may refuse to give particular individuals the private 
 assistance they ask for, in such a way as to discourage 
 and irritate them, but it is not necessary. It can be done 
 in such a manner, that the pupil will see the propriety of 
 it, and acquiesce pleasantly in it. 
 
 A child comes to you, for example, and says, 
 
 " Will you tell me, sir, where the next lesson is? " 
 
 <l Were you not in the class at the time? " 
 
 " Yes sir, but I have forgotten." 
 
 " Well, I have ^forgotten too. I have a great many 
 classes to hear, and of course a great many lessons to as- 
 sign, and I never remember them; it is not necessary for 
 me to remember." 
 
 " May I speak to one of the class, to ask about it?" 
 
 tc You cannot speak, you know, till the Study Card is 
 down; you may, then." 
 
 cc But I want to get my lesson now." 
 
 " I don't know what you will do, then: I am sorry you 
 don't remember." 
 
GENERAL ARRANGEMENTS. 45 
 
 " Besides," continues the teacher, looking pleasantly, 
 however, while he says it, " if I knew, I think I ought not 
 to tell you." 
 
 "Why, sir?" 
 
 " Because, you know, I have said I wish the scholars 
 to remember where the lessons are, and not come to me. 
 You know it would be very unwise for me, after assign- 
 ing a lesson in the class, to spend my time in telling the 
 individuals over again here. Now if I should tell you, I 
 should have to tell others, and thus adopt a practice, which 
 I have condemned." 
 
 Take another case. You assign to a class of little girls 
 a subject of composition, requesting them to copy their 
 writing upon a sheet of paper, leaving a margin an inch 
 wide at the top, and one of half an inch at the sides and 
 bottom. The class take their seats, and, after a short 
 time, one of them comes to you, saying she does not know 
 how long an inch is. 
 
 " Don't you know any thing about it?" 
 
 " No sir, not much." 
 
 " Should you think that is more or less than an inch? " 
 (pointing to a space on a piece of paper much too large.) 
 
 "More." 
 
 " Then you know something about it. Now I did not 
 tell you to make the margins exactly an inch, and half an 
 inch, but only as near as you could tell." 
 
 " Would that be about right? " asks the girl, showing a 
 distance. 
 
 " I must not tell you, because you know I never in such 
 cases help individuals; if that is as near as you can get 
 it, you may make it so." 
 
 It may be well, after assigning a lesson to a class, to 
 say that all those who do not distinctly understand what 
 they have to do, may remain after the class have taken 
 their seats, and ask: the task may then be distinctly 
 assigned again, and the difficulties, so far as they can be 
 foreseen, explained. 
 
 By such means, these sources of interruption and diffi 
 culty may, like the others, be almost entirely removed. 
 Perhaps not altogether, for many cases may occur, where 
 
46 GENERAL ARRANGEMENTS. 
 
 the teacher may choose to give a particular class permis- 
 sion to come to him for help. Such permission, however, 
 ought never to be given, unless it is absolutely necessary, 
 and should never be allowed to be taken, unless it is dis- 
 tinctly given. 
 
 * 4. Hearing recitations. I am aware that many at- 
 tempt to do something else at the same time that they 
 are hearing a recitation, and there may perhaps be some 
 individuals, who can succeed in this. If the exercise, to 
 which the teacher is attending, consists merely in listen- 
 ing to the reciting, from memory, some passage commit- 
 ted, it can perhaps be done. 1 hope however to show, 
 in a future chapter, that there are other and far higher ob- 
 jects, which every teacher ought to have in view, and he 
 who understands these objects, and aims at accomplishing 
 them, who endeavors to instruct his class, to enlarge 
 and elevate their ideas, to awaken a deep and paramount 
 interest in the subject which they are examining, will 
 find that his time must be his own, and his attention unin- 
 terrupted, while he is presiding at a class. All the other 
 exercises and arrangements of the school are, in fact, pre- 
 paratory and subsidiary to this. Here, that is, in the 
 classes, the real business of teaching is to be done. Here, 
 the teacher comes in contact with his scholars, mind with 
 mind, and here, consequently, he must be uninterrupted 
 and undisturbed. I shall speak more particularly on this 
 subject hereafter, under the head of instruction; all I wish 
 to secure in this place, is that the teacher should make 
 such arrangements, that he can devote his exclusive at- 
 tention to his classes, while he is actually engaged with 
 them. 
 
 Each recitation, too, should have its specified time, 
 which should be adhered to, with rigid accuracy. If any 
 thing like the plan I have suggested for allowing rests of 
 a minute or two, every half hour, should be adopted, it 
 will mark off the forenoon into parts, which ought to be 
 precisely and carefully observed. I was formerly accus- 
 tomed to think, that I could not limit the time for my 
 recitations without great inconvenience, and occasional- 
 ly allowed one exercise to encroach upon the succeed- 
 
GENERAL ARRANGEMENTS. 
 
 47 
 
 ing, and this upon the next, and thus sometimes the last 
 was excluded altogether. But such a lax and irregular 
 method of procedure is ruinous to the discipline of a 
 school. On perceiving it, at last, I put the bell into the 
 hands of a pupil, commissioning her to ring regularly, 
 having, myself, fixed the times, saying that I would show 
 my pupils that I could be confined myself to system, as 
 well as they. At first, I experienced a little inconvenience, 
 but this soon disappeared, and at last the hours and half 
 hours of our artificial division, entirely superseded, in the 
 school-room, the divisions of the clock face. 
 
 But in order that I may be specific and definite, I will 
 draw up a plan for the regular division of time, for a com- 
 mon school, not to be adopted, but to be imitated; i. e. I 
 do not recommend exactly this plan, but that some plan, 
 precise and specific, should be determined upon, and ex- 
 hibited to the school, by a diagram like the following. 
 
 IX 
 
 FORENOON. 
 
 XI 
 
 XII 
 
 t 
 Reading. 
 
 Writing. R. G. 
 
 Arithmetic. 
 
 
 
 
 
 
 
 
 II 
 
 AFTERNOON. 
 Ill IV 
 
 Grammar. 
 
 Writing. R. G. 
 
 Geography. 
 
 
 
 
 
 
 
 
 A drawing on a large sheet, made by some of the older 
 scholars, (for a teacher should never do any thing of 
 this kind which his scholars can do for him,) should 
 
48 GENERAL ARRANGEMENTS. 
 
 be made and pasted up to view, the names of the class- 
 es being inserted in the columns, under their respective 
 heads. At the double lines at ten and three, there 
 might be a rest of two minutes; an officer appointed 
 for the purpose, ringing a bell at each of the parts marked 
 on the plan, and making the signal for the rest, whatever 
 signal might be determined upon. It is a good plan to 
 have a bell rung five minutes before each half hour ex- 
 pires, and then exactly at its close. The first one would 
 be to notify the teacher, or teachers, if there are more 
 than one in the school, that the time for their respective 
 recitations is drawing to a close. At the second bell 
 the new classes should take their places without waiting 
 to be called for. The scholars will thus see that the 
 arrangements of the school are based upon system, to 
 which the teacher himself conforms, and not subjected to 
 his own varying will. They will thus not only go on 
 more regularly, but they will yield more easily and pleas- 
 antly to the necessary arrangements. 
 
 The fact is, children love system and regularity. Each 
 one is sometimes a little uneasy under the restraint, which 
 it imposes upon him individually, but they all love to see 
 its operation upon others, and they are generally very 
 willing to submit to its laws, if the rest of the community 
 are required to submit too. They show this in their love 
 of military parade ; what allures them is chiefly the order 
 of it: and even a little child creeping upon the floor will 
 be pleased when he gets his playthings in a row. A 
 teacher may turn this principle to most useful account, in 
 forming his plans for his school. 
 
 It will be seen by reference to the foregoing plan, that 
 I have marked the time for the recesses, by the letter R. 
 at the top. Immediately after them, both in the forenoon 
 and in the afternoon, twenty minutes are left, marked 
 G., the initial standing for General exercise. They are 
 intended to denote periods during which all the scholars 
 are in their seats with their work laid aside, ready to at- 
 tend to what the teacher has to bring before the whole. 
 There are so many occasions, on which it is necessary lo 
 address the whole school, that it is very desirable to ap- 
 
GENERAL ARRANGEMENTS. 49 
 
 propriate a particular time for it. In most of the best 
 schools, I believe this plan is adopted. I will mention 
 some of the subjects, which would come up at such a 
 time. 
 
 1. There are some studies, which can be advantage- 
 ously attended to by the whole school together; such as 
 Punctuation, and, to some extent, Spelling. 
 
 2. Cases of discipline, which it is necessary to bring 
 before the whole school, ought to come up at a regularly 
 appointed time. By attending to them here, there will be 
 a greater importance attached to them. Whatever the 
 teacher does, will seem to be more deliberate, and, in fact, 
 will be more deliberate. 
 
 3. General remarks, bringing up classes of faults 
 which prevail; also general directions, which may at any 
 time be needed: and in fact any business relating to the 
 general arrangements of the school. 
 
 4. Familiar lectures from the teacher, on various sub- 
 jects, very familiar in their form, and perhaps accompa- 
 nied by questions addressed to the whole. The design of 
 such lectures should be to extend the general knowledge 
 of the pupils in regard to those subjects on which they 
 will need information in their progress through life. In 
 regard to each of these particulars! shall speak more par- 
 ticularly hereafter, in the chapters to which they respect- 
 ively belong. My only object, here, is to show, in the 
 general arrangements of the school, how a place is to be 
 found for them. My practice has been, to have two pe- 
 riods, of short duration, each day, appropriated to these 
 objects. The first to the business of the school, and the 
 second to such studies or lectures as could be most profit- 
 ably attended to at such a time. 
 
 We come now to one of the most important subjects, 
 which present themselves to the teacher's attention, in 
 settling the principles upon which he shall govern his 
 school. I mean the degree of influence which the boys 
 themselves shall have in the management of its affairs. 
 Shall the government of school be a monarchy or a re- 
 public! To this question, after much inquiry and many 
 5 
 
50 GENERAL ARRANGEMENTS. 
 
 experiments, I answer, a monarchy; an absolute, unlimited 
 monarchy; the teacher possessing exclusive power, as far 
 as the pupils are concerned, though strictly responsible to 
 the committee, or to the trustees, under whom he holds 
 his office. 
 
 While, however, it is thus distinctly understood that 
 the power of the teacher is supreme, that all the power 
 rests in him, and that he alone is responsible for its exer- 
 cise, there ought to be a very free and continual dele- 
 gation of power to the pupils. As much business as is 
 possible, should be committed to them. They should be 
 interested as much as possible in the affairs of the school, 
 and led to take an active part in carrying them forward; 
 though they should, all the time, distinctly understand, 
 that it is only delegated power which they exercise, and 
 that the teacher can, at any time, revoke what he has 
 granted, and alter or annul at pleasure, any of their de- 
 cisions. By this plan, we have the responsibility resting 
 where it ought to rest, and yet the boys are trained to 
 business, and led to take an active interest in the welfare 
 of the school. Trust is reposed in them, which may be 
 greater or less, as they are able to bear. All the good 
 effects of reposing trust arid confidence, and committing 
 the management of important business to the pupils will be 
 secured, without the dangers which would result from the 
 entire surrender of the management of the institution into 
 their hands. 
 
 There have been, in several cases, experiments made 
 with reference to ascertaining how far a government, 
 strictly republican, would be admissible in a school. A 
 very fair experiment of this kind was made at the Gardiner 
 Lyceum, in Maine. At the time of its establishment, 
 nothing was said of the mode of government which it was 
 intended to adopt. For some time, the attention of the 
 Instructers was occupied in arranging the course of study, 
 and attending to the other concerns of the Institution, and 
 in the infant state of the Lyceum, few cases of discipline 
 occurred, and no regular system of government was 
 necessary. 
 
 Before long, however, complaints were made that the 
 
GENERAL ARRANGEMENTS. 51 
 
 students at the Lyceum were guilty of breaking windows 
 in an old building used as a town-house. The Principal 
 called the students together, mentioned the reports, and 
 said that he did not know, and did not wish to know who 
 were the guilty individuals. It was necessary, however, 
 that the thing should be examined, and that restitution 
 should be made; and relying on their faithfulness and 
 ability, he should leave them to manage the business alone. 
 For this purpose, he nominated one of the students as 
 judge, some others as jury-men, and appointed the other 
 officers necessary, in the same manner. He told them, 
 that, in order to give them time to make a thorough inves- 
 tigation, they were excused from farther exercises during 
 the day. 
 
 The Principal then left them, and they entered on the 
 trial. The result was, that they discovered the guilty in- 
 dividuals, ascertained the amount of mischief done by 
 each, and sent to the selectmen a message, by which they 
 agreed to pay a sum equal to three times the value of the 
 injury sustained. 
 
 The students were soon after informed that this mode 
 of bringing offenders to justice would, hereafter, be always 
 pursued, and arrangements were made for organizing a 
 regular republican government, among the young men. 
 By this government, all laws which related to the internal 
 police of the Institution, were to be made, all officers were 
 appointed, and all criminal cases were to be tried. The 
 students finding the part of a judge too difficult for them 
 to sustain, one of the Professors was appointed to hold 
 that office, and, for similar reasons, another of the Profes- 
 sors was made President of the Legislative assembly. 
 The Principal was the Executive, with power to pardon, 
 but not to sentence, or even accuse. 
 
 Some time after this, a student was indicted for profane 
 swearing; he was tried, convicted, and punished. After 
 this he evinced a strong hostility to the government. He 
 made great exertions to bring it into contempt, and when 
 the next trial came on, he endeavored to persuade the wit- 
 nesses that giving evidence was dishonorable, and he so 
 far succeeded, that the defendant was acquitted for want 
 
52 GENERAL ARRANGEMENTS. 
 
 of evidence, when it was generally understood that there 
 was proof of his guilt, which would have been satisfactory, 
 if it could have, been brought forward. For some time 
 after this, the prospect was rather unfavorable, though 
 many of the students themselves opposed with great 
 earnestness these efforts, and were much alarmed lest they 
 should lose their free government, through the perverse- 
 ness of one of their number. The attorney general, at 
 this juncture, conceived the idea of indicting the individual 
 alluded to, for an attempt to overturn the government. 
 He obtained the approbation of the Principal, and the 
 Grand Jury found a bill. The Court, as the case was so 
 important, invited some of the Trustees of the Lyceum 
 who were in town, to attend the trial. The parent of the 
 defendant was also informed of the circumstances and 
 requested to be present, and he accordingly attended. 
 The prisoner was tried, found guilty, and sentenced, 'if I 
 mistake not, to an expulsion. At his earnest request, 
 however, to be permitted to remain in the Lyceum, and 
 redeem his character, he was pardoned and restored, and 
 became perfectly exemplary in his conduct and character. 
 After this occurrence, the system went on in successful 
 operation, for some time. 
 
 The legislative power was vested in the hands of a gen- 
 eral committee, consisting of eight or ten, chosen by the 
 students from their own number. They met about once 
 a week to transact such business as appointing officers^ 
 making and repealing regulations, and inquiring into the 
 state of the Lyceum. The Instructers had a negative 
 upon all their proceedings, but no direct and positive pow- 
 er. They could pardon, but they could assign no punish- 
 ments, nor make laws inflicting any. 
 
 Now such a plan as this may succeed for a short time, 
 and under very favorable circumstances; and the circum- 
 stance, which it is chiefly important should be favorable, 
 is, that the man who is called to preside over such an as- 
 sociation, should possess such a share of generalship, that 
 he can really manage the institution himself, while the 
 power is nominally and apparently in the hands of the boys. 
 Should this not be the case, or should the teacher, from 
 
GENERAL ARRANGEMENTS. 53 
 
 any cause, lose his personal influence in the school, so that 
 the institution should really be surrendered into the hands 
 of the pupils, things must be on a very unstable footing. 
 And accordingly where such a plan has been adopted, it 
 has, I believe, in every instance, been ultimately aban- 
 doned. 
 
 Real self-government is an experiment sufficiently haz- 
 ardous among men; though Providence, in making a daily 
 supply of food necessary for every human being, has im- 
 posed a most powerful check upon the tendency to anarchy 
 and confusion. Let the populace of London materially 
 interrupt the order, and break in upon the arrangements 
 of the community, and, in eight and forty hours, nearly the 
 whole of the mighty mass will be in the hands of the de- 
 vourer, hunger; and they will be soon brought to submis- 
 sion. On the other hand, a month's anarchy and confusion 
 in a college or an academy, would be delight to half the 
 students, or else times have greatly changed, since I was 
 within college walls. 
 
 Although it is thus evident that the important concerns 
 of a literary institution cannot be safely committed into the 
 hands of the students, very great benefits will result from 
 calling upon them to act upon, and to decide questions 
 relative to the school, within such limits, and under such 
 restrictions, as may appear best. Such a practice will 
 assist the teacher very much, if he manages it with any 
 degree of dexterity: for it will interest his pupils in the 
 success of the school, and secure, to a very considerable 
 extent, their cooperation. It will teach them self-control 
 and self-government, and will accustom them to submit to 
 the majority, that lesson, which, of all others, it is im- 
 portant for a republican to learn. 
 
 In endeavoring to interest the pupils of a school in the 
 work of cooperating with the teacher in its administration, 
 no little dexterity will be necessary, at the outset. In all 
 probability, the formal announcement of this principle, and 
 the endeavor to introduce it, by a sudden revolution, would 
 totally fail. Boys, like men, must be gradually prepared 
 for power, and they must exercise it only so far as they 
 are prepared. This however can, very easily, be done. 
 
 5* 
 
54 GENERAL ARRANGEMENTS. 
 
 The teacher should say nothing of his general design, but 
 when some suitable opportunity presents, he should en- 
 deavor to lead his pupils to cooperate with him, in some 
 particular instance. 
 
 For example, let us suppose that he has been accustom- 
 ed to distribute the writing-books with his own hand, when 
 the writing hour arrives, and that he concludes to dele- 
 gate this simple business, first, to his scholars. He ac- 
 cordingly states to them, just before the writing exercise 
 of the day on which he proposes the experiment, as fol- 
 lows. 
 
 " I have thought that time will.be saved, if you will 
 help me distribute the books, and I will accordingly ap- 
 point four distributors, one for each division of the seats, 
 who may come to me, and receive the books and distri- 
 bute them, each to his own division. Are you willing to 
 adopt this plan?" 
 
 The boys answer, "Yes sir," and the teacher then 
 looks carefully around the room, and selects four pleasant 
 and popular boys,-^boys who, he knows, would gladly as- 
 sist him, and who would, at the same time, be agreeable 
 to their school mates. This latter point is necessary, in 
 order to secure the popularity and success of the plan. 
 
 Unless the boys are very different from any I have ever 
 met with, they will be pleased with the duty thus assign- 
 ed them. They will learn system and regularity by be- 
 ing taught to perform this simple duty in a proper man- 
 ner. After a week, the teacher may consider their term 
 of service as having expired, and thanking them, in pub- 
 lic for the assistance they have rendered him, he may ask 
 the scholars, if they are willing to continue the plan, and 
 if the vote is in favor of it, as it unquestionably would be, 
 each boy probably hoping that he should be appointed to 
 the office, the teacher may nominate four others, inclu- 
 ding perhaps upon the list, some boy popular among his 
 companions, but whom he has suspected to be not very 
 friendly to himself or the school. I think the most scru- 
 pulous politician would not object to securing influence, 
 by conferring office in such a case. If any difficulties 
 arise from the operation of such a measure, it can easily 
 

 GENERAL ARRANGEMENTS. 55 
 
 be dropped, or modified. If it is successful, it may be 
 continued, and the principle extended, till it very consid- 
 erably modifies all the arrangements, and the whole man- 
 agement of the school. 
 
 Or let us imagine the following scene to have been the 
 commencement of the introduction of the principle of lim- 
 ited self-government, into a school. 
 
 The preceptor of an academy was sitting at his desk, 
 at the close of school, while the pupils were putting up 
 their books and leaving the room; a boy came in with 
 angry looks, and, with his hat in his hands bruised and 
 dusty, advanced to the master's desk, and complained that 
 one of his companions had thrown down his hat upon the 
 floor, and had almost spoilt it. 
 
 The teacher looked calmly at the mischief, and then 
 asked how it happened. 
 
 " I don't know sir; I hung it up on my nail, and he 
 pulled it down." 
 
 " I wish you would ask him to come here," said the 
 teacher. " Ask him pleasantly." 
 
 The accused soon came in, and the two boys stood to- 
 gether before the master. 
 
 " There seems to be some difficulty between you boys, 
 about a nail to hang your hats upon. I suppose each of 
 you think it is your own nail." 
 
 16 Yes sir," said both the boys. 
 
 " It will be more convenient for me to talk with you 
 about this to-morrow, than to-night, if you are willing to 
 wait. Besides, we can examine it more calmly, then. 
 But if we put it off till then, you must not talk about it 
 in the meantime, blaming one another, and keeping up 
 the irritation that you feel. Are you both willing to leave 
 it just where it is, till to-morrow, and try to forget all 
 about it till then? I expect I shall find you both a little 
 to blame." 
 
 The boys rather reluctantly consented. The next day 
 the master heard the case and settled it, so far as it relat- 
 ed to the two boys. It was easily settled in the morning, 
 for they had had time to get calm, and were, after sleeping 
 away their anger, rather ashamed of the whole affair, and 
 very desirous to have it forgotten 
 
56 GENERAL ARRANGEMENTS. 
 
 That day, when the hour for the transaction of business 
 came, the teacher stated to the school, that it was neces- 
 sary to take some measures to provide each boy with a nail 
 for his hat. In order to show that it was necessary, he re- 
 lated the circumstances of the quarrel which had occurred 
 the day before. He did this, not with such an air and 
 manner as to convey the impression that his object was to 
 find fault with the boys, or to expose their misconduct, but 
 to show the necessity of doing something to remedy the 
 evil, which had been the cause of so unpleasant an occur- 
 rence. Still, though he said nothing in the way of re- 
 proach or reprehension, and did not name the boys, but 
 merely gave a cool and impartial narrative of the facts, 
 the effect, very evidently, was to bring such quarrels into 
 discredit. A calm review of misconduct, after the excite- 
 ment has gone by, will do more to bring it into disgrace, 
 than the most violent invectives and reproaches, directed 
 against the individuals guilty of it. 
 
 "Now boys," continued the master, "will you assist 
 me in making arrangements to prevent the recurrence 
 of all temptations of this kind hereafter? It is plain that 
 every boy ought to have a nail appropriated expressly to 
 his use. The first thing to be done is, to ascertain wheth- 
 er there are enough for all. I should like, therefore, to 
 have two committees appointed; one, to count and report 
 the number of nails in the entry, and also how much room 
 there is for more; the other, to ascertain the number of 
 scholars in school. They can count all who are here, 
 and by observing the vacant desks, they can ascertain the 
 number absent. When this investigation is made, I will 
 tell you what to do next." 
 
 The boys seemed pleased with the plan, and the com- 
 mittees were appointed, two members on each. The mas- 
 ter took care to give the quarrellers some share in the 
 work, apparently forgetting, from this time, the unpleasant 
 occurrence which had brought up the subject. 
 
 When the boys came to tell him their results, he asked 
 them to make a little memorandum, in writing, as he 
 might forget, before the time came for reading them. 
 They brought him presently a rough scrap of paper, with 
 
GENERAL ARRANGEMENTS. 57 
 
 the figures marked upon it. He told them he should for- 
 get which was the number of nails, and which the number 
 of scholars, unless they wrote it down. 
 
 " It is the custom among men," said he, ff to make out 
 their report, in such a case, fully, so that it would explain 
 itself; and I should like to have you, if you are willing, to 
 make out yours a little more distinctly." 
 
 Accordingly, after a little additional explanation, the 
 boys made another attempt, and presently returned, with 
 something like the following : 
 
 " The Committee for counting the nails report as follows . 
 Number of nails 35 
 
 Room for 15." 
 
 The other report was very similar, though somewhat 
 rudely written and expressed, and both were perfectly 
 satisfactory to the preceptor, as he plainly showed by the 
 manner in which he received them. 
 
 I need not finish the description of this case, by narrat- 
 ing, particularly, the reading of the reports, the appoint- 
 ment of a committee to assign the nails, and to paste up 
 the names of the scholars, one to each. The work, in 
 such a case, might be done in recesses, and out of school 
 hours, and though, at first, the teacher will find, that it 
 is as much trouble to accomplish business in this way, as 
 it would be to attend to it directly himself, yet after a 
 very little experience, he will find that his pupils will ac- 
 quire dexterity and readiness, and will be able to render 
 him very material assistance in the accomplishment of his 
 plans. 
 
 This, however, the assistance rendered to the teacher, 
 is not the object. The main design is to interest the pu- 
 pils, in the management and the welfare of the school, 
 to identify them, as it were, with it. It will accomplish 
 this object; and every teacher, who will try the experi- 
 ment, and carry it into effect, with any tolerable degree 
 of skill, will find that it will, in a short time, change the 
 whole aspect of the school, in regard to the feelings sub- 
 sisting between himself and his pupils. 
 
58 GENERAL ARRANGEMENTS. 
 
 Each teacher, who tries such an experiment, will find 
 himself insensibly repeating it, and after a time he may 
 have quite a number of officers and committees, who are 
 entrusted with various departments of business. He will 
 have a secretary, chosen by ballot, by the scholars, to 
 keep a record of all the important transactions in the 
 school, for each day. At first, he will dictate to the sec- 
 retary, telling him precisely what to say, or even writing 
 it for him, and merely requiring him to copy it into the 
 book provided for the purpose. Afterwards he will give 
 him less and less assistance, till he can keep the record 
 properly himself. The record of each day will be read 
 on the succeeding, at the hour for business. He will have 
 a committee of one or two to take care of the fire, and 
 another to see that the room is constantly in good order. 
 He will have distributors for each division of seats, to dis- 
 tribute books, and compositions, and pens, and to collect 
 votes. And thus, in a short time, his school will become 
 regularly organized, as a society, or legislative assembly. 
 The boys will learn submission to the majority, in such 
 unimportant things as may be committed to them: they 
 will learn system and regularity ; and every thing else that 
 belongs to the science of political self government. 
 
 There are dangers, however. What useful practice has 
 not its dangers? One of these is, that the teacher will 
 allow these arrangements to take up too much time. He 
 must guard against this. I have found from experience 
 that fifteen minutes each day, with a school of 135, is 
 enough. This ought never to be exceeded. 
 
 Another danger is, that the boys will be so engaged in 
 the duties of their offices, as to neglect their studies. This 
 would be, and ought to be, fatal to the whole plan. Avoid 
 it in this manner. State publicly that you will not appoint 
 any to office, who are not good scholars, always punctual, 
 and always prepared; and when any boy, who holds an 
 office, is going behind hand in his studies, say to him 
 kindly, " You have not time to get your lessons, and I arn 
 afraid it is owing to the time you spend in helping me. 
 Now if you wish to resign your office, so as to have a 
 little more time for your lessons, you can. In fact, I think 
 
GENERAL ARRANGEMENTS. 59 
 
 you ought to do it. You may try it for a day or two, and 
 I will notice how you recite, and then we can decide." 
 
 Such a communication will generally be found to have 
 a powerful effect. If it does not remedy the evil, the res- 
 ignation must be insisted on. A few decided cases of this 
 kind, will effectually remove the evil I am considering. 
 
 Another difficulty, which is likely to attend the plan of 
 allowing the pupils of the school to decide some of the 
 cases which occur, is, that it may tend to make them in- 
 subordinate; so that they will, in many instances, submit, 
 with less good humor, to such decisions as you may con- 
 sider necessary. I do not mean that this will be the case 
 with all, but that there will be a few, who will be ungen- 
 erous enough, if you allow them to decide, sometimes, to 
 endeavor to make trouble, or at least to show symptoms 
 of impatience and vexation, because you do not allow them 
 to decide always. 
 
 Sometimes this feeling may show itself by the discon- 
 tented looks, or gestures, or even words, with which some 
 unwelcome decision will be received. Such a spirit should 
 be immediately and decidedly checked. It will not be 
 difficult to check, and even entirely to remove it. On 
 one occasion, when, after learning the wishes of the 
 scholars on some subject which had been brought before 
 them, I decided contrary to it, there arose a murmur of 
 discontent, all over the room. This was the more distinct, 
 because I have always accustomed my pupils to answer 
 questions asked, and to express their wishes and feelings 
 on any subject I may present to them, with great freedom. 
 
 I asked all those, who had expressed their dissatisfac- 
 tion, to rise. 
 
 About one third of the scholars arose. 
 
 " Perhaps you understopd, that when I put the question 
 to vote, I meant to abide by your decision, and that, con- 
 sequently, I ought not to have reversed it, as I did, after- 
 wards? " 
 
 " Yes sir;" " yes sir;" they replied. 
 
 " Do you suppose it would be safe to leave the decision 
 of important questions to the scholars in this school ? " 
 
60 GENERAL ARRANGEMENTS. 
 
 " Yes sir;" " No sir." The majority were, however, 
 in the affirmative. 
 
 Thus far, only those who were standing, had answered. 
 I told them, that as they were divided in opinion, they 
 might sit, and I would put the question to the whole school. 
 
 " You know," I continued, addressing the whole, 
 "what sort of persons the girls, who compose this school 
 are. You know about how many are governed, habitu- 
 ally, by steady principle, and how many by impulse and 
 feeling. You know too, what proportion have judgment 
 and foresight necessary to consider and decide independ- 
 ently, such questions as continually arise in the manage- 
 ment -of a school. Now suppose I should resign the 
 school into your own hands, as to its management, and 
 only come in to give instruction to the classes, leaving all 
 general control of its arrangements with you; would it go 
 on safely or not? " 
 
 As might have been foreseen, there was, when the 
 question was fairly proposed, scarcely a solitary vote in 
 favor of government by scholars. They seemed to see 
 clearly the absurdity of such a scheme. 
 
 cc Besides," I continued, " the Trustees of this school 
 have committed it to my charge ; they hold me responsi- 
 ble; the public hold me responsible, not you. Now if I 
 should surrender it into your hands, and you, from any 
 cause, should manage the trust unfaithfully, or unskil- 
 fully, I should necessarily be held accountable. I could 
 never shift the responsibility upon you. Now it plainly is 
 not just or right, that one party should hold the power, 
 and another be held accountable for its exercise. It is 
 clear, therefore, in every view of the subject, that I should 
 retain the management of this school in my own hands. 
 Are you not satisfied that it is? " 
 
 The scholars universally answered, " Yes sir." They 
 seemed satisfied; and doubtless were. 
 
 It was then stated to them, that the object in asking 
 them to vote, was, in some cases, to obtain an expression 
 of their opinion or their wishes, in order to help me de- 
 cide; and only in those cases where it was expressly 
 stated, did I mean to give the final decision to them. 
 
GENERAL ARRANGEMENTS. 61 
 
 Still, however, if cases are often referred to them, the 
 feeling will gradually creep in, that the school is managed 
 on republican principles, as they call it; and they will, 
 unless this point is specially guarded, gradually lose that 
 spirit of entire and cordial subordination, so necessary for 
 the success of any school. It should often be distinctly 
 explained to them, that a republican government is one, 
 where the power essentially resides in the community, and 
 is exercised by a ruler, only so far as the community dele- 
 gates it to him; whereas in the school, the government is 
 based on the principle, that the power, primarily and es- 
 sentially, resides in the teacher, the scholars exercising 
 only such as he may delegate to them. 
 
 With these limitations and restrictions, and with this 
 express understanding, in regard to what is, in all cases, 
 the ultimate authority, I think there will be no danger in 
 throwing a very large share of the business which will, 
 from time to time, come up in the school, upon the schol- 
 ars, for decision. In my own experience, this plan has 
 been adopted with the happiest results. A small red mo 
 rocco wrapper lies constantly on a little shelf, accessible 
 to all. By its side, is a little pile of papers, about one 
 inch by six, on which any one may write her motion, or 
 her proposition, as they call it, whatever it may be, and 
 when written, it is enclosed in the wrapper, to be brought 
 to me at the appointed time for attending to the general 
 business of the school. Through this wrapper, all ques- 
 tions are asked, all complaints entered, all proposals made, 
 Is there discontent in the school? It shows itself by 
 "propositions " in the wrapper. Is any body aggrieved or 
 injured ? I learn it through the wrapper. In fact it is a 
 little safety valve, which lets off, what, if confined, might 
 threaten explosion, an index, a thermometer, which re- 
 veals to me, from day to day, more of the state of public 
 opinion in the little community, than any thing beside. 
 
 These propositions are generally read aloud; some 
 cases are referred to the scholars for decision; some I de- 
 cide myself; others are laid aside without notice of any 
 kind; others still, merely suggest remarks on the subjects 
 to which they allude. 
 
 6 
 
62 GENERAL ARRANGEMENTS. 
 
 The principles, then, which this chapter has been in- 
 tended to establish, are simply these: in making your 
 general arrangements, look carefully over your ground, 
 consider all the objects which you have to accomplish, 
 and the proper degree of time and attention, which each 
 deserves. Then act upon system. Let the mass of par- 
 ticulars which would otherwise crowd upon you in pro- 
 miscuous confusion, be arranged and classified. Let each 
 be assigned to its proper time and place; that your time 
 may be your own, under your own command, and not, 
 as is too often the case, at the mercy of the thousand ac- 
 cidental circumstances, which may occur. 
 
 In government, be yourself supreme, and let your supre- 
 macy be that of authority. But delegate power, as freely 
 as possible, to those under your care. Show them that you 
 are desirous of reposing trust in them, just so far as they 
 show themselves capable of exercising it,- Thus interest 
 them in your plans, and make them feel, that they partici- 
 pate in the honor or the disgrace of success or failure. 
 
 I have gone much into detail in this chapter, proposing 
 definite measures by which the principles I have recom- 
 mended, may be carried into effect. I wish, however, 
 that it may be distinctly understood, that all I contend 
 for, is the principles themselves; no matter what the par- 
 ticular measures are, by which they are secured. Every 
 good school must be systematic ; but they need not all be 
 on precisely the same system. As this work is intend- 
 ed almost exclusively for beginners, much detail has been 
 admitted, and many of the specific measures here propos- 
 ed, may perhaps be safely adopted, where no others are 
 established. There may also perhaps be cases, where 
 teachers, whose schools are already in successful oper- 
 ation, may engraft, upon their own plans, some things 
 which are here proposed. If they should attempt it, it 
 must be done cautiously and gradually. There is no other 
 way by which they can be safely introduced, or even intro- 
 duced at all. This is a point of so much importance, that I 
 must devote a paragraph to it, before closing the chapter. 
 
 Let a teacher propose to his pupils, formally, from his 
 desk, the plan of writing propositions, for example, and 
 procure his wrapper, and put it in its place ; and what 
 
GENERAL ARRANGEMENTS. 63 
 
 would be the result ? Why, not a single paper, probably, 
 could he get, from one end of the week to the other. But 
 let him, on the other hand, when a boy comes to him 
 to ask some question, the answer to which many in the 
 school would equally wish to hear, say to the inquirer: 
 
 " Will you be so good as to write that question, and put 
 it on my desk, and then, at the regular time, I will answer 
 it to all the school." 
 
 When he reads it, let him state, that it was written at 
 his request, and give the other boys permission to leave 
 their proposals or questions on his desk, in the same way. 
 In a few days, he will have another, and thus the plan 
 may be gently and gradually introduced. 
 
 So with officers. They should be appointed among the 
 scholars, only as fast as they are actually needed, and 
 the plan should thus be cautiously carried only so far as 
 it proves good on trial. Be always cautious about inno- 
 vations and changes. Make no rash experiments on a 
 large scale, but always test your principle in the small way, 
 and then, if it proves good, gradually extend its operation, 
 as circumstances seem to require. 
 
 By thus cautiously and slowly introducing plans, found- 
 ed on the systematic principles here brought to view, a 
 very considerable degree of quiet, and order, and regu- 
 larity may be introduced into the largest and most miscel- 
 laneous schools. And this order and quiet are absolutely 
 necessary, to enable the teacher to find that interest and 
 enjoyment in his work, which were exhibited in the last 
 chapter; the pleasure of directing and controlling mind, 
 and doing it, not by useless and anxious complaints, or 
 stern threats and painful punishments; but by regarding 
 the scene of labor in its true light, as a community of in- 
 tellectual and moral beings, and governing it by moral and 
 intellectual power. It is, in fact, the pleasure of exercising 
 power. I do not mean arbitrary, personal authority, but the 
 power to produce, by successful but quiet contrivance, ex- 
 tensive and happy results; the pleasure of calmly consid- 
 ering every difficulty, and without irritation or anger, de- 
 vising the proper moral means to remedy the moral evil: 
 and then the interest and pleasure of witnessing its effects. 
 
CHAPTER III. 
 
 INSTRUCTION. 
 
 THERE are three kinds of human knowledge which 
 stand strikingly distinct from all the rest. They lie at the 
 foundation. They constitute the roots of the tree. In 
 other words, they are the means, by which all other know- 
 ledge is acquired. I need not say, that I mean, Reading, 
 Writing, and Calculation. 
 
 Teachers do not perhaps always consider, how entirely 
 and essentially distinct these three are from all the rest. 
 They are arts; the acquisition of them is not to be con- 
 sidered as knowledge, so much as the means, by which 
 knowledge may be obtained. A child, who is studying 
 Geography, or History, or Natural Science, is learning 
 fads, gaining information; on the other hand, the one 
 who is learning to write, or to read, or to calculate, may 
 be adding little or nothing to his stock of knowledge. 
 He is acquiring skill, which, at some future time, he may 
 make the means of increasing his knowledge, to any 
 extent. 
 
 This distinction ought to be kept constantly in view, 
 and the teacher should feel that these three fundamental 
 branches stand by themselves, and stand first in im- 
 portance. I do not mean to undervalue the others, but 
 only to insist upon the superior value and importance of 
 these. Teaching a pupil to read, before he enters upon 
 the active business of life, is like giving a new settler 
 an axe, as he goes to seek his new home in the forest. 
 Teaching him a lesson in history, is, on the other hand, 
 only cutting down a tree or two for him. A knowledge 
 of natural history, is like a few bushels of grain, gratui- 
 tously placed in his barn ; but the art of ready reckoning, 
 
INSTRUCTION. 65 
 
 is the plough, which will remain by him for years, and 
 help him to draw out from the soil an annual treasure. 
 
 The great object, then, of the common schools in our 
 country, is to teach the whole population to read, to write, 
 and to calculate. In fact, so essential is it, that the accom- 
 plishment of these objects should be secured, that it is even 
 a question whether common schools should not be con- 
 fined to them. I say it is a question, for it is sometimes 
 made so, though public opinion has decided, that some por- 
 tion of attention, at least, should be paid to the acquisi- 
 tion of additional knowledge. But after all, the amount 
 of knoivleclge, which is actually acquired at schools, is 
 very small. It must be very small. The true policy is, 
 to aim at making all, good readers, writers, and calcu- 
 lators, and to consider the other studies of the school 
 important, chiefly as practice, in turning these arts to 
 useful account. In other words, the scholars should be 
 taught these arts, thoroughly, first of all, and in the other 
 studies, the main design should be to show them how to 
 use, and interest them in using, the arts they have thus 
 acquired. 
 
 A great many teachers feel a much stronger interest in 
 the one or two scholars they may have, in Surveying, or in 
 Latin, than they do in the large classes, in the elementa- 
 ry branches, which fill the school. But a moment's re- 
 flection will show, that such a preference is founded on a 
 very mistaken view. Leading forward one or two minds, 
 from step to step, in an advanced study, is certainly far 
 inferior, in real dignity and importance, to opening all the 
 stores of written knowledge, to fifty or a hundred. The 
 man who neglects the interests of his school, in these 
 great branches, to devote his time to two or three, or half 
 a dozen older scholars, is unjust both to his employers and 
 to himself. 
 
 It is the duty, therefore, of every teacher, who com- 
 mences a common district school, for a single season, to 
 make, when he commences, an estimate, of the state of 
 his pupils, in reference to these three branches. How 
 do they all write? How do they all read? How do 
 they calculate? It would be well if he would make a 
 6* 
 
66 INSTRUCTION. 
 
 careful examination of the school, in this respect. Let 
 them all write a specimen. Let all read, and let him 
 make a memorandum of the manner, noticing how many 
 read fluently, how many with difficulty, how many know 
 only their letters, and ^how many are to be taught these. 
 Let him ascertain also, what progress they have made in 
 Arithmetic, how many can readily perform the elementa- 
 ry processes, and what number need instruction in these. 
 After thus surveying the ground, let him form his plan, 
 and lay out his whole strength in carrying forward, as rap- 
 idly as possible, the whole school, in these studies. By this 
 means he is acting, most directly and powerfully, on the 
 intelligence of the whole future community in that place. 
 He is opening to fifty or a hundred minds, stores of know- 
 ledge, which they will go on exploring, for years to come. 
 What a descent now from such a work as this, to the mere 
 hearing of the recitation of half a dozen boys in Survey- 
 ing! 
 
 I repeat it, that a thorough and enlightened survey of 
 the whole school should be taken, and plans formed for 
 elevating the whole mass, in those great branches of 
 knowledge, which are to be of immediate practical use to 
 them in future life. 
 
 If the school is of higher order, the teacher should, in 
 the same manner, before he forms his plans, consider well 
 what are the great objects which he has to accomplish. 
 He should ascertain what is the existing state of his school, 
 both as to knowledge and character; how long, generally, 
 his pupils are to remain under his care, what are to be 
 their future stations and conditions in life, and what objects 
 he can reasonably hope to effect for them, while they re- 
 main under his influence. By means of this forethought, 
 and consideration, he will be enabled to work understand- 
 mgly. 
 
 It is desirable, too, that what I have recommended, in 
 reference to the whole school, should be done with each 
 individual. Ascertain, (by other means however than 
 formal examination,) to what stage his education has ad- 
 Tanced, and deliberately consider what objects you can 
 reasonably expect to effect for him, while he remains un- 
 
INSTRUCTION. 67 
 
 der your care. You cannot indeed always form your 
 plans to suit, so exactly, your general views in regard to 
 the school and to individuals, as you could wish. But 
 these general views will, in a thousand cases, modify your 
 plans, or affect in a greater or less degree, all your arrange- 
 ments. They will keep you to a steady purpose, and your 
 work will go on far more systematically and regularly, 
 than it would, if, as in fact many teachers do, you were to 
 come headlong into your school, take things just as you 
 find them, and carry them forward at random, without end 
 or aim. 
 
 This survey of your field being made, you are prepared 
 to commence definite operations, and the great difficulty, 
 in carrying your plans into effect, is, how to act more effi- 
 ciently on the greatest numbers at a time. The whole 
 business of public instruction, if it goes on at all, must go 
 on by the teacher's skill in multiplying his power, by act- 
 ing on numbers at once. In most books on education, we 
 are taught, almost exclusively, how to operate on the 
 individual. It is the error into which theoretic writers 
 almost always fall. We meet, in every periodical, and in 
 every treatise, and in fact, in almost every conversation 
 on the subject, with remarks, which sound very well by 
 the fire-side, but they are totally inefficient and useless in 
 school, from their being apparently based upon the suppo 
 sition, that the teacher has but one pupil to attend to at a 
 time. The great question in the management of schoals, 
 is not, how you can take one scholar, and lead him for- 
 ward, most rapidly, in a prescribed course, but how you 
 can classify and arrange numbers, comprising every pos- 
 sible variety, both as to knowledge and capacity, so as to 
 carry them all forward effectually together. 
 
 The extent to which a teacher may multiply his power, 
 by acting on numbers at a time, is very great. In order 
 to estimate it, we must consider carefully what it is, when 
 carried to the greatest extent, to which it is capable of 
 being carried, under the most favorable circumstances. 
 Now it is possible for a teacher to speak so as to be easily 
 heard by three hundred persons, and three hundred pupils 
 can be easily so seated, as to see his illustrations or dia- 
 
68 INSTRUCTION. 
 
 grams. Now suppose that three hundred pupils, all ig- 
 norant of the method of reducing fractions to a common 
 denominator, and yet all old enough to learn, are collected 
 in one room. Suppose they are all attentive and desirous 
 of learning, it is very plain that the process may be ex- 
 plained to the whole at once, so that half an hour spent 
 in that exercise, would enable a very large proportion of 
 them to understand the subject. So, if a teacher is ex- 
 plaining to a class in Grammar, the difference between 
 a noun and verb, the explanation would do as well for 
 several hundred, as for the dozen who constitute the class, 
 if arrangements could only be made to have the hundreds 
 hear it. But there are, perhaps, only a hundred in the 
 school, and of these a large part understand already the 
 point to be explained, and another large part are too young 
 to attend to it. I wish the object of these remarks not to 
 be misunderstood. I do not recommend the attempt to 
 teach on so extensive a scale; I admit that it is impracti- 
 cable; I only mean to show in what the impracticability 
 consists, namely, in the difficulty of making such arrange- 
 ments as to derive the full benefit from the instructions 
 rendered. They are, in the nature of things, available 
 to the extent I have represented, but, in actual practice, 
 the full benefit cannot be derived. Now, so far as we 
 thus fall short of this full benefit, so far there is, of course, 
 waste; and it is difficult or impossible to make such ar- 
 rangements as will avoid the waste, in this manner, of a 
 large portion of every effort, which the teacher makes. 
 
 A very small class instructed by an able teacher, is 
 like a factory of a hundred spindles, with a water-wheel 
 of power sufficient for a thousand. In such a case, even 
 if the owner, from want of capital, or any other cause, 
 cannot add the other nine hundred, he ought to know 
 how much of his power is in fact unemployed, and make 
 arrangements to bring it into useful exercise, as soon as he 
 can. The teacher in the same manner, should understand 
 what is the full beneficial effect, which it is possible, in 
 theory, to derive from his instructions. He should under- 
 stand, too, that just so far as he falls short of this full 
 effect, there is waste. It may be Unavoidable ; part of it 
 
INSTRUCTION. 69 
 
 unquestionably is, like the friction of machinery, unavoid- 
 able. Still, it is waste ; and it ought to be so understood, 
 that by the gradual perfection of the machinery, it may 
 be more and more fully prevented. 
 
 Always bear in mind then, when you are devoting your 
 time to two or three individuals in a class, that you are 
 losing a very large part of your labor. Your instructions 
 are conducive to good effect, only to the one tenth or one 
 twentieth of the extent, to which, under more favorable 
 circumstances, they might be made available. And though 
 you cannot always avoid this loss, you ought always to be 
 aware of it, and so to shape your measures, as to diminish 
 it as much as possible. 
 
 We come now to consider the particular measures to be 
 adopted, in giving instruction. 
 
 The objects which are to be secured, in the manage- 
 ment of classes, are twofold, 
 
 1. Recitation. 
 
 2. Instruction. 
 
 These two objects are, it is plain, entirely distinct. 
 Under the latter, is included all the explanation, and assist- 
 ance, and additional information, which the teacher may 
 give his pupils, and, under the former, such an examina- 
 tion of individuals, as is necessary to secure their careful 
 attention to their lessons. It is unsafe to neglect either of 
 these points. If the class meetings are mere recitations, 
 they soon become dull and mechanical: the pupils gener- 
 ally take little interest in their studies, and imbibe no liter- 
 ary spirit. Their intellectual progress will, accordingly, 
 suddenly cease, the moment they leave school, and cease / 
 to be called upon to recite lessons. On the other hand, if 
 instruction is all that is aimed at, and recitation, (by which f 
 I mean, as above explained, such an examination of indi- 
 viduals as is necessary to ascertain that they have faithful- 
 ly performed the tasks assigned,) is neglected, the exercise 
 soon becomes not much more than a lecture, to which 
 those, and those only, will attend, who please. 
 
 The business, therefore, of a thorough examination of 
 
70 INSTRUCTION. 
 
 the class must not be omitted. I do not mean, that each 
 individual scholar must, every day, be examined ; but sim- 
 ply that the teacher must, in some way or other, satisfy 
 himself, by reasonable evidence, that the whole class are 
 really prepared. A great deal of ingenuity may be exer- 
 cised, in contriving means for effecting this object, in the 
 shortest possible time. I know of no part of the field of a 
 teacher's labors, which may be more facilitated, by a lit- 
 tle ingenuity, than this. 
 
 One teacher, for instance, has a spelling lesson to hear. 
 He begins at the head of the line, and putting one word 
 to each boy, goes regularly down, each successive pupil 
 calculating the chances whether a word, which he can 
 accidentally spell, will or will not come to him. If he 
 spells it, the teacher cannot tell whether he is prepared or 
 not. That word is only one among fifty, constituting the 
 lesson. If he misses it, the teacher cannot decide that he 
 was unprepared. It might have been a single accidental 
 error. 
 
 Another teacher, hearing the same lesson, requests the 
 boys to bring their slates, and as he dictates the words, 
 one after another, requires all to write them. After they 
 are all written, he calls upon the pupils to spell them aloud 
 as they have written them, simultaneously, pausing a mo- 
 ment after each, to give those who are wrong, an oppor- 
 tunity to indicate it, by some mark opposite the word mis- 
 pelled. They all count the number of errors and report 
 them. He passes down the class, glancing his eye at the 
 work of each one, to see that all is right, noticing particu- 
 larly those slates, which, from the character of the boys, 
 need a more careful inspection. A teacher, who had never 
 tried this experiment, would be surprised at the rapidity 
 with which such work will be done by a class, after a little 
 practice. 
 
 Now how different are these two methods, in their act- 
 ual results! In the latter case, the whole class are thor- 
 oughly examined. In the former, not a single member of 
 it, is. Let me not be understood to recommend exactly 
 this method of teaching spelling, as the best one to be 
 adopted, in all cases. I only bring it forward as an illus- 
 
INSTRUCTION. 71 
 
 tration of the idea, that a little machinery, a little ingenu- 
 ity, in contriving ways of acting on the whole, rather than 
 on individuals, will very much promote the teacher's de- 
 signs. 
 
 In order to facilitate such plans, it is highly desirable 
 that the classes should be trained to military precision and 
 exactness in these manipulations. What I mean by this, 
 may perhaps be best illustrated, by describing a case: it 
 will show, in another branch, how much will be gained 
 by acting upon numbers at once, instead of upon each in- 
 dividual in succession. 
 
 Imagine, then, that a teacher requested all the pupils 
 of his school, who could write, to take out their slates, 
 at the hour for a general exercise. As soon as the first 
 bustle of opening and shutting the desks was over, he 
 looked around the room, and saw some ruling lines across 
 their slates, others wiping them all over on both sides, 
 with sponges, others scribbling, or writing, or making fig- 
 ures.* 
 
 " All those," says he, with a pleasant tone and look, 
 " who have taken out any thing besides slates, may rise." 
 
 Several, in various parts of the room, stood up. 
 
 " All those, who have written any thing since they took 
 out their slates, may rise too, and those who have wiped 
 their slates." 
 
 When all were up, he said to them, though not with 
 a frown or a scowl, as if they had committed some very 
 great offence; 
 
 " Suppose a company of soldiers should be ordered to 
 form a line, and instead of simply obeying that order, they 
 should all set at work, each in his own way, doing some- 
 thing else. One man, at one end of the line, begins to 
 load and fire his gun ; another takes out his knapsack, and 
 begins to eat his luncheon; a third amuses himself by go- 
 ing as fast as possible through the exercise; and another 
 still, begins to march about, hither and thither, facing to 
 the right and left, and performing all the evolutions he can 
 think of. What should you say to such a company as 
 that?" 
 
 The boys laughed. 
 
72 INSTRUCTION. 
 
 " It is better," said the teacher, " when numbers are 
 acting under the direction of one, that they should all act 
 exactly together. In this way, we advance much faster, 
 than we otherwise should. Be careful therefore to do ex- 
 actly what I command, and nothing more." 
 
 " Provide a place, on your slates, large enough to write 
 a single line," added the teacher, in a distinct voice. I 
 print his orders in italics, and his remarks and explana- 
 tions in Roman letter. 
 
 " Prepare to write." 
 
 " I mean by this," he continued, " that you place your 
 slates before you, with your pencils at the place where you 
 are to begin, so that all may commence precisely at the 
 same instant. 
 
 The teacher who tries such an experiment as this, will 
 find, at such a juncture, an expression of fixed and pleas- 
 ed attention upon every countenance in school. All will 
 be intent; all will be interested. Boys love order and 
 system, and acting in concert; and they will obey,*vvith 
 great alacrity, such commands as these, if they are good- 
 humoredly, though decidedly expressed. 
 
 The teacher observed in one part of the room, a hand 
 raised, indicating that the boy wished to speak to him. 
 He gave him liberty by pronouncing his name. 
 
 " I have no pencil;" said the boy. 
 
 A dozen hands, all around him, were immediately seen 
 fumbling in pockets and desks, and, in a few minutes, sev- 
 eral pencils were reached out for his acceptance. 
 
 The boy looked at the pencils, and then at the teacher; 
 he did not exactly know, whether he was to take one or 
 not. 
 
 " All those boys," said the teacher, pleasantly, "who 
 have taken out pencils, may rise." 
 
 "Have these boys done right, or wrong?" 
 
 "Right;" " Wrong;" "Right;" answered their com- 
 panions, variously. 
 
 " Theij motive was to help their classmate out of his 
 difficulties; that is a good feeling, certainly." 
 
 "Yes sir; right;" "Right." 
 
 11 But I thought you promised me a moment ago," re- 
 
INSTRUCTION. 73 
 
 plied the teacher, " not to do any thing, unless I com- 
 manded it. Did I ask for pencils?" 
 
 A pause. 
 
 " I do not blame these boys at all, in this case, still it 
 is better to adhere rigidly to the principle, of exact obedi- 
 ence, when numbers are acting together. I thank them, 
 therefore, for being so ready to assist a companion, but 
 they must put their pencils away, as they were taken out 
 without orders." 
 
 Now such a dialogue as this, if the teacher speaks in a 
 good-humored, though decided manner, would be univer- 
 sally well received, in any school. Whenever strictness 
 of discipline is unpopular, it is rendered so, simply by the 
 ill-humored and ill-judged means, by which it is attempt-r 
 ed to be introduced. But all children will love strict dis- 
 cipline, if it is pleasantly, though firmly maintained. It 
 is a great, though very prevalent mistake, to imagine, 
 that boys and girls like a lax and inefficient government, 
 and dislike the pressure of steady control. \What they 
 dislike is, sour looks and irritating language, and they 
 therefore very naturally dislike every thing introduced or 
 sustained by their means.) If, however, exactness and 
 precision in all the operations of a class and of the school, 
 are introduced and enforced, in the proper manner, i. e., 
 by a firm, but mild and good-humored authority, scholars 
 will universally be pleased with them. They like to see 
 the uniform appearance, the straight line, the simulta- 
 neous movement. They like to feel the operation of sys- 
 tem, and to realize, while they are at the school room, that 
 they form a community, governed by fixed and steady 
 laws, firmly but pleasantly administered. On the other 
 hand, laxity of discipline, and the disorder which will 
 result from it, will only lead the pupils to contemn their 
 teacher, and to hate their school. 
 
 By introducing and maintaining such a discipline as I 
 have described, great facilities will be secured for exam- 
 ining the classes. For example, to take a case differ- 
 ent from the one before described; let us suppose that a 
 class have been performing a number of examples in Ad- 
 dition. They come together to the recitation, and under 
 
 7 
 
74 INSTRUCTION. 
 
 one mode of managing classes, the teacher is immediate- 
 ly beset, by a number of the pupils, with excuses. One 
 had no slate; another was absent when the lesson was as- 
 signed; a third performed the work, but it got rubbed out; 
 arid a fourth did not know what was to be done. The 
 teacher stops to hear all these, and to talk about them; 
 fretted himself, and fretting the delinquents by his impa- 
 tient remarks. The rest of the class are waiting, and 
 having nothing good to do, the temptation is almost irre- 
 sistible to do something bad. One boy is drawing pic- 
 tures on his slate, to make his neighbors laugh; another 
 is whispering, and two more are at play. The disorder 
 continues, while the teacher goes round examining slate 
 after slate, his whole attention being engrossed by each 
 individual, as the pupils come to him successively, while 
 the rest are left to themselves, interrupted only by an oc- 
 casional harsh or even angry, but utterly useless rebuke 
 from him. 
 
 But under another mode of managing classes and schools, 
 a very different result would be produced. 
 
 A boy approaches the teacher to render an excuse, 
 the teacher replies, addressing himself, however, to the 
 whole class, " I shall give all an opportunity to offer 
 their excuses presently. No one must come till he is 
 called." 
 
 The class then regularly take their places in the recit- 
 ation seats; the prepared and unprepared together. The 
 following commands are given *and obeyed, promptly. 
 They are spoken pleasantly, but still in the tone of com- 
 mand. 
 
 " The class may rise." 
 
 " All those, that are not fully prepared with this lesson, 
 may sit." 
 
 A number sit, and others, doubtful whether they are 
 prepared or not, or thinking that there is something pecu- 
 liar in their cases, which they wish to state, raise their 
 hands, or make any other signal which is customary to 
 indicate a wish to speak. Such a signal ought always 
 to be agreed upon, and understood in school. 
 
 The teacher shakes his head; saying " I will hear you 
 
INSTRUCTION. 75 
 
 presently. If there is, on any account whatever, any 
 doubt whether you are prepared, you must sit." 
 
 " Those that are standing may read their answers, to 
 No. 1. Unit figure?" 
 
 Boys. "Five." 
 
 Teacher. "Tens?" 
 
 B. "Six." 
 
 T. " Hundreds?" 
 
 B. " Seven." 
 
 While these numbers are thus reading, the teacher 
 looks at the boys, and can easily see whether any are not 
 reading their own answers, but only following the rest. 
 If fchey have been trained to speak exactly together, his 
 ear will also at once detect any erroneous answer, which 
 any one may give. He takes down the figures given by 
 the majority, on his own slate, and reads them aloud. 
 
 " This is the answer obtained by the majority: it is, 
 undoubtedly right. Those, who have different answers 
 may sit." 
 
 These directions, if understood and obeyed, would di- 
 vide the class evidently into two portions. Those stand- 
 ing, have their work done, and done correctly, and those 
 sitting, have some excuse or error to be examined. A 
 new lesson may now be assigned, and the first portion 
 may be dismissed; which, in a well regulated school, will 
 be two thirds of the class. Their slates may be slightly 
 examined, as they pass by the teacher, on their way to 
 their seats, to see that all is fair; but it will be safe to 
 take it for granted, that a result, in which a majority 
 agree, will be right. Truth is consistent with itself, but 
 error, in such a case, never is. This, the teacher can, 
 at any time, show, by comparing the answers that are 
 wrong; they will always be found, not only to differ from 
 the correct result, but to contradict each other. 
 
 The teacher may now, if he pleases, after the majority 
 of the class have gone, hear the reasons of those who 
 were unprepared, and look for the errors of those whose 
 work was incorrect: but it is better to spend as little time 
 as possible, in such a way. If a scholar is not prepared, 
 it is not of much consequence, whether it is because he 
 
76 INSTRUCTION. 
 
 forgot his book, or mistook the lesson; or if it is ascertain- 
 ed that his answer is incorrect, it is, ordinarily, a mere 
 waste of time, to search for the particular error. 
 
 " I have looked over my work, sir," says the boy, per- 
 haps, " and I cannot find where it is wrong." He means 
 by it, that he does not believe that it is wrong. 
 
 " It is no matter if you cannot," would be the proper 
 reply, " since it certainly is wrong; you have made a 
 mistake in adding, somewhere, but it is not worth while 
 for me to spend two or three minutes apiece with all of 
 you, to ascertain where. Try to be careful next time." 
 
 The cases of those who are unprepared at a recitation, 
 ought, by no means, to be passed by, unnoticed, although 
 it would be unwise to spend much time in examining 
 each, in detail, 
 
 "It is not of much consequence," the teacher might 
 say, " whether you have good excuses, or bad, so long as 
 you are not prepared. In future life, you will certainly 
 be unsuccessful, if you fail, no matter for what reason, 
 to discharge the duties which devolve upon you. A car- 
 penter, for instance, would certainly lose his work, if he 
 should not perform it faithfully, and in season. Excuses, 
 no matter how reasonable, will do him little good. So in 
 this school. I want good recitations, not good excuses. 
 I hope every one will be prepared to-morrow." 
 
 It is not probable, however, that every one would be 
 prepared the next day, in such a case; but, by acting 
 steadily on these principles, the number of delinquencies 
 would be so much diminished, that the very few which 
 should be left, could easily be examined in detail, and the 
 remedies applied. 
 
 Simultaneous recitation, by which I mean the practice 
 of addressing a question to all the class, to be answered 
 by all together, is a practice, which has been for some 
 years rapidly extending in our schools, and, if adopted 
 with proper limits and restrictions, is attended with great 
 advantage. The teacher must guard against some dan- 
 gers, however, which will be likely to attend it. 
 
 1. Some will answer very eagerly, instantly after the 
 question is completed. They wish to show their superior 
 
INSTRUCTION. 77 
 
 readiness. Let the teacher mention this, expose, kindly, 
 the motive which leads to it, and tell them it is as irregu- 
 lar to answer before the rest, as after them. 
 
 2. Some will defer their answers, until they can catch 
 those of their comrades, for a guide. Let the teacher 
 mention this fault, expose the motive which leads to it, 
 and tell them that, if they do not answer independently, 
 and at once, they had better not answer at all. 
 
 3. Some will not answer at all. The teacher can tell 
 by looking around the class who do not, for they cannot 
 counterfeit the proper motion of the lips, with promptness 
 and decision, unless they know what the answer is to 
 be. He ought occasionally to say to such an one, " I 
 perceive you do not answer ;" and ask him questions indi- 
 vidually. 
 
 4. In some cases, there is danger of confusion in the 
 answers, from the fact that the question may be of such 
 a nature, that the answer is long, and may, by different 
 individuals, be differently expressed. This evil must be 
 guarded against, by so shaping the question, as to admit 
 of a reply in a single word. In reading large numbers, 
 for example, each figure may be called for by itself, or they 
 may be given one after another, the pupils keeping exact 
 time. When it is desirable to ask a question to which 
 the answer is necessarily long, it may be addressed to 
 an individual, or the whole class may write their replies, 
 which may then be read in succession. 
 
 In a great many cases where simultaneous answering 
 is practised, after a short time, the evils above specified 
 are allowed to grow, until at last some half dozen bright 
 members of a class answer for all, the rest dragging after 
 them, echoing their replies, or ceasing to take any inter- 
 est in an exercise, which brings no personal and indi- 
 vidual responsibility upon them. To prevent this the 
 teacher should exercise double vigilance, at such a time. 
 He should often address questions to individuals alone, 
 especially to those most likely to be inattentive and care- 
 less, and guard against the ingress of every abuse, which 
 might, without close vigilance, appear. 
 
 With these cautions, the method here alluded to will 
 7* 
 
78 INSTRUCTION. 
 
 be found to be of very great advantage in many studies; 
 for example, all the arithmetical tables may be recited in 
 this way; words may be spelled, answers to sums given; 
 columns of figures added, or numbers multiplied; and 
 many questions in History, Geography, and other miscel- 
 laneous studies, answered, especially the general ques-. 
 tions asked for the purpose of a review. 
 
 But besides being useful as a mode of examination, this 
 plan of answering questions simultaneously, is a very im-i 
 portant means of fixing in the mind, any facts, which the 
 teacher may communicate to his pupils. If, for instance, 
 he says some day to a class, that Vasco de Gama was the 
 discoverer of the passage round the Cape of Good Hope, 
 and leaves it here, in a few days, not one in twenty, will 
 recollect the name. But let him call upon them all to 
 spell it, simultaneously, and then to pronounce it distinct- 
 ly, three or four times in concert, and the word will 
 be very strongly impressed upon the mind. The reflect- 
 ing teacher will find a thousand cases, in the instruc^ 
 tion of his classes, and in his general exercises, in the 
 school, in which this principle will be of great utility. It 
 is universal in its application. What we say, we fix by 
 the very act of saying it, in the mind. Hence reading 
 aloud, though a slower, is a far more thorough method, 
 than reading silently; and it is better, in almost all cases, 
 whether in the family, or in sabbath, or common schools, 
 when general instructions are given, to have the leading 
 points fixed in the mind, by questions, answered simul- 
 taneously. 
 
 But we are wandering a little from our subject; which 
 is, in this part of our chapter, the methods of examining a 
 class, not of giving or fixing instructions. 
 
 Another mode of examining classes, which it is import- 
 ant to describe, consists in requiring written answers to 
 the questions asked. The form and manner, in which 
 this plan may be adopted, is various. The class may 
 bring their slates to the recitation, and the teacher may 
 propose questions successively, the answers to which all 
 the class may write, numbering them carefully. After a 
 dozen answers are written, the teacher may call, at ran- 
 
INSTRUCTION. 79 
 
 dom, for them; or he may repeat a question, and ask 
 each pupil to read the answer he had written; or he may 
 examine the slates. Perhaps this method may be very 
 successfully employed in reviews, by dictating to the 
 class, a list of questions, relating to the ground they have 
 gone over, for a week, and to which they are to prepare 
 answers, written out at length, and to be brought in at 
 the next exercise. This method may be made more for- 
 mal still, by requiring a class to write a full and regular 
 abstract of all they have learned, during a specified time. 
 The practice of thus reducing to writing what has been 
 learned, will be attended with many advantages, so obvi- 
 ous that they need not be described. 
 
 It will be perceived that three methods of examining 
 classes have now been named, and these will afford the 
 teacher the means of introducing a very great variety, in 
 his mode of conducting his recitations, while he still car- 
 ries his class forward steadily in their prescribed course. 
 Each is attended with its peculiar advantages. The single 
 replies, coming from individuals specially addressed, are 
 more rigid, and more to be relied upon; but they con- 
 sume a great deal of time, and while one is questioned, it 
 requires much skill, to keep up interest in the rest. The 
 simultaneous answers of a class awaken more general in- 
 terest, but it is difficult, without special care, to secure, 
 by this means, a thorough examination of all. The 
 written replies, are more thorough, but they require more 
 time, and attention, and while they habituate the pupil 
 to express his thoughts in writing, they would, if ex- 
 clusively adopted, fail to accustom him to an equally im- 
 portant practice, that of the oral communication of his 
 thoughts. A constant variety, of which these three me- 
 thods should be the elements, is unquestionably the best 
 mode. We not only, by this means, secure in a great 
 degree the advantages which each is fitted to produce, 
 but we gain, also, the additional advantage and interest 
 of variety. 
 
 By these, and perhaps by other means, it is the duty of 
 the teacher to satisfy himself that his pupils are really at- 
 tentive to their duties. It is not perhaps necessary, that 
 
80 INSTRUCTION. 
 
 every individual should be, everyday, minutely examined ; 
 this is, in many cases, impossible. But the system of 
 examination should be so framed, and so administered, as 
 to be daily felt by all, and to bring upon every one, a daily 
 responsibility. 
 
 We come now to consider the second general head, 
 which was to be discussed in this chapter. 
 
 The study of books alone, is insufficient to give know- 
 ledge to the young. In the first stage, learning to read, a 
 book is of no use whatever, without the voice of the liv- 
 ing teacher. The child cannot take a step alone. As the 
 pupil, however, advances in his course, his dependence up- 
 on his teacher for guidance* and help, continually dimin- 
 ishes, until, at last, the scholar sits in his solitary study, 
 with no companion but his books, and desiring, for a 
 solution of every difficulty, nothing but a larger library. 
 In schools, however, the pupils have made so little pro- 
 gress in this course, that they all need more or less of this 
 oral assistance. Difficulties must be explained; questions 
 must be answered; the path must be smoothed, and the 
 way pointed out, by a guide, who has travelled it before, 
 or it will be impossible for the pupil to go on. This is the 
 part of our subject, which we now approach. 
 
 The great principle which is to guide the teacher, in 
 this part of his duty, is this; Assist your pupils, in such 
 a way, as to had them, as soon as possible, to do without 
 assistance. This is fundamental. In a short time they 
 will be away from your reach; they will have no teacher 
 to consult; and unless you teach them how to understand 
 books themselves, they must necessarily stop suddenly in 
 their course, the moment you cease to help them forward. 
 I shall proceed, therefore, to consider the subject, in the 
 following plan: 
 
 1. Means of exciting interest in study. 
 
 2. The kind and degree of assistance to be rendered. 
 
 3. Miscellaneous suggestions. 
 
 1. Interesting the pupils in their studies. There are 
 various principles of human nature, which may be of 
 great avail, in accomplishing this object. Making Intel- 
 
INSTRUCTION. 81 
 
 lectual effort, and acquiring knowledge, are always pleas- 
 ant to the human mind, unless some peculiar circumstan- 
 ces render them otherwise. The teacher has, therefore, 
 only to remove obstructions, and sources of pain, and the 
 employment of his pupils will be, of itself, a pleasure. 
 
 " I am going to give you a new exercise to-day," said 
 a teacher to a class of boys, in Latin. " I am going to 
 have you parse your whole lesson, in writing. It will be 
 difficult, but I think you maybe able to accomplish it." 
 
 The class looked surprised. They did not know what 
 parsing in writing could be. 
 
 " You may first, when you take your seats, and are 
 ready to prepare the lesson, write upon your slates, a list 
 of the ten first nouns, arranging them in a column. Do 
 you understand so far? " 
 
 "Yes sir." 
 
 " Then rule lines for another column, just beyond this. 
 In parsing nouns, what is the first particular to be named? " 
 
 " What the noun is from." 
 
 11 Yes; that is, its nominative. Now you may write, 
 at the head of the first column, the word JVbtws, and at 
 the head of the second, JVbm., for nominative. Then rule 
 a line for the third column. What shall this contain?" 
 " The declension." " Yes; and the fourth? " " Gen- 
 der." " The fifth? " " Number." 
 
 In the same manner the other columns were designat- 
 ed; the sixth, was to contain case; the seventh, the word, 
 with which the noun was connected, in construction ; and 
 the eighth, a reference to the rule. 
 
 " Now I wish you," continued the teacher, " to fill up 
 such a table as this, with ten nouns. Do you understand 
 how I mean? " 
 
 " Yes sir; " " No sir; " they answered, variously. 
 
 "All who do understand may take their seats; as I 
 wish to give as little explanation, as possible. The more 
 you can depend upon yourselves, the better." 
 
 Those who saw clearly what was to be done, left the 
 class, and the teacher continued his explanation to those 
 who were left behind. He made the plan perfectly clear 
 to them, by taking a particular noun, and running it 
 
82 INSTRUCTION 
 
 through the table, showing what should be written opposite 
 to the word, in all the columns; and then dismissed them. 
 
 The class separated, as every class would, in such a 
 case, with strong interest in the work before them. It was 
 not so difficult as to perplex them, and yet it required at- 
 tention and care. They were interested and pleased; 
 pleased with the effort which it required them to make, 
 and they anticipated, with interest and pleasure, the time 
 of coming again to the class, to report and compare their 
 work. 
 
 When the time for the class came, the teacher addressed 
 them somewhat as follows: 
 
 " Before looking at your slates, I am going to predict 
 what the faults are. I have not seen any of your work, 
 but shall judge altogether from my general knowledge of 
 school-boys, and the difficulties I know they meet with 
 .Do you think I shall succeed? " 
 
 The scholars made no reply, and an unskilful teacher 
 would imagine, that time spent in such remarks, would be 
 wholly wasted. By no means. The influence of it was to 
 awaken universal interest in the approaching examination 
 of the slates. Every scholar would be intent, watching, 
 with eager interest, to see whether the imagined faults 
 would be found upon his work. The class was, by that 
 single pleasant remark, put into the best possible state, 
 for receiving the criticisms of the teacher. 
 
 " The first fault, which I suppose will be found, is, that 
 some are unfinished." 
 
 The scholars looked surprised. They did not expect to 
 have that called a fault. 
 
 " How many plead guilty to it? " 
 
 A few raised their hands, and the teacher continued. 
 
 " I suppose that some will be found partly effaced. The 
 slates were not laid away carefully, or they were not clean, 
 so that the writing is not distinct. How many find this 
 the case with their work? " 
 
 " I suppose that, in some cases, the lines will not be 
 perpendicular, but will slant, probably towards the left, like 
 writing." 
 
 " I suppose also, that, in -some cases, the writing will 
 
INSTRUCTION. 83 
 
 be careless, so that I cannot easily read it. How many 
 plead guilty to this? " 
 
 After mentioning such other faults as occurred to him, 
 relating chiefly to the form of the table, and the mere me- 
 chanical execution of the work, he said: 
 
 " I think I shall not look at your slates to-day. You 
 can all see, I have no doubt, how you can considerably 
 improve them, in mechanical execution, in your next les- 
 son; and I suppose you would a little prefer that I should 
 not see your first imperfect efforts. In fact, I should rather 
 not see them. At the next recitation, they probably will 
 be much better." 
 
 One important means by which the teacher may make 
 his scholars careful of their reputation, is to show them, 
 thus, that he is careful of it himself. 
 
 Now, in such a case as this, for it is, except in the 
 principles which it is intended to illustrate, imaginary, a 
 very strong interest would be awakened in the class, in 
 the work assigned them. Intellectual effort, in new and 
 constantly varied modes, is in itself a pleasure, and this 
 pleasure the teacher may deepen and increase very easily, 
 by a little dexterous management, designed to awaken 
 curiosity, and concentrate attention. It ought, however, 
 to be constantly borne in mind, that this variety should 
 be confined, to the modes of pursuing an object, which 
 is permanent, and constant, and steadily pursued. For 
 instance, if a little class are to be taught simple addition, 
 after the process is once explained, which may be done, 
 perhaps, in two or three lessons, they will need many days 
 of patient practice, to render it familiar, to impress it firmly 
 in their recollection, and to enable them to work with rapid- 
 ity. Now this object must be steadily pursued. It would 
 be very unwise for the teacher to say to himself; my class 
 are tired of addition, I must carry them on to subtraction, 
 or give them some other study. It would be equally un- 
 wise, to keep them many days performing example after 
 example, in monotonous succession, each lesson a mere 
 repetition of the last. He must steadily pursue his 
 object, of familiarizing them fully with this elementary 
 process, but he may give variety and spirit to the work, 
 
84 INSTRUCTION. 
 
 by changing occasionally the modes. One week he may 
 dictate examples to them, and let them come together to 
 compare their results; one of the class being appointed 
 to keep a list of all who are correct, each day. At an- 
 other time, each one may write an example, which he may 
 read aloud to all the others, to be performed and brought 
 in at the next time. Again, he may let them work on 
 paper, with pen and ink, that he may see how few mis- 
 takes they make, as mistakes in ink, cannot be easily re- 
 moved. He may excite interest by devising ingenious 
 examples, such as finding out how much all the numbers 
 from one to fifty will make, when added together, or the 
 amount of the ages of the whole class; or any such ex- 
 ample, the result of which they might feel a little interest 
 in learning. Thus the object is steadily pursued, though 
 the means of pursuing it, are constantly changing. We 
 have the advantage of regular progress in the acquisition 
 of knowledge truly valuable, while this progress is made, 
 with all the spirit and interest which variety can give. 
 
 The necessity of making such efforts as this, however, 
 to keep up the interest of the class in their work, and to 
 make it pleasant to them, will depend altogether upon 
 circumstances; or rather, it will vary much with circum- 
 stances. A class of pupils somewhat advanced in their 
 studies, and understanding and feeling the value of know- 
 ledge, will need very little of such effort as this; while 
 young and giddy children, who have been accustomed to 
 dislike books and school, and every thing connected with 
 them, will need more. It ought, however, in all cases, to 
 be made a means, not an end; the means to lead on a 
 pupil to an interest in progress in knowledge itself, which 
 is, after all, the great motive, which ought to be brought, 
 as soon and as extensively as possible, to operate in the 
 school-room. 
 
 Another way to awaken interest in the studies of the 
 school, is to bring out as frequently, and as distinctly, as 
 possible, the connexion between these studies and the 
 practical business of life. The events which are occur- 
 ring around you, and which interest the community in which 
 you are placed, may, by a little ingenuity, be connected, 
 
OF THE 
 INSTRUCTION. l(U N ] 85 
 
 in a thousand ways, with the studies of the school. "If the 
 practice, which has been already repeatedly recommended, 
 of appropriating a quarter of an hour, each day, to a 
 general exercise, should be adopted, it will afford great 
 facilities for doing this. 
 
 Suppose, for example, while the question between the 
 General Government and the State of South Carolina, was 
 pending, and agitating the whole country, almost every one 
 looking, with anxious interest, every day, for intelligence 
 from the scene of the conflict, that the teacher of a school, 
 had brought up the subject, at such a general exercise 
 as has been mentioned. He describes, in a few words, 
 the nature of the question, and, in such a manner, as to 
 awaken, throughout the school, a strong interest in the re- 
 sult of the contest. He then says, 
 
 " I wish now to make you all more fully acquainted 
 with this case, and the best way of doing it, which oc- 
 curs to me, is as follows: 
 
 " There are several studies in school, which throw light 
 upon this controversy; especially History, Geography, and 
 Political Economy. Now, I shall take the classes in these 
 studies, for a day or two, out of their regular course, and 
 assign them lessons which relate to this subject, and then 
 hear them recite in the General Exercise, that you may 
 all hear. The first class in Geography may take there- 
 fore, for their next lesson, the State of South Carolina; 
 to-morrow they will recite in the hearing of the whole 
 school, when I shall make such additional explanations, 
 as will occur to me. The next day, I shall assign to the 
 class in History, a passage giving an account of the for- 
 mation of this government; and afterwards lessons will 
 be recited from the Political Class Book, explaining the 
 mode of collecting money for the use of our government, 
 by duties, and the relative powers of the General and State 
 Governments. After hearing all these lessons recited, 
 with my remarks in addition, you will be the better able to 
 understand the subject, and then I shall bring in a news- 
 paper now and then, and keep you acquainted with the 
 progress of the affair." 
 
 Now the propriety of taking up the particular subject, 
 8 
 
86 INSTRUCTION. 
 
 which I have here introduced, by way of illustration, in 
 such a way, would depend altogether upon the character 
 and standing of the school, the age and mental maturity 
 of the scholars, and their capacity to understand the cir- 
 cumstances of such a case, and to appreciate those consid- 
 erations which give interest to it. The principle how- 
 ever, is applicable to all; and one such experiment, dex- 
 terously carried through, will do more towards giving boys 
 and girls, clear and practical ideas of the reason why they 
 go to school, and of the importance of acquiring know- 
 ledge, than the best lecture on such a subject, which ever 
 was delivered. 
 
 There is no branch of study attended to in school, 
 which may, by judicious efforts, be made more effectual 
 in accomplishing this object, leading the pupils to see 
 the practical utility, and the value of knowledge, than 
 composition. If such subjects as are suitable themes for 
 moral essays, are assigned, the scholars will indeed dis- 
 like the work of writing, and derive little benefit from it. 
 The mass of pupils in our schools, are not to be writers 
 of moral essays or orations, and they do not need to form 
 that style of empty, florid, verbose declamation, which the 
 practice of writing composition in our schools, as it is too 
 frequently managed, tends to form. Assign practical 
 subjects, subjects relating to the business of the school, 
 or the events taking place around you. Is there a 
 question before the community, on the subject of the 
 location of a new school-house ? Assign it to your pupils, 
 as a question for discussion, and direct them not to write 
 empty declamation, but to obtain, from their parents, the 
 real arguments in the case, and to present them, dis- 
 tinctly and clearly, and in simple language, to their com- 
 panions. Was a building burnt by lightning in the neigh- 
 borhood? Let those who saw the scene, describe it; 
 their productions to be read by the teacher aloud; and 
 let them see that clear description^ please, and that good 
 legible writing can be read fluently, and that correct 
 spelling, and punctuation, and grammar, make the arti- 
 cle go smoothly and pleasantly, and enable it to produce 
 its full effect. Is a public building going forward in 
 
INSTRUCTION. 87 
 
 the neighborhood of your school? You can make it a 
 very fruitful source of subjects and questions, to give 
 interest and impulse to the studies of the school-room. 
 Your classes in geometry may measure, your arithme- 
 ticians may calculate, and make estimates, your writers 
 may describe its progress, from week to week, and antici- 
 pate the scenes, which it will in future years exhibit. 
 
 By such means, the practical bearings and relations of 
 the studies of the school-room, may be constantly kept 
 in view; but I ought to guard the teacher, while on this 
 subject, most distinctly, against the danger of making 
 the school-room a scene of literary amusement, instead of 
 study. These means of awakening interest, and reliev- 
 ing the tedium of the uninterrupted and monotonous study 
 of text books, must not encroach on the regular duties of 
 the school. They must be brought forward with judg- 
 ment and moderation, and made subordinate and subser- 
 vient to these regular duties. Their design is, to give 
 spirit, and interest, and a feeling of practical utility, to 
 what the pupils are doing, and if resorted to, with these 
 restrictions, and within these limits, they will produce 
 powerful, but safe results. 
 
 Another way to excite interest, and that of the right 
 kind in school, is not to remove difficulties, but to teach 
 the pupils how to surmount them. A text book so con- 
 trived as to make study mere play, and to dispense with 
 thought and effort, is the worst text book that can be 
 made, and the surest to be, in the end, a dull one. The 
 great source of literary enjoyment, which is the success- 
 ful exercise of intellectual power, is, by such a mode of 
 presenting a subject, cut off. Secure therefore severe 
 study. Let the pupil see that you are aiming to secure 
 it, and that the pleasure which you expect that they will 
 receive, is that of firmly and patiently encountering and 
 overcoming difficulty; of penetrating, by steady and per- 
 severing effort, into regions, from which the idle and the 
 inefficient are debarred; and that it is your province to 
 lead them forward, not to carry them. They will soon 
 understand this, and like it. 
 
 Never underrate the difficulties which your pupils will 
 
88 INSTRUCTION. 
 
 have to encounter, or try to persuade them that what you 
 assign is easy. Doing easy things is generally dull work, 
 and it is especially discouraging and disheartening for a 
 pupil to spend his strength in doing what is really difficult 
 for him, when his instructer, by calling his work easy, 
 gives him no credit, for what may have been severe and 
 protracted labor. If a thing is really hard for the pupil, 
 his teacher ought to know it, and admit it. The child 
 then feels that he has some sympathy. 
 
 It is astonishing how great an influence may be exert- 
 ed over a child, by his simply knowing that his efforts are 
 observed and appreciated. You pass a boy in the street, 
 wheeling a heavy load, in a barrow; now simply stop to 
 look at him, with a countenance which says, " that is a 
 heavy load; I should not think that boy could wheel it;" 
 and how quick will your look give fresh strength and 
 vigor to his efforts. On the other hand, when, in such a 
 case, the boy is faltering under his load, try the effect of 
 telling him, " Why, that is not heavy; you can wheel it 
 easily enough; trundle it along." The poor boy will drop 
 his load, disheartened and discouraged, and sit down 
 upon it, in despair. No, even if the work you are assign- 
 ing to a class is easy, do not tell them so, unless you 
 wish to destroy all their spirit and interest in doing it; 
 and if you wish to excite their spirit and interest, make 
 your work difficult, and let them see that you know it is 
 so. Not so difficult as to tax their powers too heavily, 
 but enough so, to require a vigorous and persevering ef- 
 fort. Let them distinctly understand too, that you know it 
 is difficult, that you mean to make it so, but that they 
 have your sympathy and encouragement, in the efforts 
 which it calls them to make. 
 
 You may satisfy yourself that human nature is, in this 
 respect, what I have described, by some such experiment 
 as the following: Select two classes, not very familiar 
 with elementary arithmetic, and offer to each of them the 
 following example in Addition: 
 
 123456789 
 234567891 
 345678912 
 &c. &c. 
 
INSTRUCTION. 89 
 
 The numbers may be continued, according to the ob- 
 vious law regulating the above, until each one of the nine 
 digits has commenced the line. Or, if you chose Multi- 
 plication, let the example be this: 
 
 Multiply 123456789 
 by 123456789 
 
 Now, when you bring the example to one of the classes, 
 address the pupils as follows: 
 
 " I have contrived for you a very difficult sum. It is 
 the most difficult one that can be made, with the number 
 of figures contained in it, and I do not think that any of 
 you can do it, but you may try. I shall not be surprised 
 if every answer should contain mistakes." 
 
 To the other class, say as follows: 
 
 (f I have prepared an example for you, which I wish 
 you to be very careful to perform correctly. It is a little 
 longer than those you have had heretofore, but it is to be 
 performed upon the same principles, and you can all do 
 it correctly, if you really try." 
 
 Now under such circumstances the first class will go to 
 their seats with ardor and alacrity; determined to show 
 you that they can do work, even if it is difficult. And if 
 they succeed, hey come to the class the jiext day, with 
 pride and pleasure. They have accomplished something, 
 which you admit it was not easy to accomplish. On the 
 other hand, the second class will go to their seats, with 
 murmuring looks and words; and with a hearty dislike of 
 the task you have assigned them. They know that they 
 have something to do, which, however easy it may be to 
 the teacher, is really difficult for them, and they have 
 to be perplexed and wearied with the work, without hav- 
 ing at last, even the little satisfaction of knowing that the 
 teacher appreciates the difficulties with which they had 
 to contend. 
 
 2. We now come to consider the subject of rendering 
 assistance to the pupil, which is one of the most important 
 and delicate parts of a teacher's work. The great differ- 
 ence, which exists among teachers, in regard to the skill 
 8* 
 
90 INSTRUCTION. 
 
 they possess in this part of their duty, is so striking that 
 it is very often noticed by others; and perhaps skill here 
 is of more avail, in deciding the question of success or 
 failure, than any thing besides. The first great principle., 
 is, however, simple and effectual. 
 
 (1.) Divide and subdivide a difficult process, until your 
 steps are so short, that the pupil can easily take them. 
 
 Most teachers forget the difference between the pupil's 
 capacity and their own, and they pass rapidly forward, 
 through a difficult train of thought, in their own ordinary 
 gait, their unfortunate followers vainly trying to keep up 
 with them. The case is precisely analagous to that of 
 the father, who walks with the step of a man, while his 
 little son is by his side, wearying and exhausting himself, 
 with fruitless efforts to reach his feet as far, and to move 
 them as rapidly, as a full grown man. 
 
 But to show what I mean by subdividing a difficult 
 process, so as to make each step simple, I will take a 
 case which may serve as an example. I will suppose 
 that the teacher of a common school, undertakes to show 
 his boys, who, we will suppose, are acquainted with no-- 
 thing but elementary arithmetic, how longitude is ascer- 
 tained, by means of the eclipses of Jupiter's satellites; 
 not a very simple question, (as it would, at first view, 
 strike one,) but still one which, like all others, may be, 
 merely by the power of the subdivision alluded to, easily 
 explained. I will suppose that the subject has come up 
 at a general exercise, perhaps the question was asked 
 in writing, by one of the older boys. I will present the 
 explanation, chiefly in the form of question and answer, 
 that it may be seen, that the steps are so short, that the 
 boys may take them themselves. 
 
 " Which way," asks the teacher, " are the Rocky 
 Mountains from us?" 
 
 " West," answer two or three of the boys. 
 
 In such cases as this, it is very desirable that the an- 
 swers should be general, so that throughout the school, 
 there should be a spirited interest in the questions and 
 replies. This will never be the case, if a small number 
 of the boys, only, take part in the answers; and many 
 
INSTRUCTION. 91 
 
 teachers complain, that, when they try this experiment, 
 they can seldom induce many of the pupils to take a part 
 
 The reason ordinarily is, that they say that any of the 
 boys may answer, instead of that all of them may. The 
 boys do not get the idea that it is wished that an univer- 
 sal reply should come from all parts c-f the room in which 
 every one's voice should be heard. If the answers were 
 feeble, in the instance we are supposing, the teacher 
 would perhaps say; 
 
 " I only heard one or two answers: do not more of 
 you know where the Rocky Mountains are? Will you 
 all think, and answer together? Which way are they 
 from us?" 
 
 " West," answer a large number of boys. 
 
 " You do not answer fully enough yet; I do not think 
 more than forty answered, and there are about sixty here. 
 I should like to have every one in the room answer, and all 
 precisely together." 
 
 He then repeats the question, and obtains a full re- 
 sponse. A similar effort will always succeed. 
 
 "Now, does the sun, in going round the earth, pass 
 over the Rocky Mountains, or over us, first?" 
 
 To this question, the teacher hears a confused answer. 
 Some do not reply; some say, ic Over the Rocky Moun- 
 tains;" others, " Over us;" and others still, " The sun 
 does not move at all." 
 
 " It is true that the sun, strictly speaking, does not 
 move; the earth turns round, presenting the various coun- 
 tries, in succession, to the sun, but the effect is precisely 
 the same as it would be, if the sun moved, and according- 
 ly I use that language. Now, how long does it take the 
 sun to pass round the earth?" 
 
 "Twelve hours." 
 
 " Does he go towards the west, or towards the east, 
 from us?" 
 
 " Towards the west." 
 
 But it is not necessary to give the replies; the ques- 
 tions alone will be sufficient. The reader will observe that 
 they inevitably lead the pupil, by short and simple steps, 
 to a clear understanding of the point to be explained. 
 
92 INSTRUCTION. 
 
 " Will the sun go towards, or from, the Rocky Moun- 
 tains, after leaving us?" 
 
 " How long did you say it takes the sun to go round the 
 globe, and come to us again?" 
 
 " How long to go half round?" " Quarter round?" 
 
 " How long will it take him to go to the Rocky Moun- 
 tains?" 
 
 No answer. 
 
 " You cannot tell. It would depend upon the distance. 
 Suppose then the Rocky Mountains were half round the 
 globe, how long would it take the sun to go to them?" 
 " Suppose they were quarter round?" 
 
 "The whole distance is divided into portions called de- 
 grees; 360 in all. How many will the sun pass, in going 
 half round? In going quarter round?" 
 
 " Forty-five degrees then make one quarter of the cir- 
 cumference of the globe. This you have already said will 
 take three hours. In one hour then, how many degrees 
 will the sun pass over?" 
 
 Perhaps no answer. If so, the teacher will subdivide 
 the question, on the principle we are explaining, so as to 
 make the steps such that the pupils can take them. 
 
 " How many degrees will the sun pass over in three 
 hours?" 
 
 " Forty-five." 
 
 " How large a part of that, then, will he pass, in one 
 hour?" 
 
 " One third of it." 
 
 " And what is one third of forty-five?" 
 
 The boys would readily answer fifteen, and the teacher 
 would then dwell for a moment, on the general truth, thus 
 deduced, that the sun, in passing round the earth, passes 
 over fifteen degrees every hour. 
 
 " Suppose then it takes the sun one hour to go from us 
 to the river Mississippi, how many degrees west of us, 
 would the river be?" 
 
 Having thus familiarized the pupils to the fact, that the 
 motion of the sun is a proper measure of the difference 
 of longitude between two places, the teacher must dismiss 
 the subject, for a day, and when the next opportunity of 
 
INSTRUCTION. 93 
 
 bringing it forward occurs, he would perhaps take up the 
 subject of the sun's motion as a measure of time. 
 
 " Is the sun ever exactly over our heads?" 
 
 " Is he ever exactly south of us?" 
 
 " When he is exactly south of us, or in other words, 
 exactly opposite to us, in his course round the earth, he 
 is said to be in our meridian. For the word meridian 
 means a line drawn exactly north or south from any place." 
 
 There is no limit to the simplicity which may be impart- 
 ed, even to the most difficult subjects, by subdividing the 
 steps. This point for instance, the meaning of meridian, 
 may be the subject, if it were necessary, of many ques- 
 tions, which would render it simple to the youngest child. 
 The teacher may point to the various articles in the room, 
 or buildings, or other objects without, and ask if they are 
 or are not in his meridian. But to proceed: 
 
 " When the sun is exactly opposite to us, in the south, 
 at the highest point to which he rises, what o'clock is it?" 
 
 " When the sun is exactly opposite to us, can he be op- 
 posite to the Rocky Mountains?" 
 
 " Does he get opposite to the Rocky Mountains, before, 
 or after, he is opposite to us?" 
 
 " When he is opposite to the Rocky Mountains, what 
 o'clock is it there?" 
 
 " Is it twelve o'clock here, then, before^ or after it is 
 twelve o'clock there?" 
 
 " Suppose the river Mississippi is fifteen degrees from 
 us, how long is it twelve o'clock here, before it is twelve 
 o'clock there?" 
 
 " When it is twelve o'clock here then, what time will it 
 be there?" 
 
 Some will probably answer " one," and some "elev- 
 en." If so, the step is too long, and may be subdivided 
 thus: 
 
 " When it is noon here, is the sun going towards the 
 Mississippi, or has he passed it?" 
 
 " Then has noon gone by, at that river, or has it not yet 
 come?" 
 
 "Then will it be one hour before, or one hour after 
 noon?" 
 
94 INSTRUCTION. 
 
 " Then will it be eleven, or one?" 
 
 Such minuteness and simplicity would, in ordinary cases, 
 not be necessary. I go into it here, merely to show, how, 
 by simply subdividing the steps, a subject ordinarily per- 
 plexing, may be made plain. The reader will observe that 
 in the above, there are no explanations by the teacher, 
 there are not even leading questions; that is, there are 
 no questions whose form suggests the answers desired. 
 The pupil goes on from step to step, simply because he 
 has but one short step to take at a time. 
 
 11 Can it be noon, then," continues the teacher, " here 
 and at a place fifteen degrees west of us, at the same 
 time?" 
 
 " Can it be noon here, and at a place ten miles west of 
 us, at the same time?" 
 
 It is unnecessary to continue the illustration, for it will 
 be very evident to every reader, that by going forward in 
 this way, the whole subject may be laid out before the 
 pupils, so that they shall perfectly understand it. They 
 can, by a series of questions like the above, be led to 
 see by their own reasoning, that time, as denoted by the 
 clock, must differ in every two places, not upon the same 
 meridian, and that the difference must be exactly propor- 
 tional to the difference of longitude. So that a watch, 
 which is right in one place, cannot, strictly speaking, be 
 right in any other place, east or west of the first: and 
 that, if the time of day, at two places, can be compared, 
 either by taking a chronometer from one to another, or by 
 observing some celestial phenomenon, like the eclipses of 
 Jupiter's satellites, and ascertaining precisely the time of 
 their occurrence, according to the reckoning at both; the 
 distances east or west, by degrees, may be determined. 
 The reader will observe, too, that the method by which 
 this explanation is made, is strictly in accordance with the 
 principle I am illustrating, which is by simply dividing 
 the process into short steps. There is no ingenious reason- 
 ing on the part of the teacher, no happy illustrations; no 
 apparatus, no diagrams. It is a pure process of mathe- 
 matical reasoning, made clear and easy by simple an- 
 alysis. 
 
INSTRUCTION 95 
 
 In applying this method, however, the teacher should 
 be very careful not to subdivide too much. It is best that 
 the pupils should walk as fast as they can. The object 
 of the teacher should be to smooth the path, not much 
 more than barely enough to enable the pupil to go on. 
 He should not endeavor to make it very easy. 
 
 (2.) Truths must not only be taught to the pupils, but 
 they must be fixed, and made familiar. This is a point 
 which seems to be very generally overlooked. 
 
 " Can you say the Multiplication Table? " said a teach- 
 er, to a boy, who was standing before him, in his class. 
 
 ' ' Yes sir." 
 
 " Well, I should like to have you say the line beginning 
 nine times one." 
 
 The boy repeated it slowly, but correctly. 
 
 <c Now I should like to have you try again, and I will, 
 at the same time, say another line, to see if I can put you 
 out." 
 
 The boy looked surprised. The idea of his teacher's 
 trying to perplex and embarrass him, was entirely new. 
 
 " You must not be afraid," said the teacher; " you will 
 undoubtedly not succeed in getting through, but you will 
 not be to blame for the failure. I only try it, as a sort of 
 intellectual experiment." 
 
 The boy accordingly began again, but was soon com- 
 pletely confused by the teacher's accompaniment; he stop- 
 ped in the middle of his line saying, 
 
 " I could say it, only you put me out." 
 
 <c Well, now try to say the Alphabet, and let me see if I 
 can put you out there." 
 
 As might have been expected the teacher failed. The 
 boy went regularly onward to the end. 
 
 " You see now," said the teacher to the class which 
 had witnessed the experiment, C that this boy knows his 
 Alphabet, in a different sense, from that in which he knows 
 his Multiplication table. In the latter, his knowledge is 
 only imperfectly his own; he can make use of it only under 
 favorable circumstances. In the former it is entirely his 
 own; circumstances have no control over him." 
 
 A child has a lesson in Latin Grammar to recite. She 
 
96 INSTRUCTION. 
 
 hesitates and stammers, miscalls the cases, and then cor- 
 rects herself, and if she gets through at last, she consid- 
 ers herself as having recited well; and very many teach- 
 ers would consider it well too. If she hesitates a little 
 longer than usual, in trying to summon to her recollection 
 a particular word, she says, perhaps, " Don't tell me," and 
 if she happens at last to guess right, she takes her book 
 with a countenance beaming with satisfaction. 
 
 " Suppose you had the care of an infant school," might 
 the instructer say to such a scholar, " and were endeavor- 
 ing to teach a little child to count, and she should recite 
 her lesson to you in this way; f One, two, four, no, three; 
 
 one, two, three, stop, don't tell me, five no 
 
 four four , five, I shall think in a minute, 
 
 six is that right? five, six, &c. 5 Should you call that 
 reciting well? " 
 
 Nothing is more common than for pupils to say, when 
 they fail of reciting their lesson, that they could say it at 
 their seats, but that they cannot now say it, before the 
 class. When such a thing is said for the first time, it 
 should not be severely reproved, because nine children in 
 ten honestly think, that if the lesson was learned so that 
 it could be recited any where, their duty is discharged. 
 But it should be kindly, though distinctly explained to 
 them, that, in the business of life, they must have their 
 knowledge so much at command, that they can use it, at 
 all times, and in all circumstances, or it will do them little 
 good. 
 
 One of the most common causes of difficulty in pur- 
 suing mathematical studies, or studies of any kind, where 
 the succeeding lessons depend upon those which precede, 
 is the fact that the pupil, though he may understand what 
 precedes, is not familiar with it. This is very strikingly 
 the case with Geometry. The class study the definitions, 
 and the teacher supposes they fully understand them; in 
 fact, they do understand them, but the name and the thing 
 are so feebly connected in their minds, that a direct effort, 
 and a short pause, are necessary to recall the idea, when 
 they hear or see the word. When they come on therefore 
 to the demonstrations, which, in themselves, would be 
 
INSTRUCTION. 97 
 
 difficult enough, they have double duty to perform. The 
 words used do not readily suggest the idea, and the con- 
 nexion of the ideas requires careful study. Under this 
 double burden, many a young geometrician sinks discour- 
 aged. 
 
 A class should go on slowly, and dwell on details, so 
 long as to fix firmly, and make perfectly familiar, what- 
 ever they undertake to learn. In this manner, the know- 
 ledge they acquire will become their own. It will be in- 
 corporated, as it were, into their very minds, and they 
 cannot afterwards be deprived of it. 
 
 The exercises which have for their object this rendering 
 familiar what has been learned, may be so varied as to 
 interest the pupil very much, instead of being tiresome, as 
 it might, at first be supposed. 
 
 Suppose, for instance, a teacher has explained to a large 
 class in grammar, the difference between an adjective 
 and an adverb: if he leave it here, in a fortnight, one 
 half would have forgotten the distinction, but by dwelling 
 upon it, a few lessons, he may fix it for ever. The first 
 lesson might be to write twenty short sentences contain- 
 ing only adjectives. The second to write twenty, contain- 
 ing only adverbs. The third, to write sentences in two 
 forms, one containing the adjective, and the other express- 
 ing the same idea by means of the adverb, arranging them 
 in two columns, thus, 
 
 He writes well. | His writing is good. 
 
 Again, they may make out a list of adjectives, with the 
 adverbs derived from each, in another column. Then 
 they may classify adverbs on the principle of their mean- 
 ing, or according to their termination. The exercise may 
 be infinitely varied, and yet the object of the whole may 
 be, to make perfectly familiar, and to fix for ever in the 
 mind, the distinction explained. 
 
 These two points seem to me to be fundamental, so far 
 as assisting pupils through the difficulties which lie in their 
 way, is concerned. Diminish the difficulties as far as is 
 necessary, by merely shortening and simplifying the stepa, 
 and make thorough work as you go on. These principles 
 
 9 
 
98 INSTRUCTION. 
 
 carried steadily into practice, will be effectual, in leading 
 any mind through any difficulties which may occur. And 
 though they cannot perhaps be fully applied to every mind, 
 in a large school, yet they can be so far acted upon, in 
 reference to the whole mass, as to accomplish the object 
 for a very large majority. 
 
 3. General cautions. A few miscellaneous suggestions, 
 which we shall include under this head, will conclude this 
 chapter. 
 
 (1.) Never do any thing for a scholar, but teach him to 
 do it for himself. How many cases occur, in the schools 
 of our country, where the boy brings his slate to the 
 teacher, saying he cannot do a certain sum. The teacher 
 takes the slate and pencil, performs the work in silence, 
 brings the result, and returns the slate to the hands of 
 his pupil, who walks off to his seat, and goes to work on 
 the next example; perfectly satisfied with the manner in 
 which he is passing on. A man who has not done this a 
 hundred times himself, will hardly believe it possible that 
 such a practice can prevail. It is so evidently a waste 
 of time, both for master and scholar. 
 
 (2.) Never get out of patience with dulness. Perhaps 
 I ought to say, never get out of patience with any thing. 
 That would perhaps be the wisest rule. But above all 
 things, remember that dulness and stupidity, and you 
 will certainly find them in every school, are the very last 
 things to get out of patience with. If the Creator has so 
 formed the mind of a boy, that he must go through life 
 slowly and with difficulty, impeded by obstructions which 
 others do not feel, and depressed by discouragements 
 which others never know, his lot is surely hard enough, 
 without having you to add to it the trials and suffering, 
 which sarcasm and reproach from you, can heap upon him. 
 Look over your school-room, therefore, and wherever you 
 find one, whom you perceive the Creator to have endued 
 with less intellectual power than others, fix your eye upon 
 him with an expression of kindness and sympathy. Such 
 a boy will have suffering enough from the selfish tyranny 
 of his companions ; he ought to find in you, a protector and 
 friend. One of the greatest pleasures which a .teacher's 
 
INSTRUCTION. 99 
 
 life affords, is, the interest of seeking out such an one, 
 bowed down with burdens of depression and discourage- 
 ment, unaccustomed to sympathy and kindness, and ex- 
 pecting nothing for the future, but a weary continuation 
 of the cheerless toils, which have imbittered the past; 
 and the pleasure of taking off the burden, of surprising 
 the timid disheartened sufferer by kind words and cheering 
 looks, and of seeing, in his countenance, the expression 
 of ease and even of happiness, gradually returning. 
 
 (3.) The teacher should be interested in all his scholars, 
 and aim equally to secure the progress of all. Let there 
 be no neglected ones in the school room. We should al- 
 ways remember that, however unpleasant in countenance 
 and manners that bashful boy, in the corner, may be, or 
 however repulsive in appearance, or unhappy in disposi- 
 tion, that girl, seeming to be interested in nobody, and 
 nobody appearing interested in her, they still have, each 
 of them, a mother, who loves her own child, and takes a 
 deep and constant interest in its history. Those mothers 
 have a right too, that their children should receive their 
 full share of attention, in a school which has been estab- 
 lished for the common and equal benefit of all. 
 
 (4.) Do not hope or attempt to make all your pupils 
 alike. Providence has determined that human minds 
 should differ from each other, for the very purpose of giv- 
 ing variety and interest to this busy scene of life. Now 
 if it were possible for a teacher, so to plan his operations, 
 as to send his pupils forth upon the community, formed 
 on the same model, as if they were made by machinery, 
 he would do so much, towards spoiling one of the wisest 
 of the plans which the Almighty has formed, for making 
 this world a happy scene. Let it be the teacher's aim to 
 cooperate with, not vainly to attempt to thwart the designs 
 of Providence. We should bring out those powers with 
 which the Creator has endued the minds placed under our 
 control. We must open our garden to such influences as 
 shall bring forward all the plants, each, in a way corres- 
 ponding to its own nature. It is impossible, if it were 
 wise, and it would be foolish, if it were possible, to stimu- 
 late, by artificial means, the rose, in hope of its reaching 
 
100 INSTRUCTION. 
 
 the size and magnitude of the apple-tree, or to try to culti- ; 
 vate the fig and the orange, where wheat only will grow. 
 No; it should be the teacher's main design, to shelter his 
 pupils from every deleterious influence, and to bring every 
 thing to bear upon the community of minds before him, 
 which will encourage, in each one, the developement of 
 its own native powers. For the rest, he must remember 
 that his province is to cultivate, not to create. 
 
 Error on this point, is very common. Many teachers, 
 even among those who have taken high rank, through the 
 success with which they have labored in this field, have 
 wasted much time, in attempting to do what can never be 
 done; to form the character of those brought under their 
 influence, after a certain uniform model, which they have 
 conceived as the standard of excellence. Their pupils 
 must write just such a hand, they must compose in just 
 such a style, they must be similar in sentiment and feel- 
 ing, and their manners must be formed according to a fixed 
 and uniform model; and when, in such a case, a pupil 
 comes under their charge whom Providence has designed 
 to be entirely different from the beau ideal adopted as the 
 standard, more time and pains, and anxious solicitude is 
 wasted in vain attempts to produce the desired conformity, 
 than half the school require beside. 
 
 (5.) Do not allow the faults or obliquities of character, 
 or the intellectual or moral wants, of any individual, of 
 your pupils, to engross a disproportionate share of your 
 time. I have already said, that those who are peculiarly 
 in need of sympathy or help, should receive the special 
 attention they seem to require; what I mean to say now, 
 is, do not carry this to an extreme. When a parent sends 
 you a pupil, who, in consequence of neglect or misman- 
 agement, at home, has become wild and ungovernable, 
 and full of all sorts of wickedness, he has no right to ex- 
 pect, that you shall turn your attention away from the 
 wide field, which, in your whole school-room, lies before 
 you, to spend your time, and exhaust your spirits and 
 strength, in endeavoring to repair the injuries which his 
 own neglect has occasioned. When you open a school, 
 you do not engage, either openly or tacitly, to make every 
 
INSTRUCTION. 101 
 
 pupil who may be sent to you, a learned or a virtuous man. 
 You do engage to give them all faithful instruction, and 
 to bestow upon each such a degree of attention, as is con- 
 sistent with the claims of the rest. But it is both unwise 
 and unjust, to neglect the many trees in your nursery, 
 which by ordinary attention, may be made to grow straight 
 and tall, and to bear good fruit, that you may waste your 
 labor upon a crooked stick, from which all your toil can 
 secure very little beauty or fruitfulness. 
 
 Let no one now understand me to say, that such cases 
 are to be neglected. I admit the propriety, and in fact, 
 have urged the duty, of paying to them a little more than 
 their due share of attention. What I now condemn is 
 the practice, of which all teachers are in danger, of devot- 
 ing such a disproportionate and unreasonable degree of 
 attention to them, as to encroach upon their duties to 
 others. The school, the whole school, is your field, the 
 elevation of the mass, in knowledge and virtue, and no in- 
 dividual instance, either of dulness or precocity, should 
 draw you away from its steady pursuit. 
 
 (6.) The teacher should guard against unnecessarily 
 imbibing those faulty mental habits, to which his station 
 and employment expose him. Accustomed to command, 
 and to hold intercourse with minds which are immature 
 and feeble, compared with our own, we gradually acquire 
 habits, that the rough collisions and the friction of active 
 life, prevent from gathering around other men. Narrow- 
 minded prejudices and prepossessions are imbibed, through 
 the facility, with which, in our own little community, we 
 adopt and maintain opinions. A too strong confidence 
 in our own views on every subject, almost inevitably 
 comes, from never hearing our opinions contradicted or 
 called in question; and we express those opinions in a 
 tone of authority and even sometimes of arrogance, which 
 we acquire in the school-room, for there, when we speak, 
 nobody can reply. 
 
 These peculiarities show themselves first, and in fact, 
 most commonly, in the school-room; and the opinions thus 
 formed, very often relate to the studies and management 
 of the school. One has a peculiar mode of teaching spell- 
 
 9* 
 
102 INSTRUCTION. 
 
 ing, which is successful almost entirely through the ma- 
 gic influence of his interest in it, and he thinks no other 
 mode of teaching this branch, is even tolerable. Another 
 must have all his pupils write on the angular system, or 
 the anti-angular system, and he enters with all the zeal 
 into a controversy on the subject, as if the destiny of the 
 whole rising generation, depended upon its decision. Tell 
 him that all that is of any consequence in any handwrit- 
 ing, is, that it should be legible, rapid, and uniform, and 
 that, for the rest, it would be better that every human be- 
 ing should write a different hand, and he looks upon you 
 with astonishment, wondering that you cannot see the vital 
 importance of the question, whether the vertex of an o 
 should be pointed or round. So in every thing. He has 
 his ivay in every minute particular, a way from which 
 he cannot deviate, and to which he wishes every one else 
 to conform. 
 
 This set, formal mannerism is entirely inconsistent with 
 that commanding, intellectual influence, which the teach- 
 er should exert in the administration of his school. He 
 should work, with what an artist calls boldness and free- 
 dom of touch. Activity and enterprise of mind should 
 characterize all his measures, if he wishes to make bold, 
 original, and efficient men. 
 
 (7.) Assume no false appearances, in your school, either 
 as to knowledge or character. Perhaps it may justly 
 be said to be the common practice of teachers in this 
 country, to affect dignity of deportment in the presence of 
 their pupils, which, in other cases, is laid aside; and to 
 pretend to superiority in knowledge, and an infallibility of 
 judgment, which no sensible man would claim before other 
 sensible men, but which an absurd fashion seems to re- 
 quire of the teacher. It can however scarcely be said to 
 be a fashion, for the temptation is almost exclusively con- 
 fined to the young and the ignorant, who think they must 
 make up by appearance, what they want in reality. Very 
 few of the older, and more experienced, and successful 
 instructers in our country, fall into it at all. But some 
 young beginner, whose knowledge is very limited, and 
 who, in manner and habits, has only just ceased to be a 
 
INSTRUCTION. 103 
 
 boy, walks into his school-room with a countenance of 
 forced gravity, and with a dignified and solemn step, 
 which is ludicrous even to himself. I describe accurate- 
 ly, for I describe from recollection. This unnatural, and 
 forced, and ludicrous dignity, cleaves to him like disease, 
 through the whole period of his duty. In tho presence of 
 his scholars, he is always under restraint, assuming a 
 stiff, and formal dignity, which is as ridiculous as it is un- 
 natural. He is also obliged to resort to arts which are 
 certainly not very honorable, to conceal his ignorance. 
 
 A scholar, for example, brings him a sum in arithme- 
 tic, which he does not know how to perform. This may 
 be the case with a most excellent teacher, and one well 
 qualified for his business. In order to be successful as 
 a teacher, it is not necessary to understand every thing. 
 Instead, however, of saying frankly, I do not understand 
 that example, I will look at it and examine it, he looks at 
 it embarrassed and perplexed, not knowing how he shall 
 escape the exposure of his ignorance. His first thought 
 is, to give some general directions to the pupil, and send 
 him to his seat to make a new experiment, hoping that in 
 some way or other, he scarcely knows how, he will get 
 through; and at any rate, if he does not, the teacher at 
 least gains time by manoeuvre, and is glad to postpone his 
 trouble, though he knows it must soon return. 
 
 All efforts to conceal ignorance, and all affectation of 
 knowledge not possessed, are as unwise as they are dis- 
 honest. If a scholar asks a question which you cannot 
 answer, or brings you a difficulty which you cannot solve, 
 say frankly, "I do not know." It is the only way to 
 avoid continual anxiety and irritation, and the surest means 
 of securing real respect. Let the scholars understand that 
 the superiority of the teacher does not consist in his infal- 
 libility, or in his universal acquisitions, but in a well bal- 
 anced mind, where the boundary between knowledge and 
 ignorance is distinctly marked; in a strong desire to go 
 forward, in mental improvement; and in fixed principles 
 of action, and systematic habits. You may even take up 
 in school, a study entirely new to you, and have it under- 
 stood at the outset, that you know no more of it than the 
 
104 INSTRUCTION. 
 
 class commencing, but that you can be their guide, on 
 account of the superior maturity and discipline of your 
 powers, and the comparative ease with which you can 
 meet and overcome difficulties. This is the understand- 
 ing which ought always to exist between master and 
 scholars. The fact that the teacher does not know every 
 thing, cannot long be concealed, if he tries to conceal it; 
 and in this, as in every other case, HONESTY is THE BEST 
 POLICY. 
 
CHAPTER IV. 
 
 MORAL DISCIPLINE. 
 
 UNDER the title which 1 have placed at the head of 
 this chapter, I intend to discuss the methods by which the 
 teacher is to secure a moral ascendency over his pupils, so 
 that he may lead them to do what is right, and bring them 
 back to duty, when they do what is wrong. 1 shall use, 
 in what I have to say, a very plain and familiar style; and 
 as very much depends, not only on the general principles 
 by which the teacher is actuated, but also on the tone and 
 manner in which, in cases of discipline, he addresses his 
 pupils, I shall describe particular cases, real and imagin- 
 ary, because by this method, I can better illustrate the 
 course to be pursued. I shall also present and illustrate 
 the various principles which I consider important, and in 
 the order in which they occur to my mind. 
 
 1. The first duty then, of the teacher, when he enters 
 his school, is, to beware of the danger of making an unfa- 
 vorable impression, at first, upon his pupils. Many years 
 ago, when I was a child, the teacher of the school where 
 my early studies were performed, closed his connexion 
 with the establishment, and, after a short vacation, another 
 was expected. On the appointed day, the boys began to 
 collect, some from curiosity, at an early hour, and many 
 speculations were started, as to the character of the new 
 instructer. We were standing near a table, with our hats 
 on, and our position, and the exact appearance of the 
 group is indelibly fixed on my memory, when a small 
 and youthful looking man, entered the room, and walked 
 up towards us. Supposing him to be some stranger, or 
 rather, not making any supposition at all, we stood looking 
 at him as he approached, and were thunder-struck at hear 
 
106 MORAL DISCIPLINE. 
 
 ing him accost us with a stern voice and sterner brow, 
 * e Take off your hats. Take off your hats, and go to your 
 seats." The conviction immediately rushed upon our 
 minds, that this must be our new teacher. The first emo- 
 tion was that of surprise, and the second was that of the 
 ludicrous ; though I believe we contrived to smother the 
 laugh, until we got out into the open air. 
 
 So long since was this little occurrence, that I have 
 entirely forgotten the name of the teacher, and have not 
 the slightest recollection of any other act in his adminis- 
 tration of the school. But this recollection of his first 
 greeting of his pupils, and the expression of his counte- 
 nance at the moment, will go with me to the end of life. 
 So strong are first impressions. 
 
 Be careful, then, when you first see your pupils, that 
 you meet them with a smile. 1 do not mean a pretended 
 cordiality, which has no existence in the heart, but think of 
 the relation, which you are to sustain to them, and think of 
 the very interesting circumstances, under which, for some 
 months at least, your destinies are to be united to theirs, 
 until you cannot help feeling a strong interest in them. 
 Shut your eyes, for a day or two, to their faults, if possible, 
 and take an interest in all their pleasures and pursuits, that 
 the first attitude, in which you exhibit yourself before 
 them, may be one, which shall allure, not repel. 
 
 2. In endeavoring to correct the faults of your pupils, 
 do not, as many teachers do, seize only upon those par- 
 ticular cases of transgression, which may happen to come 
 under your notice. These individual instances are very 
 few, probably, compared with the whole number of faults, 
 against which you ought to exert an influence. And 
 though you perhaps ought not to neglect those, which 
 may accidentally come under your notice, yet the observ- 
 ing and punishing such cases, is a very small part of your 
 duty. 
 
 You accidentally hear, I will suppose, as you are walk- 
 ing home from school, two of your boys in earnest con- 
 versation, and one of them uses profane language. Now, 
 the course to be pursued in such a case, is most evidently, 
 not to call the boy to you, the next day, and punish him, 
 

 MORAL DISCIPLINE. 107 
 
 and there let the matter rest. This would perhaps be 
 better than nothing. But the chief impression which it 
 would make upon the individual, and upon the other 
 scholars, would be, " I must take care how I let the mas- 
 ter hear me use such language again." A wise teacher, 
 who takes enlarged and extended views of his duty, in 
 regard to the moral progress of his pupils, would act very 
 differently. He would look at the whole subject. " Does 
 this fault," he would say to himself, " prevail among my 
 pupils? If so, how extensively? It is comparatively of 
 little consequence to punish the particular transgression. 
 The great point is, to devise some plan to reach the whole 
 evil, and to correct it, if possible. 
 
 In one case, where such a circumstance occurred, the 
 teacher managed it most successfully, in the following 
 way. 
 
 He said nothing to the boy, and in fact, the boy did 
 not know that he was overheard. He allowed a day or 
 two to elapse, so that the conversation might be forgotten, 
 and then took an opportunity, one day, after school, when 
 all things had gone on pleasantly, and the school was 
 about to be closed, to bring forward the whole subject. 
 He told the boys that he had something to say to them, 
 after they had laid by their books, and were ready to go. 
 The desks were soon closed, and every face in the room 
 was turned towards the master, with a look of fixed atten- 
 tion. It was almost evening. The sun had gone down. 
 The boys' labors were over. The day was done, and their 
 minds were at rest, and every thing was favorable for mak- 
 ing a deep and permanent impression. 
 
 " A few days ago," says the teacher, when all was still, 
 " I accidentally overheard some conversation between two 
 of the boys of this school, and one of them swore." 
 
 There was a pause. 
 
 " Perhaps you expect that I am now going to call the 
 boy out, and punish him. Is that what I ought to do? " 
 
 There was no answer. 
 
 "I think a boy who uses bad language of any kind, 
 does what he knows is wrong. He breaks God's com- 
 mands. He does what he knows would be displeasing to 
 
108 MORAL DISCIPLINE. 
 
 his parents, and he sets a bad example. He does wrong, 
 therefore, and justly deserves punishment." 
 
 There were, of course, many boys, who felt that they 
 were in danger. Every one, who had used profane lan- 
 guage, was aware that he might be the one, who had been 
 overheard, and, of course, all were deeply interested in 
 what the teacher was saying. 
 
 " He might, I say," continued the teacher, " justly be 
 punished, but I am not going to punish him; for if I 
 should, I am afraid that it would only make him a little 
 more careful hereafter, not to commit this sin when I could 
 
 fossibly be within hearing, instead of persuading him, as 
 wish to, to avoid such a sin, in future, altogether. I am 
 satisfied that that boy would be far happier, even in this 
 world, if he would make it a principle always to do his 
 duty, and never, in any case, to do wrong. And then when 
 I think how soon he, and all of us will be in another world, 
 where we shall all be judged for what we do here, I feel 
 strongly desirous of persuading him to abandon entirely 
 this practice. I am afraid that punishing him now, would 
 not do that." 
 
 "Besides," continues the teacher, " I think it very 
 probable that there are many other boys in this school, 
 who are sometimes guilty of this fault, and I have thought 
 that it would be a great deal better and happier for us all, 
 if, instead of punishing this particular boy, whom I have 
 accidentally overheard, and who probably is not more to 
 blame than many other boys in school, I should bring up 
 the whole subject, and endeavor to persuade all to re- 
 form." 
 
 I am aware that there are, unfortunately, in our coun- 
 try, a great many teachers, from whose lips, such an ap- 
 peal as this, would be wholly in vain. The man who is 
 accustomed to scold, and storm, and punish, with unspar- 
 ing severity, every transgression, under the influence of 
 irritation and anger, must not expect that he can win over 
 his pupils to confidence in him, and to the principles of 
 duty, by a word. But such an appeal will not be lost, 
 when it comes from a man, whose daily and habitual man- 
 agement corresponds with it. But to return to the story. 
 
MORAL DISCIPLINE. 109 
 
 The teacher made some farther remarks, explaining the 
 nature of the sin, not in the language of execration, and 
 affected abhorrence, but calmly, temperately, and without 
 any disposition to make the worst of the occurrence which 
 had taken place. In concluding what he said, he addres- 
 sed the boys as follows: 
 
 " Now boys, the question is, do you wish to abandon 
 this habit, or not; if you do, all is well. I shall immedi- 
 ately forget all the past, and will do all I can to help you 
 resist and overcome temptation in future. But all I can 
 do, is, only to help you; and the first thing to be done, if 
 you wish to engage in this work of reform, is, to acknow- 
 ledge your fault ; and I should like to know how many are 
 willing to do this." 
 
 " I wish all those who are willing to tell me whether they 
 use profane language, would rise." 
 
 Every individual but one, rose. 
 
 " I am very glad to see so large a number," said the 
 teacher; " and I hope you will find that the work of con- 
 fessing and forsaking your faults, is, on the whole, pleas- 
 ant, not painful business. Now those who can truly and 
 honestly say, that they never do use profane language, of 
 any kind, may take their seats." 
 
 Three only, of the whole number, which consisted of 
 not far from 20, sat down. It was in a sea-port town, 
 where the temptation to yield to this vice is even greater, 
 than would be, in the interior of our country, supposed 
 possible. 
 
 " Those who are now standing," pursued the teacher, 
 " admit that they do, sometimes at least, commit this sin 
 I suppose all, however, are determined to reform ; for I do 
 not know what else should induce you to rise and acknow- 
 ledge it here, unless it is a desire, hereafter to break 
 yourselves of the habit. But do you suppose that it will 
 be enough for you merely to resolve here, that you will 
 reform ? 
 
 " No sir," said the boys. 
 
 * Why ? If you now sincerely determine never more 
 to use a profane word, will you not easily avoid it? " 
 
 The boys were silent. Some said faintly, " No sir.*' 
 10 
 
110 MORAL DISCIPLINE. 
 
 " It will not be easy for you to avoid the sin hereafter," 
 continued the teacher. f c even if you do now, sincerely and 
 resolutely, determine to do so. You have formed the habit 
 of sin, and the habit will not be easily overcome. But I 
 have detained you long enough now. I will try to devise 
 some method, by which you may carry your plan into effect, 
 and to-morrow I will tell you what it is." 
 
 So they were dismissed for the day. The pleasant coun- 
 tenance and cheerful tone of the teacher conveying to them 
 the impression, that they were engaging in the common ef- 
 fort to accomplish a most desirable purpose, in which they 
 were to receive the teacher's help; not that he was pursu- 
 ing them, with threatening and punishment, into the forbid- 
 den practice into which they had wickedly strayed. Great 
 caution is however, in such a case, necessary, to guard 
 against the danger, that the teacher, in attempting to avoid 
 the tones of irritation and anger, should so speak of the sin, 
 as to blunt their sense of its guilt, and lull their conscien- 
 ces into a slumber. 
 
 At the appointed time, on the following day, the subject 
 was again brought before the school, and some plans pro- 
 posed, by which the resolutions now formed, might be more 
 certainly kept. These plans were readily and cheerfully 
 adopted by the boys, and in a short time, the vice of pro- 
 faneness was, in a great degree, banished from the school. 
 This whole account is substantially fact. 
 
 I hope the reader will keep in mind the object of the 
 above illustration, which is to show, that it is the true 
 policy of the teacher, not to waste his time and strength, 
 in contending against such accidental instances of trans- 
 gression, as may chance to fall under his notice, but to 
 take an enlarged and extended view of the whole ground, 
 endeavoring to remove whole classes of faults, to elevate 
 and improve multitudes, together. 
 
 By these means, his labors will not only be more ef- 
 fectual, but far more pleasant. You cannot come into 
 collision with an individual scholar, to punish him for a 
 mischievous spirit, or even to rebuke him for some single 
 act, by which he has given you trouble, without an un- 
 comfortable and uneasy feeling, which makes, in ordinary 
 
MORAL DISCIPLINE. Ill 
 
 cases, the discipline of a school, the most unpleasant part 
 of a teacher's duty. But you can plan a campaign against 
 a whole class of faults, and put into operation a system 
 of measures to correct them, and watch from day to day 
 the operation of that system, with all the spirit and inter- 
 est of a game. It is in fact a game, where your ingenuity 
 and moral power are brought into the field, in opposition 
 to the evil tendencies of the hearts which are under your 
 influence. You will notice the success or the failure of 
 the means you may put into operation, with all the interest 
 with which the experimental philosopher observes the curi- 
 ous processes he guides; though your interest maybe much 
 purer and higher; for he works upon matter, but you are 
 experimenting upon mind. 
 
 Remember then, as, for the first time you take your new 
 station, that it is not your duty, simply to watch with an 
 eagle eye for those accidental instances of transgression, 
 which may chance to fall under your notice ; you are to 
 look over the whole ground; you are to make yourself 
 acquainted, as soon as possible, with the classes of char- 
 acter, and classes of faults, which may prevail in your do- 
 minions, and to form deliberate and well digested plans, for 
 improving the one and correcting the other. 
 
 And this is to be the course pursued, not only with great 
 delinquencies, such as those to which I have already allud- 
 ed, but to every little transgression against the rules of 
 order and propriety. You can correct them far more easily 
 and pleasantly in the mass, than in detail. 
 
 To illustrate this principle by another case. A teacher, 
 who takes the course I am condemning, approaches the 
 seat of one of his pupils, and asks to see one of his books. 
 As the boy opens his desk, the teacher observes that it is 
 in complete disorder. Books, maps, papers, playthings, 
 are there in promiscuous confusion; and from the impulse 
 of the moment, the displeased teacher pours out upon the 
 poor boy a torrent of reproach. 
 
 " What a looking desk! Why, John! I am really 
 ashamed of you. Look," continues he, holding up the 
 lid, so that the boys in the neighborhood can look in; 
 " see what a mass of disorder and confusion. If ever I 
 
112 MORAL DISCIPLINE. 
 
 see your desk in such a state again, I shall most certainly 
 punish you." 
 
 The boys around laugh; very equivocally, however, for 
 with the feeling of amusement, there is mingled the fear 
 that the angry master may take it into his head to inspect 
 their dominions. The boy accidentally exposed, looks 
 sullen, and begins to throw his books into some sort of ar- 
 rangement, just enough to shield himself from the charge 
 of absolutely disobeying, and there the matter ends. 
 
 Another teacher takes no apparent notice of the con- 
 fusion he thus accidentally witnesses. C I must take up," 
 thinks he to himself, "the subject of order, before the 
 whole school. I have not yet spoken of it." He thanks 
 the boy for the book he borrowed, and goes away. He 
 makes a memorandum of the subject, and the boy does 
 not know that the condition of his desk was noticed; per- 
 haps he does not even know that there was any thing 
 amiss. 
 
 A day or two after, at a time regularly appropriated to 
 such subjects, he addresses the boys as follows: 
 
 " In our efforts to improve the school as much as pos- 
 sible, there is one subject, which we must not forget. I 
 mean the order of the desks." 
 
 The boys all begin to open their desk lids. 
 
 " You may stop a moment," says the teacher. {f I shall 
 give you all an opportunity to examine your desks pre- 
 sently." 
 
 " I do not know what the condition of your desks is. 
 I have not examined them, and have not, in fact, seen the 
 inside of more than one or two. As I have not brought 
 up this subject before, I presume that there are a great 
 many, which can be arranged better than they are. Will 
 you all now look into your desks, and see whether you 
 consider them in good order. Stop a moment however. 
 Let me tell you what good order is. All those things 
 which are alike, should be arranged together. Books 
 should be in one place, papers in another, and thus every 
 thing should be classified. Again, every thing should be 
 so placed, that it can be taken out without disturbing other 
 things. There is another principle also, which I will men- 
 
MORAL DISCIPLINE. 113 
 
 tion, the various articles should have constant places, 
 that is, they should not be changed from day to day. By 
 this means, you soon remember where every thing belongs, 
 and you can put away your things much more easily 
 every night, than if you had every night to arrange them 
 in a new way. Now will you look into your desks, and tell 
 me whether they are, on these three principles, well ar- 
 ranged.' 5 
 
 The boys of most schools, where this subject had not 
 been regularly attended to, would nearly all answer in the 
 negative. 
 
 ' ' I will allow you then, some time to-day, fifteen min- 
 utes to arrange them, and I hope you will try to keep them 
 in good order hereafter. A few days hence, I shall ex- 
 amine them. If any of you wish for assistance or advice 
 from me, in putting them in order, I shall be happy to 
 render it." 
 
 By such a plan, which will occupy but little more time 
 than the irritating and useless scolding, which I supposed 
 in the other case, how much more will be accomplished. 
 Such an address would, of itself, probably, be the means of 
 putting in order, and keeping in order, at least one half; 
 and following up the plan in the same manner, and in the 
 same spirit, with which it was begun, would secure the 
 rest. 
 
 I repeat it, therefore, make it a principle in all cases, 
 to aim as much as possible at the correction of those 
 faults which are likely to be general, by general mea- 
 sures. You avoid by this means, a vast amount of irrita- 
 tion and impatience, both on your own part, and on the 
 part of your scholars, and you produce at least twenty 
 times the useful effect. 
 
 3. The next principle which occurs to me, as deserv- 
 ing the teacher's attention in the outset of his course, is 
 this: 
 
 Interest your scholars in doing something themselves to 
 elevate the moral character of the school, so as to secure 
 a decided majority, who will, of their own accord, co-operate 
 with you. 
 
 Let your pupils understand, not by any formal speech 
 
114 MORAL DISCIPLINE. 
 
 you make to that effect, but by the manner in which, from 
 time to time, you incidentally allude to the subject, that 
 you consider the school, when you commence it, as at par, 
 so to speak, that is, on a level with other schools, and that 
 your various plans for improving and amending it, are not 
 to be considered in the light of finding fault, and punishing 
 transgressions, and controlling evil propensities, so as just 
 to keep things in a tolerable state; but as efforts to improve 
 and carry forward, to a state of excellence not yet attain- 
 ed, all the affairs of the institution. Such is the tone and 
 manner of some teachers, that they never appear to be 
 more than merely satisfied. When the scholars do right, 
 nothing is said about it. The teacher seems to consider 
 that a matter of course. It does not appear to interest 
 or please him at all. Nothing arouses him, but when 
 they do wrong, and that only excites him to anger and 
 frowns. Now, in such a case, there can of course be no 
 stimulus to effort on the part of the pupils, but the cold 
 and heartless stimulus of fear. 
 
 Now, it is wrong for the teacher to expect that things 
 will go right in his school, as a matter of course. All that 
 he can expect, as a matter of course, is, that things should 
 go on as well as they do ordinarily in schools, the ordi- 
 nary amount of idleness, the ordinary amount of miscon- 
 duct. This is the most that he can expect to come as a 
 matter of course; he should feel this, and then, all he can 
 gain which will be better than this, will be a source of posi- 
 tive pleasure; a pleasure which his pupils have procured 
 for him, and which consequently they should share. They 
 should understand that the teacher is engaged in various 
 plans for improving the school, in which they should be 
 invited to engage, not from the selfish desire of thereby 
 saving him trouble, but because it will really be happy em- 
 ployment for them to engage in such an enterprise, and 
 because, by such efforts, their own moral powers will be 
 exerted and strengthened in the best possible way. 
 
 In another chapter, I have explained to what extent, 
 and in what manner, the assistance of the pupils may be 
 usefully and successfully employed, in carrying forward the 
 general arrangements of the school. The same princi- 
 
MORAL DISCIPLINE. 115 
 
 pies will apply here, though perhaps a little more careful 
 and delicate management is necessary, in interesting them 
 in subjects which relate to moral discipline. 
 
 One important method of doing this, is, to present these 
 plans before the minds of the scholars, as experiments, 
 moral experiments, whose commencement, progress, and 
 results, they may take a great interest in witnessing. Let 
 us take, for example, the case alluded to under the last 
 head, the plan of effecting a reform in regard to keep- 
 ing desks in order. Suppose the teacher were to say, 
 when the time had arrived, at which he had promised to 
 give them an opportunity to put them in order, 
 
 " I think it would be a good plan to keep some account 
 of our efforts for improving the school in this respect. We 
 might make a record of what we do to-day, noting the day 
 of the month, and the number of desks which may be found 
 to be disorderly. Then at the end of any time you may 
 propose, we will have the desks examined again, and see 
 how many are disorderly. We can then see how much im- 
 povement has been made, in that time. Should you like 
 to adopt the plan? " 
 
 If the boys should appear not much interested in the 
 proposal, the teacher might, at his own discretion, wave it. 
 In all probability, however, they would like it, and would 
 indicate their interest by their countenances, or perhaps 
 by a response. If so, the teacher might proceed. 
 
 " You may all examine your desks then, and decide 
 whether they are in order, or not. I do not know, how- 
 ever, but that we ought to appoint a committee to examine 
 them; for perhaps all the boys would not be honest, and 
 report their desks as they really are." 
 
 11 Yes sir;" " Yes sir;" say the boys. 
 
 "Do you mean that you will be honest, or that you 
 would like to have a committee appointed? " 
 
 There was a confused murmur. Some answer one, and 
 some the other. 
 
 "I think," proceeds the teacher, "the boys will be 
 honest, and report their desks just as they are. At any 
 rate, the number of dishonest boys in this school, cannot 
 be so large as materially to affect the result. I think we 
 
116 MORAL DISCIPLINE. 
 
 had better take your own statements. As soon as the 
 desks are all examined, those who have found theirs in a 
 condition which does not satisfy them, are requested to 
 rise and be counted." 
 
 The teacher then looks around the room, and selecting 
 some intelligent boy who has influence among his com- 
 panions, and whose influence he is particularly desirous 
 of enlisting on the side 'of good order, says, "Shall I nomi- 
 nate some one to keep an account of this plan? " 
 
 " Yes sir," say the boys. 
 
 61 Well, I nominate William Jones. How many are in 
 favor of requesting William Jones to perform this duty? " 
 
 " It is a vote. William, I will thank you to write upon 
 a piece of paper, that on the 8th of December, the sub- 
 ject of order in the desks was brought up, and that the 
 boys resolved on making an effort to improve the school 
 in this respect. Then say, that the boys reported all their 
 desks which they thought were disorderly, and that the 
 number was 35 ; and that after a week or two, the desks 
 are to be examined again, and the disorderly ones count- 
 ed, that we may see how much we have improved. Aftei 
 you have written it, you may bring it to me, and I will 
 tell you whether it is right." 
 
 " How many desks do you think will be found to be 
 disorderly, when we come to make the examination? " 
 
 The boys hesitate. 
 
 The teacher names successively several numbers, and 
 asks, whether they think the real number will be greater 
 or less. He notices their votes upon them, and at last 
 fixes upon one, which seems to be about the general sense 
 of the school. Then the teacher himself mentions the 
 number, which he supposes will be found to be disorderly. 
 His estimate will ordinarily be larger than that of the 
 scholars; because he knows better how easily resolutions 
 are broken. This number too, is recorded, and then the 
 whole subject is dismissed. 
 
 Now, of course, no reader of these remarks, will un- 
 derstand me to be recommending, by this imaginary dia- 
 logue, (for the whole of it is imaginary,) a particular 
 course to be taken in regard to this subject, far less the 
 
MORAL DISCIPLINE. 117 
 
 particular language to be used. All I mean is, to show 
 by a familiar illustration, how the teacher is to endeavor 
 to enlist the interest, and to excite the curiosity of his 
 pupils, in his plans for the improvement of his school, by 
 presenting them as moral experiments, which they are to 
 assist him in trying, experiments, whose progress they 
 are to watch, and whose results they are to predict. If 
 the precise steps which I have described, should actually 
 be taken, although it would occupy but a few minutes, and 
 would cause no thought, and no perplexing care, yet it 
 would undoubtedly be the means of awakening a very 
 general interest in the subject of order, throughout the 
 school. All would be interested in the work of arrange- 
 ment. 
 
 All would watch, too, with interest, the progress and 
 the result of the experiment; and if, a few days after, the 
 teacher should accidentally, in recess, see a disorderly 
 desk, a pleasant remark, made with a smile, to the by- 
 standers, " I suspect my prediction will turn out the 
 correct one," would have far more effect, than the most 
 severe reproaches, or the tingling of a rap over the 
 knuckles with a rattan. 
 
 I know, from experience, that scholars of every kind, 
 can be led, by such measures as these, or rather by such 
 a spirit as this, to take an active interest, and to exert a 
 most powerful influence, in regard to the whole condition 
 of the institution. I have seen the experiment successful 
 in boys* schools, and in girls' schools; among very little 
 children, and among the seniors and juniors at college. 
 
 In one of the colleges of New England, a new and 
 beautiful edifice was erected. The lecture rooms were 
 fitted up in handsome style, and the officers, when the 
 time for the occupation of the building approached, were 
 anticipating with regret, what seemed to be the unavoid- 
 able defacing, and cutting, and marking of the seats and 
 walls. It was however thought, that if the subject was 
 properly presented to the students, they would take an 
 interest in preserving the property from injury. They 
 were accordingly addressed somewhat as follows: 
 
 f It seems, young gentlemen, to be generally the cus- 
 
118 MORAL DISCIPLINE. 
 
 torn in colleges, for the students to ornament the walls 
 and benches of their recitation rooms, with various inscrip- 
 tions and carricatures, so that after the premises have been 
 for a short time in the possession of a class, every thing 
 within reach, which will take an impression from a pen- 
 knife, or a trace from a pencil, is covered with names, and 
 dates, and heads, and inscriptions of every kind. The 
 faculty do not know what you wish in this respect, in re- 
 gard to the new accommodations which the Trustees have 
 now provided for you, and which you are soon to enter. 
 They have had them fitted up for you handsomely, and 
 if you wish to have them kept in good order, we will as- 
 sist you. If the students think proper to express by a 
 vote, or in any other way, their wish to keep them in 
 good order, we will engage to have such incidental inju- 
 ries, as may from time to time occur, immediately repair- 
 ed. Such injuries will, of course, be done; for whatever 
 may be the wish and general opinion of the whole, it is 
 not to be expected that every individual, in so large a com- 
 munity, will be careful. If, however, as a body, you wish 
 to have the building preserved in its present state, and 
 will, as a body, take the necessary precautions, we will do 
 our part." 
 
 The students responded to this appeal most heartily. 
 They passed a vote, expressing a desire to preserve the 
 premises in order, and for many years, and for ought I 
 know, to the present hour, the whole is kept as a room 
 occupied by gentlemen should be kept. At some other 
 colleges, and those, too, sustaining the very highest rank 
 among the institutions of the country, the doors of the 
 public buildings are sometimes studded with nails, as thick 
 as they can possibly be driven, and then covered with a thick 
 coat of sand, dried into the paint, as a protection from the 
 knives of the students!! 
 
 The particular methods, by which the teacher is to in- 
 terest his pupils in his various plans for their improvement, 
 cannot be very fully described here. In fact, it does not 
 depend so much on the methods he adopts, as upon the 
 view which he himself takes of these plans, and the tone 
 and manner in which he speaks of them to his pupils. 
 
MORAL DISCIPLINE. 119 
 
 A teacher, for example, perhaps on the first day of his 
 labors in a new school, calls a class to read. They pre- 
 tend to form a line, but it crooks in every direction. One 
 boy is leaning hack against a desk; another comes forward 
 as far as possible, to get near the fire; the rest lounge in 
 every position and in every attitude. John is holding up 
 his book high before his face, to conceal an apple, from 
 which he is endeavoring to secure an enormous bite. 
 James is by the same sagacious device, concealing a 
 whisper, which he is addressing to his next neighbor, and 
 Moses is seeking amusement by crowding and elbowing 
 the little boy who is unluckily standing next him. 
 
 " What a spectacle! " says the master to himself, as he 
 looks at this sad display. " What shall I do? " The first 
 impulse is, to break forth upon them at once, with all the 
 artillery of reproof, and threatening, and punishment. I 
 have seen, in such a case, a scolding and frowning master 
 walk up and down before such a class, with a stern and 
 angry air, commanding this one to stand back, and that to 
 come forward, ordering one boy to put down his book, and 
 scolding at a second for having lost his place, and knock- 
 ing the knees of another with his rule, because he was out 
 of the line. The boys scowl at their teacher, and, with 
 ill-natured reluctance, they otbey, just enough to escape 
 punishment. 
 
 Another teacher looks calmly at the scene, and says to 
 himself, "What shall I do to remove effectually these 
 evils? If I can but interest the boys in reform, it will be 
 far more easy to effect it, than if I attempt to accomplish 
 it by the mere exercise of 'my authority." 
 
 In the meantime, things go on, during the reading, in 
 their own way. The teacher simply observes. He is in 
 no haste to commence his operations. He looks for the 
 faults; watches, without seeming to watch, the movements 
 which he is attempting to control. He studies the materi- 
 als with which he is to work, and lets their true character 
 develope itself. He tries to find something to approve in 
 the exercise, as it proceeds, and endeavors to interest the 
 class, by narrating some fact, connected with the reading, 
 or making some explanation which interests the boys. At 
 
120 MORAL DISCIPLINE. 
 
 the end of the exercise, he addresses them, perhaps, as 
 follows : 
 
 " I have observed, boys, in some military companies, 
 that the officers are very strict, requiring implicit and pre- 
 cise obedience. The men are required to form a precise 
 line." (Here there is a sort of involuntary movement all 
 along the line, by which, it is very sensibly straightened.) 
 " They make all the men stand erect," (At this word, 
 heads go up, and straggling feet draw in, all along the 
 class,) " in the true military posture. They allow nothing 
 to be done in the ranks, but to attend to the exercise," 
 (John hastily crowds his apple into his pocket,) " and thus 
 they regulate every thing ; in exact and steady discipline, 
 so that all things go on in a most systematic and scientific 
 manner. This discipline is so admirable in some coun- 
 tries, especially in Europe, where much greater attention 
 is paid to military tactics than in our country, that I have 
 heard it said by travellers, that some of the soldiers who 
 mount guard at public places, look as much like statues, 
 as they do like living men. 
 
 sc Other commanders act differently. They let the men 
 do pretty much as they please. So you will see such a 
 company lounging into a line, when the drum beats, as if 
 they took little interest in what was going on. While the 
 captain is giving his commands, one is eating his luncheon; 
 another is talking with his next neighbor. Part are out 
 of the line ; part lounge on one foot ; they hold their guns 
 in every position; and on the whole, present a very disor- 
 derly and unsoldier-like appearance. 
 
 ec I have observed, too, that boys very generally prefer 
 to see the strict companies, but perhaps they would prefer 
 to belong to the lax ones." 
 
 " No sir; " " No sir; " say the boys. 
 
 (l Suppose you all had your choice, either to belong to a 
 company like the first one I described, where the captain 
 was strict in all his requirements, or to one like the latter, 
 where you could do pretty much as you pleased, which 
 should you prefer? " 
 
 Unless I am entirely mistaken in my idea of the incli- 
 nations of boys, it would be very difficult to get a single 
 
MORAL DISCIPLINE. 121 
 
 honest expression of preference for the latter. They 
 would say with one voice, 
 " The first." 
 
 " I suppose it would be so. You would be put to some 
 inconvenience by the strict commands of the captain, but 
 then you would be more than paid by the beauty of reg- 
 ularity and order, which you would all witness. There is 
 nothing so pleasant as regularity, and nobody likes reg- 
 ularity more than boys do. To show this, I should like 
 to have you now form a line as exact as you can." 
 
 After some unnecessary shoving and pushing, increased 
 by the disorderly conduct of a few bad boys, a line is form- 
 ed. Most of the class are pleased with the experiment, 
 and the teacher takes no notice of the few exceptions. 
 The time to attend to them, will come by and by. 
 
 ' Hands down." The boys obey. 
 
 c Shoulders back." 
 
 c There; there is a very perfect line." 
 
 c Do you stand easily in that position? " 
 
 c Yes sir." 
 
 f I believe your position is the military one, now, pretty 
 nearly; and military men study the postures of the human 
 body, for the sake of finding the one most easy; for they 
 wish to preserve as much as possible of the soldiers' 
 strength, for the time of battle. I should like to try the 
 experiment of your standing thus, at the next lesson. It 
 is a very great improvement upon your common mode. 
 Are you willing to do it? " 
 " Yes sir; " say the boys. 
 
 " You will get tired, I have no doubt. In fact, I do 
 not expect you will succeed, the first day, very well. 
 You will probably become restless and uneasy, before the 
 end of the lesson, especially the smaller boys. I must 
 excuse it, I suppose, if you do, as it will be the first time." 
 By such methods as these, the teacher will certainly 
 secure a majority in favor of all his plans. But perhaps 
 some experienced teacher, who knows from his own re- 
 peated difficulties with bad boys, what sort of spirits the 
 teacher of district schools has sometimes to deal with, 
 may ask, as he reads this, 
 
 11 
 
122 
 
 MORAL DISCIPLINE. 
 
 " Do you expect that such a method as this, will suc- 
 ceed in keeping your school in order? Why, there are 
 boys in almost every school, whom you would no more 
 coax into obedience and order in this way, than you would 
 persuade the northeast wind to change its course by rea- 
 soning." 
 
 I know there are. And my readers are requested to 
 bear in mind, that my object is not now to show, how the 
 whole government of the school may be secured, but how 
 one important advantage may be gained, which will assist 
 in accomplishing the object. All I should expect or hope 
 for, by such measures as these, is to interest and gain over 
 to our side, the majority. What is to be done with those 
 who cannot be reached by such kinds of influence, I shall 
 endeavor presently to show. The object now is, simply 
 to gain the majority, to awaken a general interest, which 
 you can make effectual in promoting your plans, and thus 
 to narrow the field of discipline, by getting those right, 
 who can be got right by such measures. 
 
 Thus securing a majority to be on your side in the gen- 
 eral administration of the school, is absolutely indispensa- 
 ble to success. A teacher may, by the force of mere au- 
 thority, so control his pupils, as to preserve order in the 
 school-room, and secure a tolerable progress in study, but 
 the heart will not be in it. The progress in knowledge 
 must accordingly be, in ordinary cases, slow, and the 
 cultivation of moral principle must be, in such a case, 
 entirely neglected. The principles of duty cannot be 
 inculcated by fear; and though pain and terror must, in 
 many instances, be called in to coerce an individual of- 
 fender, whom milder measures will not reach, yet these 
 agents, and others like them, can never be successfully 
 employed, as the ordinary motives to action. They can- 
 not produce any thing but mere external and heartless 
 obedience in the presence of the teacher, with an inclina- 
 tion to throw off all restraint, when the pressure of stern 
 authority is removed, 
 
 We should all remember that our pupils are, but a very 
 short time, under our direct control. Even when they are 
 in school, the most untiring vigilance will not enable us 
 
MORAL DISCIPLINE. 123 
 
 to watch, except for a very small portion of the time, any 
 individual. Many hours of the day, too, they are entirely 
 removed from our inspection, and a few months will take 
 them away from us altogether. Subjecting them then to 
 mere external restraint, is a very inadequate remedy for 
 the moral evil, to which they are exposed. What we aim 
 at, is to bring forward and strengthen an internal princi- 
 ple, which will act, when both parent and teacher are away, 
 and control where external circumstances are all unfavor- 
 able. 
 
 I have thus far under this head, been endeavoring to 
 show the importance of securing, by gentle measures, a 
 majority of the scholars, to co-operate with the teacher in 
 his plans. The methods of doing this, demand a little 
 attention. 
 
 (1.) The teacher should study human nature as it ex- 
 hibits itself in the school-room, by taking an interest in the 
 sports and enjoyments of the pupils, and connecting, as 
 much as possible, what is interesting and agreeable, with 
 the pursuits of the school, so as to lead the scholars to like 
 the place. An attachment to the institution and to the 
 duties of it, will give the teacher a very strong hold upon 
 the community of mind which exists there. 
 
 (2.) Every thing which is unpleasant in the discipline 
 of the school should be attended to, as far as possible, 
 privately. Sometimes it is necessary to bring a case for- 
 ward in public, for reproof or punishment, but this is sel- 
 dom. In some schools, it is the custom to postpone cases 
 of discipline, till the close of the day, and then, just be- 
 fore the boys are dismissed at night, all the difficulties are 
 settled. Thus, day after day, the impression which is last 
 made upon their minds, is received from a season of suf- 
 fering, and terror, and tears. 
 
 Now such a practice may be attended with many ad- 
 vantages, but it seems to be, on the whole, unwise. Aw- 
 ing the pupils, by showing them the consequences of do- 
 ing wrong, should be very seldom resorted to. It is far 
 better to allure them, by showing them the pleasures of 
 doing right. Doing right is pleasant to every body, and 
 no persons are so easily convinced of this, or rather so 
 
124 MORAL DISCIPLINE 
 
 easily led to see it, as children. Now the true policy is, 
 to let them experience the pleasure of doing their duty, 
 and they will easily be allured to it. 
 
 In many cases, where a fault has been publicly commit- 
 ted, it seems, at first view, to be necessary that it should be 
 publicly punished; but the end will, in most cases, be an- 
 swered, if it is noticed publicly, so that the pupils may 
 know that it received attention, and then the ultimate dis- 
 posal of the case, may be made a private affair, between 
 the teacher and the individual concerned. If, however, 
 every case of disobedience, or idleness, or disorder, is 
 brought out publicly before the school, so that all witness 
 the teacher's displeasure, and feel the effects of it, (for to 
 witness it, is to feel its most unpleasant effects,) the- school 
 becomes, in a short time, hardened to such scenes. Un- 
 pleasant associations become connected with the manage- 
 ment of the school, and the scholars are prepared to do 
 wrong with less reluctance, since the consequence is only 
 a repetition of what they are obliged to see every day. 
 
 Besides, if a boy does something wrong, and you severe- 
 ly reprove him in the presence of his class, you punish the 
 class, almost as much as you do him. In fact, in many 
 cases, you punish them more; for I believe it is almost 
 invariably more unpleasant for a good boy to stand by and 
 listen to rebukes, than for a bad boy to take them. Keep 
 these things, therefore, as much as possible, out of sight. 
 Never bring forward cases of discipline, except on mature 
 deliberation, and for a distinct and well-defined purpose. 
 
 (3.) Never bring forward a case of discipline of this 
 kind, unless you are sure that public opinion will go in 
 your favor. If a case comes up, in which the sympathy 
 of the scholars is excited for the criminal, in such a way 
 as to be against yourself, it will always do more harm than 
 good. Now this, unless there is great caution, will often 
 be the case. In fact, it is probable that a very large pro- 
 portion of the punishments which are ordinarily inflicted 
 in schools, only prepare the way for more offences. 
 
 It is, however, possible to bring forward individual cases 
 in such a way, as to produce a very strong moral effect, 
 of the right kind. This is to be done by seizing upon 
 
MORAL DISCIPLINE. 125 
 
 those peculiar emergencies, which will arise in the course 
 of the administration of a school, and which each teacher 
 must watch for, and discover himself. They cannot be 
 pointed out. I may, however, give a clearer idea of what 
 is meant, by such emergencies, by an example. It is a 
 case which actually occurred, as here narrated. 
 
 In a school where nearly all the pupils were faithful 
 and docile, there were one or two boys, who were deter- 
 mined to find amusement in those mischievous tricks, so 
 common in schools and colleges. There was one boy in 
 particular, who was the life and soul of all these plans. 
 Devoid of principle, idle as a scholar, morose and sullen 
 in his manners, he was, in every respect, a true specimen 
 of the whole class of mischief-makers, wherever they are 
 to be found. His mischief consisted, as usual, in such 
 exploits as stopping up the keyhole, upsetting the teach- 
 er's inkstand, or fixing something to his desk to make a 
 noise, and interrupt the school. 
 
 It so happened, that there was a standing feud between 
 the boys of his neighborhood, and those of another, situ- 
 ated a mile or two from it. By his malicious activity, he 
 had stimulated this quarrel to a high pitch, and was very 
 obnoxious to the boys of the other party. One day, when 
 taking a walk, the teacher observed a number of boys with 
 excited looks, and armed with sticks and stones, standing 
 around a shoe-maker's shop, to which his poor pupil had 
 gone for refuge from them. They had got him completely 
 within their power, and were going to wait until he should 
 be wearied with his confinement, and come out, when they 
 were going to inflict upon him the punishment they thought 
 he deserved. 
 
 The teacher interfered, and by the united influence of 
 authority, management, and persuasion, succeeded in ef- 
 fecting a rescue. The boy would probably have preferred 
 to owe his safety to any one else, than to the teacher, whom 
 he had so often tried to tease ; but he was glad to escape 
 in any way. The teacher said nothing about the subject, 
 and the boy soon supposed it was entirely forgotten. 
 
 But it was not forgotten. The teacher knew perfectly 
 well that the boy would, before long, be at his old tricks 
 
126 MORAL DISCIPLINE. 
 
 again, and was reserving this story as the means of turn- 
 ing the whole current of public opinion against such tricks 
 should they again occur. 
 
 One day he came to school, in the afternoon, and found 
 the room filled with smoke; the doors and windows were 
 all closed, though, as soon as he came in, some of the boys 
 opened them. He knew by this circumstance, that it was 
 roguery, not accident, which caused the smoke. He 
 appeared not to notice it, however, said he was sorry it- 
 smoked, and asked the mischievous boy, for he was sure 
 to be always near in such a case, to help him fix the fire. 
 The boy supposed it was understood to be accidental, and 
 perhaps secretly laughed at the dulness of his master. 
 
 In the course of the afternoon, the teacher ascertained, 
 by private inquiries, that his suspicions were correct, as to 
 the author of the mischief. At the close of school, when 
 the studies were ended, and the books laid away, he told 
 the scholars that he wanted to tell them a story. 
 
 He then, with a pleasant tone and manner, gave a veiy 
 minute, and, to the boys, a very interesting narrative of 
 his adventure, two or three weeks before, when he rescued 
 this boy from his danger. He called him, however, simply 
 a boy, without mentioning his name, or even hinting that 
 he was a member of the school. No narrative could excite 
 a stronger interest among an audience of school-boys, than 
 such an one as this; and no act of kindness from a teacher, 
 would make as vivid an impression, as interfering to rescue 
 a trembling captive, from such a situation as the one this 
 boy had been in. 
 
 The scholars listened with profound interest and atten- 
 tion, and though the teacher said little about his share in 
 the affair, and spoke of what he did, as if it were a matter 
 of course, that he should thus befriend a boy in distress, 
 an impression, very favorable to himself, must have been 
 made. After he had finished his narrative, he said, 
 
 " Now should you like to know who this boy was?" 
 
 " Yes sir;" " Yes sir;" said they, eagerly. 
 
 " It was a boy that you all know." 
 
 The boys looked around upon one another. Who 
 could it be ? 
 
MORAL DISCIPLINE l7 
 
 " He is a member of this school." 
 
 There was an expression of fixed, and eager, and in- 
 creasing interest, on every face in the room. 
 
 " He is here now," said the teacher, winding up the 
 interest and curiosity of the scholars, by these words, to 
 the highest pitch. 
 
 " But I cannot tell you his name; for what return do 
 you think he made to me? To be sure it was no very 
 great favor that I did him; I should have been unworthy 
 the name of teacher, if I had not done it for him, or for 
 any boy in my school. But at any rate, it showed my 
 good wishes for him, it showed that I was his friend, 
 and what return do you think he made me for it? Why, 
 to-day he spent his time between schools in filling the 
 room with smoke, that he might torment his companions 
 here, and give me trouble, and anxiety and suffering, 
 when I should come. If I should tell you his name, the 
 whole school would turn against him for his ingratitude." 
 
 The business ended here, and it put a stop, a final stop 
 to all malicious tricks in the school. iSow it is not 
 very often that so fine an opportunity occurs, to kill, by a 
 single blow, the disposition to do wilful, wanton injury, 
 as this circumstance afforded ; but the principle illustrat- 
 ed by it, bringing forward individual cases of trans- 
 gression, in a public manner, only for the sake of the 
 general effect, and so arranging what is said and done 
 as to produce the desired effect upon the public mind, in 
 the highest degree, may very frequently be acted upon. 
 Cases are continually occurring, and if the teacher will 
 keep it constantly in mind, that when a particular case 
 comes before the whole school, the object is an influence 
 upon the whole, and not the punishment or reform of the 
 guilty individual, he will insensibly so shape his meas- 
 ures, as to produce the desired result. 
 
 (4.) There should be a great difference made between 
 the measures you take to prevent wrong, and the feelings 
 of displeasure against wrong, when it is done. The for- 
 mer should be strict, authoritative, unbending; the latter 
 should be mild and gentle. Your measures, if uniform 
 and systematic will never give offence, however powerful- 
 
128 MORAL DISCIPLINE 
 
 ly you may restrain and control. It is the morose look 
 the harsh expression, the tone of irritation and fretfulness, 
 which is so unpopular in school. The sins of childhood 
 are by nine tenths of mankind enormously overrated, and 
 perhaps none overrate them, more extravagantly, than 
 teachers. We confound the trouble they give us, with 
 their real moral turpitude, and measure the one by the 
 other. Now if a fault prevails in school, one teacher will 
 scold and fret himself about it, day after day, until his 
 scholars are tired both of school and of him: and yet he 
 will do nothing effectual to remove it. Another will take 
 efficient and decided measures, and yet say very little on 
 the subject, arid the whole evil will be removed, without 
 suspending for a moment, the good humor, and pleasant 
 feeling, which should prevail in school. 
 
 The expression of your displeasure on account of any 
 thing that is wrong, will seldom or never do any good. The 
 scholars consider it scolding; it is scolding, and though it 
 may, in many cases, contain many sound arguments and 
 eloquent expostulations, it operates simply as a punishment. 
 It is unpleasant to hear it. General instruction must in- 
 deed be given, but not general reproof. 
 
 (5.) Feel that, in the management of the school, you are 
 under obligation as well as the scholars, and let this feel- 
 ing appear in all that you do. Your scholars wish you to 
 dismiss school earlier than usual on some particular occa- 
 sion, or to allow them an extra holiday. Show by the 
 manner in which you consider and speak of the question, 
 that your main inquiry is what is your duty. Speak often 
 of your responsibility to your employers, not formally, but 
 incidentally and naturally as you will speak, if you feel 
 this responsibility. 
 
 It will assist very much too, in securing cheerful, good- 
 humored obedience to the regulations of the school, if you 
 extend their authority over yourself. Not that the teach- 
 er is to have no liberty from which the scholars are de- 
 barred; this would be impossible. But the teacher should 
 submit, himself, to every thing which he requires of his 
 scholars, unless it is in cases where a different course is 
 necessary. 
 
MORAL DISCIPLINE. 129 
 
 Suppose for instance, a study card, like the one describ- 
 ed in a preceding chapter, is made, so as to mark the time 
 of recess and of study. The teacher near the close of re- 
 cess, is sitting with a group of his pupils around him, tell- 
 ing them some story. They are all interested, and they 
 aee he is interested. He looks at his watch, and shows by 
 his manner, that he. is desirous of finishing what he is say- 
 ing, but that he knows that the striking of the bell will cut 
 short his story. Perhaps he says not a word about it, but 
 his pupils see that he is submitting to the control which is 
 placed over them: and when the card goes up, and he stops 
 instantly in the middle of his sentence, and rises with the 
 rest, each one to go to his own place, to engage at once 
 in their several duties, he teaches them a most important 
 lesson, and in the most effectual way. Such a lesson of 
 fidelity and obedience, and such an example of it, will have 
 more influence, than a half hour's scolding about whisper- 
 ing without leave, or a dozen public punishments. At least 
 so I find it, for I have tried both. 
 
 Show then continually, that you see and enjoy the beau- 
 ty of system and strict discipline, and that you submit to it 
 yourself, as well as require it of others. 
 
 (6.) Lead your pupils to see that they must share with 
 you, the credit or the disgrace, which success or failure 
 may bring. Lead them to feel this, not by telling them so, 
 for there are very few things which can be impressed upon 
 children by direct efforts to impress them; but by so speak- 
 ing of the subject, from time to time, as to lead them to 
 see that you understand it so. 
 
 Repeat, with judicious caution, what is said of the school, 
 both for and against it, and thus endeavor to interest the 
 scholars in its public reputation. This feeling of interest 
 in the institution may very easily be awakened. It some- 
 times springs up, spontaneously, and where it is not guid- 
 ed aright by the teacher, sometimes produces very bad 
 effects upon the minds of the pupils, in rival institutions. 
 When two schools are situated near each other, evil con- 
 quences will result from this feeling, unless the teacher 
 manages it so as to deduce good consequences. I recol- 
 lect, that, in my boyish days, there was a standing quarrel 
 
130 MORAL DISCIPLINE. 
 
 between the boys of a town school and an acadamy, which 
 were in the same village. We were all ready, at any 
 time, when out of school, to fight for the honor of our 
 respective institutions, but very tew were ready to be dili- 
 gent and faithful, when in it, though it would seem that 
 that might have been rather a more effectual means of es- 
 tablishing the point. If the scholars are led to understand 
 that the school is to a great extent their institution, that 
 they must assist to sustain its character, and that they 
 share the honor if any honor is acquired, a feeling will 
 prevail in the school, which may be turned to a most use- 
 ful account. 
 
 (7.) In giving instruction on moral duty, the subject 
 should be taken up generally, in reference to imaginary 
 cases, or cases which are unknown to most of the schol- 
 ars. If this is done, the pupils feel that the object of 
 bringing up the subject is to do good; whereas, if questions 
 of moral duty are only brought up, from time to time, when 
 some prevailing or accidental fault in school calls for it, 
 the feeling will be that the teacher is only endeavoring to 
 remove from his own path a source of inconvenience and 
 trouble. The most successful mode of giving general 
 moral instruction that I have known, and which has been 
 adopted in many schools, with occasional variations of 
 form, is the following. 
 
 When the time has arrived a subject is assigned, and 
 small papers are distributed to the whole school, that all 
 may write something concerning it. These are then read 
 and commented on by the teacher, and are made the oc- 
 casion of any remarks, which he may wish to make. The 
 interest is strongly excited to hear the papers read, and 
 the instruction which the teacher may give, produces a 
 deeper effect, when engrafted thus, upon something which 
 originates in the minds of the pupils. 
 
 To take a particular case ; a teacher addressed his schol- 
 ars thus. " The subject for the moral exercise to day, is 
 Prejudice. Each one may take one of the papers which 
 have been distributed, and you may write upon them any 
 thing you please relating to the subject. As many as 
 have thought of any 4hing to write, may raise their hands. 
 
MORAL DISCIPLINE. 131 
 
 One or two only of the older scholars gave the signal. 
 
 cc I will mention the kinds of communications you can 
 make, and perhaps what I say will suggest something to 
 you. As fast as you think of any thing, you may raise 
 your hands, and as soon as I see a sufficient number up, 
 I will give directions to begin. You can describe any 
 case in which you have been prejudiced, yourselves, either 
 against persons or things." 
 
 Here a number of the hands went up. 
 
 " You can mention any facts relating to antipathies of 
 any kind, or any cases where you know other persons to 
 be prejudiced. You can ask any questions in regard to 
 the subject, questions about the nature of prejudice, or the 
 causes of it, or the remedy for it." 
 
 As he said this, many hands were successively raised, 
 and at last, directions were given for them to begin to 
 write. Five minutes were allowed, and at the end of that 
 time the papers were collected and read. The following 
 specimens, transcribed verbatim from the originals, with 
 the remarks made, as nearly as they could be remember- 
 ed immediately after the exercise, will give an idea of the 
 ordinary operation of this plan. 
 
 " I am very much prejudiced against spiders, and every insect in 
 the known world, with scarcely an exception. There is a horrid 
 sensation created by their ugly forms, that makes me wish them all 
 to Jericho. The butterfly's wings are pretty, but he is dreadful ugly. 
 There is no affectation in this, for my pride will not permit me to 
 show this prejudice to any great degree, when 1 can help it. I do 
 not fear the little wretches ; but I do hate them. 
 
 Anti- Spider- Sparer. ' ' 
 
 <c This is not expressed very well, the phrases, " to Jer- 
 icho " and " dreadful ugly," are vulgar, and in very bad 
 taste. Such a dislike too is more commonly called an an- 
 tipathy, than a prejudice, though perhaps it comes under 
 the general head of prejudices." 
 
 "How may we overcome prejudice? I think that when we are 
 prejudiced against a person, it is the hardest thing in the world to 
 overcome it." 
 
 " A prejudice is usually founded on some unpleasant as- 
 
132 MORAL DISCIPLINE. 
 
 sociation connected with the subject of it. The best way 
 to overcome the prejudice, therefore, is to connect some 
 pleasant association with it. 
 
 " For example, (to take the case of the antipathy to the 
 spider, alluded to in the last article,) the reason why that 
 young lady dislikes spiders, is undoubtedly because she has 
 some unpleasant idea associated with the thought of that 
 animal, perhaps for example, the idea of their crawling up- 
 on her which is certainly not a very pleasant one for any 
 body. Now the way to correct such a prejudice, is to try 
 to connect some pleasant thoughts with the sight of the 
 animal. 
 
 <c I once found a spider in an empty apartment, hanging 
 in its web on the wall, with a large ball of ^ggs which it 
 had suspended by its side. My companion and myself 
 cautiously brought up a tumbler under the web, and press- 
 ed it suddenly against the wall, so as to enclose both spi- 
 der and eggs within it. We then, contrived to run in a 
 pair of shears, so as to cut off the web, and let both the 
 animal and its treasure fall down into the tumbler. We 
 put a book over the top, and walked off with our prize, to 
 a table, to see what it would do. 
 
 " At first it tried to climb up the side of the tumbler, 
 but its feet slipped, from the smooth glass. We then in- 
 clined the glass, so as to favor its climbing and to enable 
 it to reach the book at the top. As soon as it touched 
 the book, it was safe. It could cling to the book easily, 
 and we placed the tumbler again upright, to watch its 
 motions. 
 
 " It attached a thread to the book and let itself down by 
 it to the bottom of the tumbler, and walked round and round 
 the ball of eggs, apparently in great trouble. Presently 
 it ascended by its thread, and then came down again. It 
 attached a new thread to the ball, and then went up, draw- 
 ing the ball with it. It hung the ball at a proper distance 
 from the book, 'and bound it firmly in its place by threads 
 funning from it, in every direction, to the parts of the book 
 which were near, and then the animal took its place, quiet- 
 ly by its side. 
 
 " Now I do not say, that if any body had a strong an- 
 
MORAL DISCIPLINE. 133 
 
 tipathy to a spider, seeing one perform such a work as this 
 would entirely remove it; but it would certainly soften it. 
 It would tend to remove it. It would connect an interest- 
 ing and pleasant association, with the object. So if she 
 should watch a spider in the fields making his web. You 
 have all seen those beautiful, regular webs, in the morn- 
 ing dew, (" Yes, sir," " Yes sir.") composed of concen- 
 tric circles, and radii diverging in every direction. ("Yes 
 sir.") Well, watch a spider when making one of these, 
 or observe his artful ingenuity and vigilance, when he is 
 lying in wait for a fly. By thus connecting pleasant ideas, 
 with the sight of the animal, you will destroy the unpleas- 
 ant association which constitutes the prejudice. In the 
 same manner, if I wished to create an antipathy to a spi- 
 der, in a child, it would be very easily done. I would tie 
 her hands behind her, and put three or four upon her, to 
 crawl over her face. 
 
 <c Thus you must destroy prejudices in all cases, by con- 
 necting pleasant thoughts and associations with the objects 
 of them." 
 
 " I am very often prejudiced against new scholars, without know- 
 ing why ? " 
 
 " We sometimes hear a person talk in this way, ' I do 
 not like such, or such a person, at all. 5 ' 
 
 " 'Why ?' 
 
 " ' Oh I don't know, I do not like her at all. I can't 
 bear her.' 
 
 " ( But why not. What is your objection to her.' 
 
 " ' Oh I don't know, I have not any particular reason, 
 but I never did like her.' 
 
 " Now whenever you hear any person talk so, you may 
 be sure that her opinion, on any subject, is worth nothing 
 at all. She forms opinions in one case, without grounds, 
 and it depends merely upon accident, whether she does 
 not, in other cases." 
 
 " Why is it that so many of our countrymen are, or seem to be 
 prejudiced against the unfortunate children of Africa ? Almost every 
 large white boy, who meets a small black boy, insults him, in some 
 way or other." 
 
 12 
 
134 MORAL DISCIPLINE. 
 
 "It is so hard to overcome prejudices, that we ought to be careful 
 how we form them." 
 
 " When I see a new scholar enter this school and she does not hap* 
 pen to suit me exactly in her ways and manners, I very often get pre- 
 judiced against her, though sometimes I find her a valuable friend, 
 after I get acquainted with her." 
 
 " There is an inquiry I should like very much to make, 
 though I suppose it would not be quite right to make it. 
 I should like to ask all those who have some particular 
 friend in school, and who can recollect the impression 
 which the individual made upon them when they first saw 
 her, to rise, and then I should like to inquire in how many 
 cases the first impression was favorable, and in how many 
 unfavorable." 
 
 "Yes sir." " Yes sir." 
 
 4 ' Do you mean you would like to have the inquiry made ? } ' 
 
 "Yes sir." 
 
 " All, then, who have intimate friends, and can recol- 
 .ect the impression which they first made upon them, may 
 rise." 
 
 [About thirty rose; more than two thirds of whom voted 
 that the first impression made by the persons who had 
 since become their particular friends, was unfavorable.] 
 
 "This shows how much dependence you can justly 
 place on first impressions. 55 
 
 " It was the next Monday morning, after 1 had attained the wise 
 age of 4 years, that I was called up into my mother's room, and told 
 that 1 was the next day going to school. 
 
 " I called forth all my reasoning powejs, and with all the ability 
 of a child of four years, I reasoned with my mother, but to no pur- 
 pose. I told her that I hated the school-mistress then; though I had 
 never seen her. The very first day I tottered under the weight of the 
 mighty foolscap. I only attended her school two quarters; with pre- 
 judice I went, and with prejudice I came away. 
 
 " The old school-house is now torn down, and a large brick house 
 takes the place of it. But I never pass by without remembering my 
 teacher. I am prejudiced to [against] the very spot. 
 
 "Is it not right to allow prejudice, to have influence over our minds 
 as far as this? If any thing comes to our knowledge, with which wrong 
 seems to be connected, and one in whom we have always felt confi- 
 dence is engaged in it, is it not right to allow our prejudice in favor 
 
MORAL DISCIPLINE. 135 
 
 of tliis individual to have so much influence over us, as to cause us 
 to believe that all is really right, though every circumstance which 
 has come to our knowledge is against such a conclusion? I felt this 
 influence not many weeks since, in a very great degree." 
 
 " No; it would not be prejudice in such a case. That 
 is, a prejudice Avould not be a sufficient ground to justify 
 withholding blame. Well grounded confidence in such 
 a person, if there was reason for it, ought to leave such 
 an effect, but not prejudice." 
 
 The above may be considered as a fair specimen of the 
 ordinary operation of su<jh an exercise. It is taken as an 
 illustration, not by selection from the large number of sim- 
 ilar exercises which I have witnessed, but simply because 
 it was an exercise occurring at the time when a description 
 was to be written. Besides the articles quoted above, 
 there were thirty or forty others, which were read and 
 commented on. The above will, however, be sufficient 
 to give the reader a clear idea of the exercise, and to show 
 what is the nature of the moral effect it is calculated to 
 produce. 
 
 The subjects which may be advantageously brought for- 
 ward in such a way, are of course very numerous. They 
 are such as the following. In connexion with each, give 
 the suggestions as to the kind of articles to be written, 
 which the pupils may receive at the time the subject is 
 assigned. 
 
 1. DUTIES TO PARENTS. Anecdotes of good or bad conduct at 
 home. Questions. Cases where it is most difficult to obey. Dia- 
 logues between parents and children. Excuses which are often made 
 for disobedience. 
 
 2. SELFISHNESS. Cases of selfishness any of the pupils have obser- 
 ved. Dialogues they have heard exhibiting it. Questions about its 
 nature. Indications of selfishness. 
 
 3. FAULTS OF THE SCHOOL. Any bad practices the scholars may 
 have observed in regard to general deportment, recitations, habits of 
 study, or the scholars' treatment of one another. Each scholar may 
 write what is his own greatest trouble in school, and whether he 
 thinks any thing can be done to remove it. Any thing they think 
 can be improved in the management of the school by the Teacher. 
 Unfavorable things they have heard said about it, out of school, 
 though without names. 
 
 
136 MORAL DISCIPLINE. 
 
 4. EXCELLENCES OF THE SCHOOL. Good practices, which ought 
 to be persevered in. Any little incidents the scholars may have no- 
 ticed illustrating good character. Cases which have occurred in which 
 scholars have done right, in temptation, or when others around were 
 doing wrong. Favorable reports in regard to the school, in the com- 
 munity around. 
 
 5. THE SABBATH. Any thing the scholars may have known to 
 be done on the Sabbath which they doubt whether right or wrong. 
 Questions in regard to the subject. Various opinions they have heard 
 expressed. Difficulties they have in regard to proper ways of spend- 
 ing the Sabbath. 
 
 (8.) We have one other method to describe, by which a 
 favorable moral influence may be exerted in school. The 
 method can, however, go into full effect, only where there 
 are several pupils who have made considerable advances 
 in mental cultivation. 
 
 It is to provide a way, by which teachers and pupils may 
 write, anonymously, for the school. This may be done by 
 having a place of deposit for such articles as ma^ be writ- 
 ten, where any person may leave what he wishes to have 
 read, nominating, by a memorandum, upon the article it- 
 self, the reader. If a proper feeling on the subject of good 
 discipline, and the formation of good character, prevails in 
 school, many articles, which will have a great deal of ef- 
 fect upon the pupils, will find their way through such an 
 avenue, once opened. The teacher can himself often 
 bring forward, in this way, his suggestions, with more 
 effect than he otherwise could do. Such a plan is, in fact, 
 like the plan of a newspaper for an ordinary community, 
 where sentiments and opinions stand on their own basis, 
 and influence the community just in proportion to their 
 intrinsic merits, unassisted by the authority of the writer's 
 name, and unimpeded by any prejudice which may exist 
 against him. In my own school, this practice has had a 
 very powerful effect. I have, myself, often thus anony- 
 mously addressed my pupils, and I have derived great as- 
 sistance from communications which many of the pupils 
 have written. Sometimes we have had full discussions of 
 proposed measures, and at others, criticisms of the man- 
 agement of the school, or of prevailing faults. Sometimes 
 good humored satires, and sometimes simple descriptions. 
 
XJL \^ ^ ft V 
 
 V OF THE " 
 
 [TJNI7EHSIT 
 
 MORAL DISCIPLINE. OJ r 137 
 
 ^^.4< JU 7* .m Vt \ it* 1 * 
 
 5 T is true the practice is not steadily kept up. Often, for 
 months together, there is not an article offered. Still the 
 place of deposit remains, and, after a time, some striking 
 communication is made, which awakens general attention, 
 and calls out other pens, until the fifteen minutes, corres- 
 ponding to the afternoon General Exercise, in the plan 
 provided in a preceding chapter, (which is all which is 
 allowed to be devoted to such purposes,) is not sufficient 
 to read what is daily offered. Of course, in such a plan 
 as this, the teacher must have the usual editorial powers, 
 to comment upon what is written, or to alter or suppress it 
 at pleasure.* 
 
 * The following articles, which were really offered for such a pur- 
 pose, will serve as specimens. One or two were written by teachers. 
 I do not know the authors of the others. I do not offer them as re- 
 markable compositions : every teacher will see that they are not so. 
 The design of inserting them is merely to show that the ordinary 
 literary ability to be found in every school, may be turned to useful 
 account, by simply opening a channel for it, and to furnish such 
 teachers as may be inclined to try the experiment, the means of mak- 
 ing the plan clearly understood by their pupils. 
 
 MARKS OF A BAD SCHOLAR. 
 
 " At the time when she should be ready to take her seat at school, 
 she commences preparation for leaving home. To the extreme annoy- 
 ance of those about her, all is now hurry and bustle and ill humor. 
 Thorough search is to be made for every book or paper, for which she 
 has occasion; some are found in one place, some in another, and 
 others are forgotten altogether. Being finally equipped, she casts her 
 eye at the clock, hopes to be in tolerable good season, (notwithstand- 
 ing that the hour for opening the school has already arrived,) and sets 
 out, in the most violent hurry. 
 
 After so much haste, she is unfitted for attending properly to the 
 duties of the school, until a considerable time after her arrival. If 
 present at the devotional exercises, she finds it difficult to command 
 her attention, even when desirous of so doing, and her deportment at 
 this hour, is accordingly marked with an unbecoming listlessness and 
 abstraction. 
 
 When called to recitations, she recollects that some task was as- 
 signed, which till that moment, she had forgotten; of others she had 
 mistaken the extent, most commonly thinking them to be shorter than 
 her companions suppose. In her answers to questions with which she 
 should be familiar, she always manifests more or less of hesitation, 
 12* 
 
138 MORAL DISCIPLINE. 
 
 By means like these, it will not be difficult for any 
 teacher to obtain, so far an ascendency over the minds 
 
 and what she ventures to express, is very commonly in the form of a 
 question. In these, as in all exercises, there is an inattention to 
 general instructions. Unless what is said be addressed particularly 
 to herself, her eyes are directed towards another part of the room ; it 
 may be her thoughts are employed about something not at all con- 
 nected with the school. If reproved by her teacher, for negligence 
 in any respects, she is generally provided with an abundance of ex- 
 cuses, and however mild the reproof, she receives it as a piece of 
 extreme severity. 
 
 Throughout her whole deportment, there is an air of indolence, and 
 a want of interest in those exercises which should engage her atten- 
 tion. In her seat, she most commonly sits in some lazy posture ; 
 either with her elbows upon her desk, her head leaning upon her 
 hands, or with her seat tipped forwards or backwards. When she 
 has occasion to leave her seat, it is in a sauntering, lingering gait ; 
 perhaps some trick is contrived'on the way, for exciting the mirth of 
 her companions. 
 
 About every thing in which it is possible to be so, she is untidy 
 Her books are carelessly used, and placed in her desk without order. 
 If she has a piece of waste paper to dispose of, she finds it much 
 more convenient to tear it into small pieces, and scatter it about her 
 desk, than to put it in a proper place. Her hands and clothes are 
 usually covered with ink. Her written, exercises are blotted, and full 
 of mistakes." 
 
 THE CONSEQUENCES OF BEING BEHINDHAND. 
 
 " The following incident, which I witnessed on a late journey, il- 
 lustrates an important principle, and I will relate it. 
 
 When our steamboat started from the wharf, all our passengers had 
 not come. After we had proceeded a few yards, there appeared among- 
 the crowd on the wharf, a man with his trunk under his arm, out 
 of breath, and with a most disappointed and disconsolate air. The 
 Captain determined to stop for him, but stopping an immense steam- 
 boat, moving swiftly through the water, is not to be done in a moment- 
 So we took a grand sweep, wheeling majestically around an Englisl 
 ship, which was at anchor in the harbor. As we came towards th> ! 
 wharf again, we saw the man in a small boat, coming off from it. Ae. 
 the steamboat swept round, they barely succeeded in catching a rope 
 from the stern, and then immediately the steam engine began its work 
 again, and we pressed forward, the little boat following us so swiftly 
 that the water around her was all in a foam. 
 
 They pulled upon the rope attached to the little boat, until they 
 drew it alongside. They then let down a rope with a hook in the end 
 of it, from an iron crane, which projected over the side of the steam 
 boat, and hooked it into a staple in the front of the small boat. "Hoist 
 y; " said the Captain. The sailors hoisted, and the front part oi 
 
MORAL DISCIPLINE. 139 
 
 of his pupils, as to secure an overwhelming majority hi 
 favor of good order, and co-operation with him in his plans 
 
 the little boat began to rise, the stern still ploughing and foaming 
 through the water, and the man still in it, with his trunk under his 
 arm. They " hoisted away," until I began to think that the poor 
 man would actually tumble out behind. He clung to the seat, and 
 looked as though he was saying to himself, " I will take care how I 
 am tardy the next time." However, after awhile, they hoisted up 
 the stern of the boat, and he got safely on board. 
 
 Moral. Though coming to school a few minutes earlier or later, 
 may not in itself be a matter of much consequence, yet the habit of 
 being five minutes too late, if once formed, will, in actual life, be a 
 source of great inconvenience, and sometimes of lasting injury.' 
 
 NEW SCHOLARS. 
 
 tl There is, at -, a young ladies' school, taught by Mr. . 
 
 **#*#** 
 
 But with all these excellences, there is one fault, which I con- 
 sidered a great one, and which does not comport with the general 
 character of the school for kindness and good feeling. It is the little 
 effort made by the scholars to become acquainted with the new ones 
 who enter. Whoever goes there, must push herself forward, or she 
 will never feel at home. The young ladies seem to forget, that the 
 new comer must feel rather unpleasantly, in the midst of a hundred 
 persons, to whom she is wholly a stranger, and with no one to speak 
 to. Two or three will stand together, and instead of deciding upon 
 some plan, by which the individual may be made to feel at ease, some- 
 thing like the following conversation takes place. 
 
 Miss X. How do you like the .looks of Miss A., who entered school 
 to-day ? 
 
 Miss Y. I don't think she is very pretty, but she looks as if srw 
 might be a good scholar. 
 
 Miss X. She does not strike me very pleasantly ; did you ever see 
 such a face ? And her complexion is so dark, I should think she had 
 always lived in the open air ; and what a queer voice she has ! 
 
 Miss Y. I wonder if she has a taste for Arithmetic ? 
 
 Miss X. She does not look as if she had much taste for any thing ; 
 see, how strangely she fixes her hair. 
 
 Miss S. Whether she has much taste or not, some one of us ought 
 to go and get acquainted with her. See how unpleasantly she feels. 
 
 Miss X. I don't want to get acquainted with her, until I know 
 whether I shall like her or not. 
 
 Thus nothing is done to relieve her. When she does become ao- 
 quainted, all her first strange appearance is forgotten ; but this is 
 sometimes not the case for several weeks. It depends entirely on 
 the character of the individual herself. If she is forward, and willing 
 to make the necessary effort, she can find many friends but if she is 
 
140 MORAL DISCIPLINE. 
 
 for elevating the character of the school. But let it be dis- 
 tinctly understood, that this, and this only, has been the 
 
 diffident, she has much to suffer. This arises principally from thought- 
 lessness. The young ladies do not seem to realize that there is any 
 thing for them to do. They feel enough at home themselves, and the 
 remembrance of the time when they entered school, does not seem to 
 arise in their minds." 
 
 A SATIRICAL SPIRIT. 
 
 " 1 witnessed, a short time since, a meeting between two friends, 
 who had had but little intercourse before, for a long while. I thought 
 a part of their conversation might be useful, and I shall, therefore, 
 relate it, as nearly as I can recollect, leaving each individual to draw 
 her own inferences. 
 
 For some time, I sat silent but not uninterested, while the days of 
 ' Auld Lang Syne ' came up to the remembrance of the two friends. 
 After speaking of several individuals, who were among their former 
 acquaintances, one asked, ' Do you remember Miss W. ?' ' Yes,' 
 replied the former, i I remember her as the fear, terror, and abhor- 
 rence of all who knew her.' /knew the lady by report, and asked 
 why she was so regarded, the reply was, * Because she was so severe, 
 so satirical in her remarks upon others. She spared neither friend or 
 foe.' 
 
 The friends resumed their conversation. < Did you know,' said 
 the one who had first spoken of Miss W., ' that she sometimes had 
 seasons of bitter repentance for indulging in this unhappy propensity 
 of hers ? She would, at such times, resolve to be more on her guard, 
 but after all her good resolutions, she would yield to the slightest 
 temptations. When she was expressing, and apparently really feel' 
 ing sorrow for having wounded the feelings of others, those who 
 knew her, would not venture to express any sympathy, for very like- 
 lv, the next moment, that would be turned into ridicule. No confi- 
 dence could be placed in her.' 
 
 A few more facts will be stated respecting the same individual, which 
 I believe are strictly true. Miss W. possessed a fine and well cul- 
 tivated mind, great penetration, and a tact at discriminating charac- 
 ter, rarely equalled. She could, if she chose, impart a charm to her 
 conversation, that would interest,and even fascinate those who listened 
 to it ; still she was not beloved. Weaknesses and foibles met with un- 
 merciful severity ; and well-meaning intentions and kind actions did 
 not always escape without the keen sarcasm, which it is so difficult 
 for the best regulated mind to bear unmoved. The mild and gentle 
 seemed to shrink from her, and thus she, who might have been the 
 bright and beloved ornament of the circle in which she moved, 
 was regarded with distrust, fear, and even hatred. This dangerous 
 habit of making satirical remarks was evinced in childhood ; it was 
 cherished ; ' it grew with her growth and strengthened with her 
 strength,' until she became what I have described." LAURA. 
 
MORAL DISCIPLINE. 141 
 
 object of this chapter, thus far. The first point brought 
 up, was the desirableness of making, at first, a favourable 
 
 Though such a satirical spirit is justly condemned, a little good- 
 humored raillery may sometimes be allowed, as a mode of attack- 
 ing faults in school which cannot be reached by graver methods. 
 The teacher must not be surprised, if some things connected with his 
 own administration, come in, sometimes, for a share. 
 
 " I was walking out, a few days since, and not being particularly 
 in haste, I concluded to visit a certain school for an hour or two. In 
 a few minutes after I had seated myself on the sofa, the ' Study CardJ 
 was dropped, and the general noise and confusion, indicated that 
 recess had arrived. A line of military characters, bearing the title of 
 the l Freedom's Band,' was soon called out, headed by one of their 
 own number. The tune chosen to guide them was Kendall's march. 
 
 " * Please to form a regular line,' said the lady commander. i Re- 
 member that there is to be no speaking in the ranks. Do not begin 
 to step, until I strike the bell. Miss B., I requested you not to step 
 until I gave the signal.' 
 
 " Presently the command was given, and the whole line stepped, 
 for a few minutes, to all intents and purposes. Again the bell soun- 
 ded ; * Some of you have lost the step,' said the general. < Look at 
 me, and begin again. Left ! Right ! Left ! Right !' The line was 
 once more in order, and I observed a new army on the opposite side 
 of the room, performing the same manoeuvres, always to the tune of 
 * Kendall's March.' After a time, the recess closed, and order was 
 again restored. In about half an hour, I approached a class, which 
 was reciting behind the railing. ' Miss A.,' said a teacher, ' how 
 many kinds of magnitude are there ?' Miss Jl. ('Answer inaudible.') 
 Several voices. ' We can't hear.' Teacher. * Will you try to speak 
 a little louder, Miss A. ?' 
 
 " Some of the class at length seemed to guess the meaning of the 
 young lady ; but / was unable to do even that, until the answer was 
 repeated by the teacher. Finding that I should derive little instruction 
 from the recitation, I returned to the sofa. 
 
 " In a short time the propositions were read. * Proposed that the 
 committee be impeached, for not providing suitable pens.' ' Lost, a 
 pencil, with a piece of India-rubber attached to it, by a blue riband,' 
 &c. &c. 
 
 " Recess was agrain announced, and the lines commenced their evo- 
 lutions to the tune of l Kendall's March.' Thought I, * Oh ! that 
 there were a new tune under the sun i ' 
 
 " Before the close of school, some compositions were read. One 
 was entitled ' The Magical .Ring/ and commenced, l As I was sitting 
 alone last evening, I heard a gentle tap on the door, and immediately 
 
142 MORAL DISCIPLINE. 
 
 impression, the second, the necessity of taking general 
 views of the condition of the school, and aiming to improve 
 it in the mass, and not merely to rebuke or punish acci- 
 dental faults, and the third, the importance and the means 
 of gaming a general influence and ascendency over the 
 minds of the pupils. But, though an overwhelming ma- 
 jority can be reached by such methods as these, all can- 
 not. We must have the majority secured, however, in 
 order to enable us to reach and to reduce the others. But 
 to this work we must come at last. 
 
 4. I am therefore now to consider under a fourth general 
 head, what course is to be taken with individual offenders, 
 whom the general influences of the school-room will not 
 control. 
 
 ( 1 .) The first point to be attended to, is to ascertain who 
 they are. JNot by appearing suspiciously to watch any in- 
 dividuals, for this would be almost sufficient to make them 
 bad, if they were not so before. Observe, however; no- 
 tice, from day to day, the conduct of individuals, not for the 
 purpose of reproving or punishing their faults, but to enable 
 you to understand their characters. This work will often 
 require great adroitness, and very close scrutiny; and you 
 will find, as the results of it, a considerable variety of char- 
 acter, which the general influences above described, will 
 not be sufficient to control. The number of individuals 
 will not be great, but the diversity of character comprised 
 in it, will be such, as to call into exercise all your powers 
 of vigilance and discrimination. On one seat, you will 
 
 a beautiful fairy appeared before me. She placed a ring on my fin- 
 ger, and left me.' The next began, 4 It is my week to write compo- 
 sition, but I do not know what to say. However, I must write some- 
 thing, so it shall be a dialogue.' Another was entitled the ' Magical 
 Shoe,' and contained a marvellous narration of adventures made in a 
 pair of shoes, more valuable than the farfamed ' seven league boots.' 
 A fourth began, ' Are you acquainted with that new scholar ?' c No ; 
 but I don't believe I shall like her.' And soon the * Magical Thim- 
 ble,' the i Magical Eye-glass,' &c., were read, in succession, until I 
 could not but exclaim, ' How pleasing is variety!' School was at 
 length closed, and the young ladies again attacked the piano. ' Oh !' 
 repeated I. to myself, ' how pleasing is variety!' as I left the room, to 
 the tune of Kendall's March." 
 
MORAL DISCIPLINE 143 
 
 find a coarse, rough looking boy, who will openly disobey 
 your commands and oppose your wishes; on another, a 
 more sly rogue, whose demure and submissive look is as- 
 sumed, to conceal a mischief-making disposition. Here is 
 one, whose giddy spirit is always leading him into difficul- 
 ty, but who is of so open and frank a disposition, that you 
 will most easily lead him back to duty; but there is an- 
 other, who, when reproved, will fly into a passion; and 
 there, a third, who will stand sullen and silent before you, 
 when he has done wrong, and is neither to be touched by 
 kindness, nor awed by authority. 
 
 Now all these characters must be studied. It is true 
 that the caution given in a preceding part of this chapter, 
 against devoting undue and disproportionate attention to 
 such persons must not be forgotten. Still, these individuals 
 will require, and it is right that they should receive, a far 
 greater degree of attention, so far as the moral administra- 
 tion of the school is concerned, than their mere numbers 
 would appear to justify. This is the field in which the 
 teacher is to study human nature, for here it shows itself 
 without disguise. It is through this class, too, that a very 
 powerful moral influence is to be exerted upon the rest 
 of the school. The manner in which such individuals are 
 managed; the tone the teacher assumes towards them; the 
 gentleness with which he speaks of their faults, and the un- 
 bending decision with which he restrains them from wrong, 
 will have a most powerful effect upon the rest of the schooL 
 That he may occupy this field, therefore, to the best ad- 
 vantage, it is necessary that he should first thoroughly 
 explore it. 
 
 By understanding the dispositions and characters of such 
 a class of pupils as I have described, I do not mean mere- 
 ly watching them, with vigilance, in school, so that none 
 of their transgressions shall go unobserved and unpunish- 
 ed. I intend a far deeper and more thorough examina- 
 tion of character. Every boy has something or other which 
 is good in his disposition and character, which he is aware 
 of, and on which he prides himself; find out what it is, for 
 it may often be made the foundation, on which you may 
 build the superstructure of reform Every one has his 
 
144 MORAL DISCIPLINE. 
 
 peculiar sources of enjoyment, and objects of pursuit, 
 which are before his mind from day to day; find out what 
 they are, that by taking an interest in what interests him, 
 and perhaps sometimes assisting him in his plans, you can 
 bind him to you. Every boy is, from the circumstances 
 in which he is placed at home, exposed to temptations, 
 which have, perhaps, had a far greater influence in the for- 
 mation of his character, than any deliberate and intention- 
 al depravity of his own; ascertain what these temptations 
 are, that you may know where to pity him, and where to 
 blame. The knowledge which such an examination of 
 character will give you, will not be confined to making you 
 acquainted with the individual. It will be the most valu- 
 able knowledge which a man can possess, both to assist 
 him in the general administration of the school, and in his 
 intercourse among mankind in the business of life. Men 
 are but boys, only with somewhat loftier objects of pursuit. 
 Their principles, motives, and ruling passions are essen- 
 tially the same. Extended commercial speculations are, 
 so far as the human heart is concerned, substantially what 
 trading in jack-knives and toys is, at school, and building 
 a snow fort, to its own architects, the same as erecting a 
 monument of marble. 
 
 (2.) After exploring the ground, the first thing to be 
 done, as a preparation for reforming individual character, 
 in school, is, to secure the personal attachment of the indi-* 
 viduals to be reformed. This must not be attempted by 
 professions and affected smiles, and still less by that sort of 
 obsequiousness, common in such cases, which produces no 
 effect but to make the bad boy suppose that his teacher 
 is afraid of him; which, by the way, is, in fact, in such 
 cases, usually true. Approach the pupil in a bold and 
 manly, but frank and pleasant manner. Approach him 
 as his superior, but still, as his friend; desirous to make 
 him happy, not merely to obtain his good-will. And the 
 best way to secure these appearances, is, just to secure 
 the reality. Actually be the boy's friend. Really desire 
 to make him happy; happy, too, in his own way, not 
 in yours. Feel that you are his superior, and that you 
 must and will enforce obedience ; but with this feel, that 
 
MORAL DISCIPLINE. 145 
 
 probably obedience will be rendered, without any contest. 
 If these are really the feelings which reign within you, 
 the boy will see it, and they will exert a strong influence 
 over him, but you cannot counterfeit appearances. 
 
 A most effectual way to secure the good will of a schol- 
 ar, is, to ask him to assist you. The Creator has so 
 formed the human heart, that doing good must be a source 
 of pleasure, and he who tastes this pleasure once, will 
 almost always wish to taste it again. To do good to any 
 individual, creates or increases the desire to do it. 
 
 There is a boy in your school, who is famous for his 
 skill in making whistles from the green branches of the 
 poplar. He is a bad boy, and likes to turn his ingenuity 
 to purposes of mischief. You observe him some day in 
 school, when he thinks your attention is engaged in an- 
 other way, blowing softly upon one, which he has con- 
 cealed in his desk, for the purpose of amusing his neigh- 
 bors, without attracting the attention of the teacher. Now 
 there are two remedies. Will you try the physical one ? 
 Then call him out into the floor; inflict painful punish- 
 ment, and send him smarting to his seat, with his heart 
 full of anger and revenge, to plot some new and less dan- 
 gerous scheme of annoyance. Will you try the moral 
 one ? Then wait till the recess, and while he is out at his 
 play, send a message out by another boy, saying that you 
 have heard he is very skilful in making whistles, and ask- 
 ing him to make one for you to carry home to a little child 
 at your boarding-house. What would, in ordinary cases, 
 be the effect ? It would certainly be a very simple appli- 
 cation; but its effect would be, to open an entirely new 
 train of thought and feeling for the boy. " What! " he 
 would say to himself, while at work on his task, "give 
 the master pleasure by making whistles! Who ever heard 
 of such a thing? I never thought of any thing but giving 
 him trouble and pain. I wonder who told him I could 
 make whistles? " He would find, too, that the new enjoy- 
 ment was far higher and purer than the old, and would 
 have little disposition to return to the latter. 
 
 I do not mean by this illustration, that such a measure 
 13 
 
146 MORAL DISCIPLINE. 
 
 as this, would be the only notice that ought to be taken 
 of such an act of wilful disturbance in school. Probably 
 it would not. What measures in direct reference to the 
 fault committed, would be necessary, would depend upon 
 the circumstances of the case. It is not necessary to our 
 purpose, that they should be described here. 
 
 The teacher can awaken in the hearts of his pupils, a 
 personal attachment for him, by asking in various ways, 
 their assistance in school, and then appearing honestly 
 gratified with the assistance rendered. Boys and girls are 
 delighted to have what powers and attainments they pos- 
 sess, brought out into action, especially where they can 
 lead to useful results. They love to be of some conse- 
 quence in the world, and will be especially gratified to be 
 able to assist their teacher. Even if the studies of a tur- 
 bulent boy are occasionally interrupted for half an hour, 
 that he might help you arrange papers, or rule books, or 
 cut the tops of quills, or distribute exercises, it will be 
 time well spent. Get him to co-operate with you in any 
 thing, and he will feel how much pleasanter it is to co- 
 operate, than to thwart and oppose; and by judicious 
 measures of this kind, almost any boy may be brought over 
 to your side. 
 
 Another means of securing the personal attachment of 
 boys, is to notice them, to take an interest in their pur- 
 suits, and the qualities and powers which they value in 
 one another. It is astonishing what an influence is ex- 
 erted by such little circumstances, as stopping at a play 
 ground a moment, to notice with interest, though perhaps 
 without saying a word, speed of running, or exactness 
 of aim, the force with which a ball is struck, or the 
 dexterity with which it is caught or thrown. The teach- 
 er must, indeed, in all his intercourse with his pupils, 
 never forget his station, nor allow them to lay aside the 
 respect, without which authority cannot be maintained. 
 But he may be, notwithstanding this, on the most intimate 
 and familiar footing with them all. He may take a strong 
 and open interest in all their enjoyments, and thus awak- 
 en on their part, a personal attachment to himself, which 
 will exert over them a constant and powerful control. 
 
MORAL DISCIPLINE. 147 
 
 (3.) The efforts described under the last head, for gain- 
 ing a personal influence over those, who from their dispo- 
 sition and character are most in danger of doing wrong, 
 will not be sufficient entirely to prevent transgression, 
 Cases of deliberate, intentional wrong will occur, and 
 the question will rise, what is the duty of the teacher in 
 such an emergency ? When such cases occur, the course 
 to be taken is, first of all, to come to a distinct understand- 
 ing on the subject with the guilty individual. Think of 
 the case calmly, until you have obtained just and clear 
 ideas of it. Endeavor to understand precisely in what the 
 guilt of it consists. Notice every palliating circumstance, 
 and take as favorable a view of the thing as you can, 
 while, at the same time, you fix most firmly in your mind 
 the determination to put a stop to it. Then go to the indi- 
 vidual, and lay the subject before him, for the purpose of 
 understanding distinctly from his own lips, what he intends 
 to do. I can however, as usual, explain more fully what 
 I mean, by describing a particular case, substantially 
 true. 
 
 The teacher of a school observed, himself, and learned 
 from several quarters, that a certain boy was in the habit 
 of causing disturbance during time of prayer, at the open- 
 ing and close of school, by whispering, playing, making 
 gestures to the other boys, and throwing things about from 
 seat to seat. The teacher's first step was, to speak of the 
 subject, generally, before the whole school, not alluding, 
 however, to any particular instance which had come un- 
 der his notice. These general remarks produced, as he 
 expected, but little effect. 
 
 He waited for some days, and the difficulty still con- 
 tinued. Had the irregularity been very great, it would 
 have been necessary to have taken more immediate meas- 
 ures, but he thought the case admitted of a little delay. 
 In the meantime, he took a little pains to cultivate the 
 acquaintance of the boy, to discover and to show that he 
 noticed what was good in his character and conduct, 
 occasionally to get from him some little assistance, and 
 thus to gain some personal ascendency over him. 
 
 One day, when every thing had gone smoothly and 
 
148 MORAL DISCIPLINE 
 
 pleasantly, the teacher told the boy, at the close of school, 
 that he wanted to talk with him a little, and asked him to 
 walk home with him. It was not uncommon for the teach- 
 er to associate thus, with his pupils, out of school, and this 
 request, accordingly, attracted no special attention. On 
 the walk, the teacher thus accosted the criminal. 
 
 " Do you like frank, open dealing, James?" 
 
 James hesitated a moment, and then answered faintly, 
 " Yes sir." 
 
 " Most boys do, and I do; and I supposed that you 
 would prefer being treated in that way. Do you?" 
 
 " Yes sir." 
 
 " Well, I am going to tell you of one of your faults. I 
 have asked you to walk with me, because I supposed it 
 would be pleasanter for you to have me see you privately, 
 than to bring it up in school." 
 
 James said it would be pleasanter. 
 
 " Well, the fault is, being disorderly at prayer time. 
 Now if you like frank and open dealing, and are willing 
 to deal so with me, I should like to talk with you a little 
 about it, but if you are not willing, I will dismiss the sub- 
 ject. I do not wish to talk with you now about it, unless 
 you yourself desire it. But if we talk at all, we must both 
 be open, and honest, and sincere. Now should you rath- 
 er have me talk with you or not?" 
 
 " Yes sir, I should rather have you talk with me now, 
 than in school." 
 
 The teacher then described his conduct, in a mild man- 
 ner, using the style of simple narration, admitting no 
 harsh epithets, no terms of reproach. The boy was sur- 
 prised, for he supposed he had not been noticed. He 
 thought, perhaps he should have been punished, if he had 
 been observed. The teacher said in conclusion: 
 
 " Now, James, I do not suppose you have done this 
 from any designed irreverence towards God, or deliberate 
 intention of giving me trouble and pain. You have seve- 
 ral times lately, assisted me, in various ways, and I know 
 from the cheerful manner with which you comply with my 
 wishes, that your prevailing desire is, to give me pleasure, 
 not pain. You have fallen into this practice through 
 
MORAL DISCIPLINE. 149 
 
 thoughtlessness; but that does not alter the character of 
 the sin. To do so, is a great sin against God, and a great 
 offence against good order in school. You see, yourself, 
 that my duty to the school, will require me to adopt the 
 most decided measures, to prevent the continuance and the 
 spread of such a practice. I should be imperiously bound 
 to do it, even if the individual was the very best friend I 
 had in school, and if the measures necessary, should bring 
 upon him great disgrace and suffering. Do you not thinK 
 it would be so?" 
 
 " Yes sir," said James, seriously, " I suppose it would." 
 " I want to remove the evil, however, in the pleasantest 
 way. Do you remember my speaking on this subject, in 
 school the other day?" 
 " Yes sir." 
 
 (( Well, my object in that, was, almost entirely, to per- 
 suade you to reform, without having to speak to you 
 directly. I thought it would be pleasanter to you to be 
 reminded of your duty in that way. But I do not think 
 it did you much good. Did it?" 
 
 " I don't think I have played so much since then." 
 " Nor I. You have improved a little, but you have not 
 decidedly and thoroughly reformed. So I was obliged to 
 take the next step which would be least unpleasant to you; 
 that is, talking with you alone. Now you told me, when 
 we began, that you would deal honestly and sincerely with 
 me, if I would with you. I have been honest and open. I 
 have told you all about it, so far as I am concerned. Now 
 I wish you to be honest, and tell me what you are going 
 to do. If you think, from this conversation, that you have 
 done wrong, and if you are fully determined to do so no 
 more, and to break off at once, and for ever from this prac- 
 tice, I should like to have you tell me, and then the whole 
 thing will be settled. On the other hand, if you feel about 
 it pretty much as you have done, I should like to have you 
 tell me that too, honestly and frankly, that we may have a 
 distinct understanding, and that I may be considering what 
 to do next. I shall not be offended with you for giving me 
 either of these answers, but be sure that you are honest; 
 you promised to be so." 
 
150 MORAL DISCIPLINE. 
 
 The boy looked up in his master's face, and said, with 
 great earnestness, 
 
 " Mr. T., I will do better. I will not trouble you any 
 more." 
 
 I have detailed this case, thus particularly, because it 
 exhibits clearly what I mean, by going directly and frank- 
 ly to the individual, and coming at once, to a full under- 
 standing. In nine cases out of ten, this course will be 
 effectual. For four years, and with a very large school, 
 I have found this sufficient, in every case of discipline 
 which has occurred, except in three or four instances, 
 where something more was required. To make it suc- 
 cessful, however, it must be done properly. Several things 
 are necessary. It must be deliberate; generally better 
 after a little delay. It must be indulgent, so far as the 
 view which the teacher takes of the guilt of the pupil, is 
 concerned; every palliating consideration must be felt. It 
 must be firm and decided, in regard to the necessity of a 
 change, and the determination of the teacher to effect it. 
 It must also be open and frank; no insinuations, no hints, 
 no surmises, but plain, honest, open dealing. 
 
 In many cases, the communication may be made most 
 delicately, and most successfully, in writing. The more 
 delicately you touch the feelings of your pupils, the more 
 tender these feelings will become. Many a teacher har- 
 dens and stupifies the moral sense of his pupils, by the 
 harsh and rough exposures, to which he drags out the pri- 
 vate feelings of the heart. A man may easily produce 
 such a state of feeling in his school-room, that to address 
 even the gentlest reproof to any individual, in the hearing 
 of the next, would be a most severe punishment; and on 
 the other hand, he may so destroy that sensitiveness, that 
 his vociferated reproaches will be as unheeded as the idle 
 wind. 
 
 If now, the teacher has taken the course recommended 
 in this chapter; if he has, by his general influence in the 
 school, done all in his power to bring the majority of his 
 pupils to the side of order and discipline; if he has then 
 studied, attentively and impartially, the characters of those 
 who cannot thus be led; if he has endeavored to make them 
 
MORAL DISCIPLINE. 151 
 
 his friends, and to acquire, by every means, a personal in- 
 fluence over them; if, finally, when they do wrong, he 
 goes, plainly, but in a gentle and delicate manner, to them, 
 and lays before them the whole case ; if he has done all 
 this, he has gone as far as moral influence will car^y him. 
 My opinion is, that this course, faithfully and judiciously 
 pursued, will in almost all instances succeed; but it will 
 not in all; and where it fails, there must be other, and 
 more vigorous and decided measures. What these meas- 
 ures of restraint or punishment shall be, must depend upon 
 the circumstances of the case ; but in resorting to them, 
 the teacher must be decided and unbending. 
 
 The course above recommended, is not trying lax and 
 inefficient measures, for a long time, in hopes of their being 
 ultimately successful, and then, when they are found not to 
 be so, changing the policy. There should be, through the 
 whole, the tone and manner of authority, not of persuasion. 
 The teacher must be a monarch, and while he is gentle and 
 forbearing, always looking on the favorable side of con- 
 duct so far as guilt is concerned, he must have an eagle 
 eye, and an efficient hand, so far as relates to arresting 
 the evil, and stopping the consequences. He may slowly 
 and cautiously, and even tenderly approach a delinquent. 
 He may be several days in gathering around him the cir- 
 cumstances, of which he is ultimately to avail himself, in 
 bringing him to submission; but, while he proceeds thus 
 slowly, and tenderly, he must come with the air of au- 
 thority and power. The fact that the teacher bases all 
 his plans, on the idea of his ultimate authority, in every 
 case, may be perfectly evident to all the pupils, while he 
 proceeds with moderation and gentleness, in all his spe- 
 cific measures. Let it be seen, then, that the constitution 
 of your school is a monarchy, absolute and unlimited, 
 but let it also be seen, that the one who holds the power, 
 is himself under the control of moral principle, in all that 
 he does, and that he endeavors to make the same moral 
 principle which guides him, go as far as it is possible to 
 make it go, in the government of his subjects. 
 
CHAPTER V. 
 
 RELIGIOUS INFLUENCE. 
 
 IN consequence of the unexampled religious liberty en- 
 joyed in this country, for which it is happily distinguished 
 above all other countries on the globe, there necessarily 
 results a vast variety of religious sentiment and action. 
 We cannot enjoy the blessings without the inconvenien- 
 ces of freedom. Where every man is allowed to believe 
 as he pleases, some will undoubtedly believe wrong, and 
 others will be divided, by embracing views of a subject 
 which are different, though perhaps equally consistent with, 
 truth. Hence, we have among us, every shade and every 
 
 y' variety of religious opinion, and in many cases, conten- 
 i tion and strife, resulting from hopeless efforts to produce 
 Luniformity. 
 
 A stranger who should come among us, would suppose 
 from the tone of our religious journals, and from the gen- 
 eral aspect of society on the subject of religion, that the 
 whole community was divided into a thousand contending 
 sects, who hold nothing in common, and whose sole ob- 
 jects are, the annoyance and destruction of each other. 
 But if we leave out of view some hundreds, or if you 
 please, some thousands of theological controversialists, 
 who manage the public discussions, and say and do all that 
 really comes before the public on this subject, it will be 
 found, that there is vastly more religious truth admitted 
 by common consent, among the people of New England, 
 than is generally supposed. This common ground, I shall 
 endeavor briefly to describe. For it is very plain, that 
 the teacher must, in ordinary cases, confine himself to it. 
 By common consent, however, I do not mean the consent 
 
RELIGIOUS INFLUENCE. 153 
 
 of every body ; I mean that of the great majority of se- 
 rious, thinking men. 
 
 But let us examine, first, for a moment, what right any 
 member of the community has to express and to dissemi- 
 nate his opinions, with a view to the inquiry, whether the 
 teacher is really bound to confine himself to what he can 
 do, on this subject, with the common consent of his em- 
 ployers. 
 
 The French nation has been, for some time, as is well 
 known, strongly agitated with questions of politics. It is 
 with difficulty that public tranquillity is preserved. Every 
 man takes sides. Now in this state of things, a wealthy 
 gentleman, opposed to the revolutionary projects so con- 
 stantly growing up there, and from principle and feeling, 
 strongly attached to a monarchial government, wishes to 
 bring up his children, with the same feelings, which he 
 himself cherishes. He has a right to do so. No matter 
 if his opinions are wrong. He ought, it will be generally 
 supposed in this country, to be republican. I suppose him 
 to adopt opinions, which will generally, by my readers, be 
 considered wrong, that I may bring more distinctly to view 
 the right he has to educate his children as he thinks it 
 proper that they should be educated. He may be wrong 
 to form such opinions. But the opinions once formed, he 
 has a right, with which no human power can justly inter- 
 fere, to educate his children in conformity with those 
 opinions. It is alike the law of God and nature, that the 
 father should control, as he alone is responsible, the edu- 
 cation of his child. 
 
 Now under these circumstances, he employs an Amer- 
 ican mechanic, who is residing in Paris, to come to his 
 house and teach his children the use of the lathe. After 
 some time, he comes into their little workshop, and is 
 astonished to find the lathe standing still, and the boys 
 gathered round the republican turner, who is telling them 
 stories of the tyranny of kings, the happiness of repub- 
 licans, and the glory of war. The parent remonstrates. 
 The mechanic defends himself. 
 
 " I am a republican," he says, " upon principle, and 
 wherever I go, I must exert all the influence in my power, 
 
154 RELIGIOUS INFLUENCE. 
 
 to promote free principles, and to expose the usurpations 
 and the tyranny of kings." 
 
 To this the Frenchman might very properly reply, 
 
 "In your efforts to promote your principles, you are 
 limited, or you ought to be limited to modes that are proper 
 and honorable. I employ you for a distinct and speci- 
 fic purpose, which has nothing to do with questions of 
 government; and you ought not to allow your love of 
 republican principles, to lead you to take advantage of 
 the position in which I place you, and interfere with 
 my plans for the political education of my children." 
 
 Now for the parallel case. A member of a Congrega- 
 tional Society, is employed to teach a school, in a district, 
 occupied exclusively by Quakers. a case not uncommon, 
 He is employed there, not as a religious teacher, but for 
 another specific and well-defined object. It is for the 
 purpose of teaching the children of that district, reading, 
 writing, and calculation, and for such other purposes, ana- 
 logous to this, as the law, providing for the establishment 
 of district schools, contemplated. Now when he is placed 
 in such a situation; with such a trust confided to him, and 
 such duties to discharge, it is not right for him, to make 
 use of the influence, which this official station gives him, 
 over the minds of the children committed to his care, for 
 the accomplishment of any other purposes whatever, which 
 the parents would disapprove. It would not be considered 
 right, by men of the world, to attempt to accomplish any 
 other purposes, in such a case ; and are the pure and holy 
 principles of piety, to be extended by methods more excep- 
 tionable, than those by which political and party contests 
 are managed? 
 
 There is a very great and obvious distinction between 
 the general influence which the teacher exerts as a mem- 
 ber of the community, and that which he can employ in his 
 school-room as teacher. He has unquestionably a right to 
 exert upon the community, by such means as he shares in 
 common with every other citizen, as much influence as he 
 can command, for the dissemination of his own political, 
 or religious, or scientific opinions. But the strong ascen- 
 dency, which, in consequence of his official station, he has 
 
RELIGIOUS INFLUENCE. 155 
 
 obtained over the minds of his pupils, is sacred. He has 
 no right to use it for any purpose foreign to the specific 
 objects for which he is employed, unless by the consent, ex- 
 pressed or implied, of those by whom he is entrusted with 
 his charge. The parents who send their children to him, 
 to be taught to read, to write and to calculate, may have 
 erroneous views of their duty, as parents, in other respects. 
 He may know that their views are erroneous. They may 
 be taking a course, which the teacher knows is wrong. 
 But he has not, on this account, a right to step in between 
 the parent and the child, to guide the latter according to 
 his own opinions, and to violate the wishes and thwart the 
 plans of the former. 
 
 God has constituted the relation between the parent and 
 the child, and according to any view, which a rational man 
 can take of thL relation, the parent is alone responsible 
 for the guidance he gives to that mind, so entirely in his 
 power. He is responsible to God; and where our opin- 
 ions, in regard to the manner in which any of the duties, 
 arising from the relation, are to be performed, differ from 
 his, we have no right to interfere, without his consent, to 
 rectify what we thus imagine to be wrong. I know of but 
 one exception, which any man whatever would be inclin- 
 ed to make, to this principle; and that is, where the pa- 
 rent would, if left to himself, take such a course, as would 
 ultimately make his children unsafe members of society. The 
 community have a right to interfere, in such a case, as they 
 in fact do by requiring every man to provide for the in- 
 struction of his children, and in some other ways which 
 need not now be specified. Beyond this, however, no in- 
 terference contrary to the parent's consent, is justifiable. 
 Where parents will do wrong, notwithstanding any persua- 
 sions which we can address to them, we must not violate 
 the principles of an arrangement, which God has himself 
 made, but submit patiently to the awful consequences, 
 which will, in some cases, occur, reflecting that the re- 
 sponsibility for these consequences, is on the head of those 
 who neglect their duty, and that the being who makes them 
 liable, will settle the account. 
 
 Whatever, then, the teacher attempts to (Jo, beyond the 
 
156 RELIGIOUS INFLUENCE. 
 
 specific and defined duties, which are included among the 
 objects for which he is employed, must be done by permis- 
 sion, by the voluntary consent, whether tacit, or openly 
 expressed, of those by whom he is employed. This of 
 course confines him to what is, generally, common ground, 
 among his particular employers. In a republican country, 
 where all his patrons are republican, he may without im- 
 propriety, explain and commend to his pupils, as occasion 
 may occur, the principles of free governments, and the 
 blessings which may be expected to flow from them. But 
 it would not be justifiable for him to do this, under a mon- 
 archy, or in a community divided in regard to this subject, 
 because this question does not come within the objects, 
 for the promotion of which, his patrons have associated, 
 and employed him, and consequently, he has no right, 
 while continuing their teacher, to go into it, without their 
 consent. In the same manner, an Episcopal teacher, in 
 a private school, formed and supported by Episcopalians, 
 may use and commend forms of prayer, and explain the 
 various usages of that church, exhibiting their excellence, 
 and their adaptation to the purposes for which they are 
 intended. He may properly do this, because in the case 
 supposed, the patrons of the school are united on this sub- 
 ject, and their tacit consent may be supposed to be given. 
 But place the same teacher over a school of Quaker chil- 
 dren, whose parents dislike forms and ceremonies of every 
 kind, in religion, and his duty would be changed altogeth- 
 er. So, if a Roman Catholic is entrusted with the instruc- 
 tion of a common district school, in a community composed 
 of many Protestant denominations, it would be plainly his 
 duty to avoid all influence, direct or indirect, over the 
 minds of his pupils, except in those religious sentiments 
 and opinions which are common to himself and all his em- 
 ployers. I repeat the principle. He is employed for a 
 specific purpose, and he has no right to wander from that 
 purpose, except as far as he can go, with the common consent 
 of his employers. 
 
 Now the common ground, on religious subjects, in this 
 country, is very broad. There are indeed, many princi- 
 ples, which are, in my view, essential parts of Christian- 
 
RELIGIOUS INFLUENCE. 157 
 
 ity, which are subjects of active discussion among us. But 
 setting these aside, there are other principles equally essen- 
 tial, in regard to which the whole community are agreed; 
 or at least, if there is a dissenting minority, it is so small, 
 that it is hardly to be considered. Let us look at some of 
 these principles. 
 
 1. Our community is agreed that there is a God. There 
 is probably not ar school in our country, where the parents 
 of the scholars would not wish to have the teacher, in his 
 conversation with his pupils, take this for granted, and al- 
 lude reverently and judiciously to that great Being, with 
 the design of leading them to realize his existence, and to 
 feel his authority. 
 
 2. Our community are agreed, that we are responsible 
 to God for all our conduct. Though some persons absurd- 
 ly pretend to believe, that the Being who formed this world, 
 if indeed they think there is any such Being, has left it 
 and its inhabitants to themselves, not inspecting their con- 
 duct, and never intending to call them to account, they 
 are too few among us to need consideration. A difference 
 of opinion on this subject, might embarrass the teacher in 
 France, and in other countries in Europe, but not here. 
 However negligent men may be in obeying God's com- 
 mands, they do almost universally in our country, admit 
 in theory, the authority from which they come; and be- 
 lieving this, the parent, even if he is aware that he him- 
 self does not obey these commands, chooses to have his 
 children taught to respect them. The teacher will thus 
 be acting with the consent of his employers, in almost any 
 part of our country, in endeavoring to influence his pupils 
 to perform moral duties, not merely from worldly motives, 
 nor from mere abstract principles of right and wrong, but 
 from regard to the authority of God. 
 
 3. The community are agreed, too, in the belief of the 
 immortality of the soul. They believe, almost without ex- 
 ception, that there is a future state of being, to which this 
 is introductory and preparatory, and almost every father 
 and mother in our country, wish to have their children 
 keep this in mind, and to be influenced by it, in all their 
 conduct. 
 
 14 
 
158 RELIGIOUS INFLUENCE. 
 
 4. The community are agreed, that we have a revelation 
 from htavwi. I believe there are very few instances where 
 the parents would not be glad to have the Bible read from 
 time to time, its geographical and historical meanings il- 
 lustrated, and its moral lessons brought to bear upon the 
 hearts and lives of their children. Of course, if the teach- 
 er is so unwise as to make such a privilege, if it were al- 
 lowed him, the occasion of exerting an influence, upon one 
 side or the other of some question which divides the com- 
 munity around him, he must expect to excite jealousy and 
 distrust, and to be excluded from a privilege, which he 
 might otherwise have been permitted freely to enjoy. 
 There may, alas! be some cases, where the use of the 
 Scriptures is altogether forbidden in school. But proba- 
 bly in almost every such case, it would be found, that it is 
 from fear of its perversion to sect or party purposes, and 
 not from any unwillingness to have the Bible used in the 
 way I have described. 
 
 5. The community are agreed in theory, that personal 
 attachment to the Supreme Being, is the duty of every hu- 
 man soul; and every parent, with exceptions so few that 
 they are not worth naming, wishes that his children should 
 cherish that affection, and yield their hearts to its influ- 
 ence. He is willing therefore that the teacher, of course 
 without interfering with the regular duties for the perform- 
 ance of which he holds his office, should, from time to time, 
 so speak of this duty, of God's goodness to men, of his 
 daily protection, and his promised favors, as to awaken, 
 if possible, this attachment, in the hearts of his children. 
 Of course, it is very easy for the teacher, if he is so dis- 
 posed, to abuse this privilege also. He can, under pre- 
 tence of awakening and cherishing the spirit of piety in 
 the hearts of his pupils, present the subject in such aspects 
 and relations, as to arouse the sectarian or denomination- 
 al feelings of some of his employers. But I believe if 
 this was honestly and fully avoided, there are few, if any, 
 parents, in our country, who would not be gratified to have 
 the great principle of love to God, manifest itself in the 
 instructions of the school-room, and showing itself, by its 
 genuine indications in the hearts and conduct of their 
 children. 
 
RELIGIOUS INFLUENCE. 159 
 
 6. The cormnujftity are agreed, not only in believing 
 that piety consists primarily, in love to God, but that the 
 life of piety is to be commenced by penitence for past sins, 
 and forgivene#9~,wr$O')ne way or other, through a Saviour. 
 I am aware that one class 'of theological writers, in the 
 heat of controversy, charge the other with believing that 
 Jesus Christ was nothing more nor less than a teacher of 
 religion, and there are unquestionably, individuals, who 
 take this view. But these individuals are few. There 
 are very few in our community, who do not in some sense, 
 look upon Jesus Christ as our Saviour, our Redeemer; 
 who do not feel themselves in some way, indebted to him, 
 for the offer of pardon. There may be, here and there, a 
 theological student, or a contributor to the columns of a 
 polemical magazine, who ranks Jesus Christ with Moses 
 and with Paul. But the great mass of the fathers and 
 mothers, of every name and denomination through all the 
 ranks of society, look up to the Saviour of sinners, with 
 something at least of the feeling, that he is the object of 
 extraordinary affection and reverence. I am aware how- 
 ever, that I am approaching the limit, which, in many 
 parts of our country, ought to bound the religious influ- 
 ence of the teacher in a public school; and on this sub- 
 ject, as on every other, he ought to do nothing directly or 
 indirectly, which would be displeasing to those who have 
 entrusted children to his care. 
 
 So much ground, it seems, the teacher may occupy, 
 by common consent, in New-England, and it certainly is 
 a great deal It may be doubted whether, after all our 
 disputes, there is a country in the world, whose inhabit- 
 ants have so much in common, in regard to religious be- 
 lief. There is, perhaps, no country in the world, where 
 the teacher may be allowed to do so much, towards lead- 
 ing his pupils to fear God, and to obey his commands, 
 with the cordial consent of parents, as he can here.* 
 
 * In speaking of this common ground, and in commenting upon it, 
 1 wish not to be understood that I consider these truths as compris- 
 ing all that is essential in Christianity. Very far from it. A full 
 expression of the Christian faith, would go far in advance of all 
 here presented. We must not confound however, what is essential to 
 
 
160 RELIGIOUS INFLUENCE. 
 
 The ground which I have been laying out, is common, 
 all over our country; in particular places, there will be, 
 even much more, that is common. Of course, the teacher, 
 in such cases, will be at much greater liberty. If a Ro- 
 man Catholic community establish a school, and appoint 
 a Roman Catholic teacher, he may properly, in his inter- 
 course with his scholars, allude, with commendation, to 
 the opinions and practices of that church. If a college is 
 established by the Methodist denomination, the teacher 
 of that institution may, of course, explain and enforce 
 there, the views of that society. Each teacher is confin- 
 ed only to those views which are common to the founders and 
 supporters of the particular institution, to which he is at- 
 tached. 
 
 I trust the principle which I have been attempting to 
 enforce, is fully before the reader's mind, namely, that 
 moral and religious instruction in a school, being in a 
 great degree extra-official, in its nature, must be carried 
 no farther than the teacher can go with the common con- 
 sent, either expressed or implied, of those who have found- 
 ed, and who support his school. Of course, if those 
 founders forbid it altogether, they have a right to do so, 
 and the teacher must submit. The only question that 
 can justly arise, is, whether, he will remain in such a 
 situation, or seek employment, where a door of useful- 
 ness, here closed against him, will be opened. While he 
 remains, he must honestly and fully submit to the wishes 
 of those, in whose hands Providence has placed the ulti- 
 mate responsibility of training up the children of his 
 school. It is only for a partial and specific purpose, that 
 they are placed under his care. 
 
 The religious reader may inquire, why I am so anxious 
 to restrain, rather than to urge on, the exercise of reli- 
 gious influence in schools. " There is far too little," 
 some one will say, " instead of too much, and teachers 
 need to be encouraged and led on in this duty, not to be 
 restrained from it." There is, indeed, far too little reli- 
 
 prepare the way for the forgiveness of sin, with what is essential that 
 a child should understand, in order to secure his penitence and for- 
 giveness. The former is a great deal ', the latter, very little. 
 
RELIGIOUS INFLUENCE. 161 
 
 gious influence exerted in common schools. What I have 
 said, has been intended to prepare the way for an increase 
 of it. My view of it is this: 
 
 If teachers do universally confine themselves to limits, 
 which I have been attempting to define, they may ac- 
 complish within these limits, a vast amount of good. By 
 attempting however, to exceed them, the confidence of 
 parents is destroyed or weakened, and the door is closed. 
 In this way, injury to a very great extent has been done 
 in many parts of our country. Parents are led to asso- 
 ciate with the very idea of religion, indirect and per- 
 haps secret efforts to influence their children, in a way 
 which they themselves would disapprove. They transfer 
 to the cause of piety itself, the dislike which was first 
 awakened by exceptionable means to promote it; and 
 other teachers, seeing these evil effects, are deterred from 
 attempting what they might easily and pleasantly accom- 
 plish. Before therefore, attempting to enforce the duty, 
 and to explain the methods of exerting religious influence 
 in school, I thought proper, distinctly to state, with what 
 restrictions, and within what limits, the work is to be 
 done. 
 
 There are many teachers who profess to cherish the 
 spirit, and to entertain the hopes of piety, who yet make 
 no effort whatever to extend its influence to the hearts 
 of their pupils. Others appeal sometimes to religious 
 truth, merely to assist them in the government of the 
 school. They perhaps bring it before the minds of dis- 
 obedient pupils, in a vain effort to make an impression 
 upon the conscience of one who has done wrong, and who 
 cannot by other means be brought to submission. But 
 the pupil, in such cases, understands, or at least he be- 
 lieves, that the teacher applies to religious truth, only to 
 eke out his own authority, and of course, it produces no 
 effect. Another teacher thinks he must, to discharge his 
 duty, give a certain amount weekly, of what he considers 
 religious instruction. He accordingly appropriates a reg- 
 ular portion of time to a formal lecture or exhortation, 
 which he delivers without regard to the mental habits of 
 
162 RELIGIOUS INFLUENCE. 
 
 thought and feeling which prevail among his charge. He 
 forgets that the heart must be led, not driven, to piety, 
 and that unless his efforts are adapted to the nature of 
 the minds he is acting upon, and suited to influence them> 
 he must as certainly fail of success, as when there is a 
 want of adaptedness between the means and the end in 
 any other undertaking whatever. 
 
 The arrangement which seems to me as well calculated 
 as any for the religious exercises of a school, is this: 
 
 I. In the morning open the school with a very short 
 prayer, resembling in its object and length, the opening 
 prayer in the morning, at Congregational churches. The 
 posture, which from four years' experience, I would re- 
 commend at this exercise, is sitting, with the heads reclined 
 upon the desks. The prayer, besides being short, should 
 be simple in its language, and specific in its petitions. A 
 degree of particularity and familiarity, which might be 
 improper elsewhere, is not only allowable here, but neces- 
 sary to the production of the proper effect. That the 
 reader may understand to what extent I mean to be un- 
 derstood to recommend this, I will subjoin a form, such 
 as in spirit I suppose such a prayer ought to be. 
 
 " Our Father in heaven, who has kindly preserved the pupils and 
 the teacher of this school during the past night, come and grant us 
 a continuance of thy protection and blessing during this day. We 
 cannot spend the day prosperously and happily without tliee. Come 
 then, and be in this school-room during this day. and help us all to 
 be faithful and successful in duty. 
 
 " Guide the teacher in all that he may do. Give him wisdom and 
 patience, and faithfulness. May he treat all his pupils with kindness ; 
 and if any of them should do any thing that is wrong, wilt thou help 
 him, gently but firmly to endeavor to bring him back to duty. May 
 he sympathize with the difficulties and trials of all, and promote the 
 present happiness, as well as the intellectual progress, of all who are 
 committed to his care. 
 
 " Take care of the pupils too. May they spend the day pleasantly 
 and happily together. Wilt thou who didst originally give us all our 
 powers, direct and assist us all, this day, in the use and improve- 
 ment of them. Remove difficulties from our path, and give us all, 
 fidelity and patience in every duty. Let no one of us destroy our 
 peace and happiness this day, by breaking any of thy commands, 
 or encouraging our companions, in sins or neglecting, in any 
 respect, our duty. We ask all in the name of our great Redeemer. 
 Amen." 
 
RELIGIOUS INFLUENCE. 163 
 
 Of course the prayer of each day will be varied, unless, 
 in special cases, the teacher prefers to read some form like 
 the above. But let every one be minute and particular, 
 relating especially to school, to school temptations, and 
 trials, and difficulties. Let every one be filled with ex- 
 pressions relating to school, so that it will bear upon every 
 sentence, the impression, that it is the petition of a teacher 
 and his pupils, at the throne of grace. 
 
 2. If the pupils can sing, there may be a single verse, 
 or sometimes two verses of some well known hymn, sung 
 after the prayer, at the opening of the school. Teachers 
 will find it much easier to introduce this practice, than it 
 would at first be supposed. In almost every school, there 
 are enough who can sing to begin, especially if the first 
 experiment is made in a recess, or before or after school; 
 and the beginning once made, the difficulty is over. If 
 but few tunes are sung, a very large proportion of the 
 scholars will soon learn them. 
 
 3. Let there be no other regular exercise until the close 
 of the afternoon school. When that hour has arrived, let 
 the teacher devote a very short period, five minutes per- 
 haps, to religious instruction, given in various ways. At 
 one time, he may explain and illustrate some important 
 truth. At another, read, and comment upon, a very short 
 portion of Scripture. jVt another, relate an anecdote, or 
 fact, which will tend to interest the scholars in the perform- 
 ance of duty. The teacher should be very careful not to 
 imitate on these occasions, the formal style of exhortation 
 from the pulpit. Let him use no cant and hackneyed 
 phrases, and never approach the subject of personal piety, 
 i. e. such feelings as penitence for sin, trust in God, 
 and love for the Saviour, unless his own heart is really, 
 at the time, warmed by the emotions which he wishes to 
 awaken in others. Children very easily detect hypocrisy. 
 They know very well, when a parent or teacher is talking 
 to them on religious subjects, merely as a matter of course, 
 for the sake of effect; and such constrained and formal 
 efforts never do any good. 
 
 Let then every thing which you do, in reference to this 
 subject, be done with proper regard to the character and 
 
164 RELIGIOUS INFLUENCE. 
 
 condition of the youthful mind, and in such a way as shall 
 be calculated to interest, as well as to instruct. A cold and 
 formal exhortation, or even an apparently earnest one, de- 
 livered in a tone of affected solemnity, will produce no 
 good effect. / Perhaps I ought not to say it will produce 
 no good effect: for good does sometimes result, as a sort 
 of accidental consequence, from almost any thing. I mean 
 it will have no effectual tendency to do good. You must 
 vary your method too, in order to interest your pupils. 
 Watch their countenances when you are addressing them, 
 and see if they look interested. If they do not, be as- 
 sured that there is something wrong, or at least something 
 ill-judged, or inefficient, in your manner of explaining the 
 truths which you wish tp have produce an effect upon their 
 minds. 
 
 That you may be prepared to bring moral and religious 
 truths before their minds in the way I have described, your 
 own mind must take a strong interest in this class of truths. 
 You must habituate yourself to look at the moral and re- 
 ligious aspects and relations of all that you see and hear. 
 When you are reading, notice such facts, and remember 
 such narratives, as you can turn to good account, in this 
 way. In the same way, treasure up in mind such occur- 
 rences as may come under your own personal observation, 
 when travelling, or when mixing with society. 
 
 That the spirit and manner of these religious exercises, 
 may be the more distinctly understood, I will give some 
 examples. 
 
 Let us suppose then that the hour for closing school has 
 come. The books are laid aside; the room is still; the 
 boys expect the few words which the teacher is accustom- 
 ed to address to them, and looking up to him, they listen 
 to hear what he has to say. 
 
 " You may take your Bibles. 
 
 The boys, by a simultaneous movement, open their 
 desks, and take from them their copies of the sacred 
 volume. 
 
 " What is the first book of the New Testament? " 
 
 " Matthew: " they all answer, at once. 
 
 "The second?" " Mark." " The third? " Luke." 
 
RELIGIOUS INFLUENCE. 165 
 
 " The next? " " John." " The next? " (< The Acts." 
 " The next?" 
 
 Many answer, " Romans." 
 
 " The next?" 
 
 A few voices say, faintly and with hesitation, " First of 
 Corinthians." 
 
 fi I perceive your answers become fainter and fainter. 
 Do you know what is the last book of the New Testa- 
 ment?" 
 
 The boys answer promptly, "Revelations." 
 
 " Do you know what books are between the Acts and 
 the book of Revelation?" 
 
 Some say, t{ No sir; " some begin to enumerate such 
 books as occur to them, and some perhaps begin to name 
 them promptly, and in their regular order. 
 
 "I do not mean," interrupts the teacher, "the names 
 of the books, but the kinds of books." 
 
 The boys hesitate. 
 
 11 They are epistles or letters. Do you know who wrote 
 the letters?" 
 
 < Paul," " Peter," answer many voices at once. 
 
 " Yes, there were several writers. Now the point which 
 I wish to bring before you is this; do you know in what 
 order, I mean on what principles, the books are arranged?" 
 
 " No sir; " is the universal reply. 
 
 cc I will tell you. First come all Paul's epistles. If 
 you turn over the leaves of the Testament, you will see 
 that Paul's letters are all put together, after the book of 
 the Acts; and what I wish you to notice is, that they are 
 arranged in the order of their length. The longest comes 
 first, and then the next, and so on to the shortest, which 
 is the epistle to Philemon. This of course, comes last 
 " No; I am wrong in saying it is the last of Paul's Epis- 
 tles, there is one more, to the Hebrews; and this comes 
 after all the others, for there has been a good deal of dis- 
 pute whether it was really written by Paul. You will see 
 that his name is not at the beginning of it, as it is in his 
 other epistles: so it was put last." 
 
 "Then comes the epistle of James. Will you see 
 whether it is longer than any that come after it? " The 
 
166 RELIGIOUS INFLUENCE. 
 
 boys, after a minute's examination, answer, " Yes sir," 
 "Yes sir." 
 
 " What comes next? " 
 
 " The epistles of Peter." 
 
 cc Yes; and you will see that the longest of Peter's 
 epistles is next in length to, that of James': And indeed 
 all his are arranged in the order of their length." 
 
 " Yes sir." 
 
 " What comes next? " 
 
 " John's." 
 
 11 Yes, and they arranged in the order of their length. 
 Do you now understand the principles of the arrangement 
 of the epistles? " 
 
 " Yes sir." 
 
 (( I should like to have any of you who are interested 
 in it, try to express this principle in a few sentences, on 
 paper, and lay it on my desk to-morrow, and I will read 
 what you write. You will find it very difficult to express 
 it. Now you may lay aside your books. It will be pleas- 
 anter for you if you do it silently." 
 
 Intelligent children will be interested even in so simple a 
 point as this, much more interested than a maturer mind, 
 unacquainted with the peculiarities of children, would sup- 
 pose. By bringing up, from time to time, some such liter- 
 ary inquiry as this, they will be led insensibly to regard 
 the Bible as opening a field for interesting intellectual re- 
 search, and will more easily be led to study it. 
 
 At another time, the teacher spends his five minutes in 
 aiming to accomplish a very different object. I will sup- 
 pose it to be one of those afternoons, when all has gone 
 smoothly and pleasantly, in school. There has been 
 nothing to excite strong interest or emotion; and there 
 has been, (as every teacher knows there sometimes will 
 be,) without any assignable cause which he can perceive, 
 a calm, and quiet, and happy spirit, diffused over the minds 
 and countenances of the little assembly. His evening 
 communication should accord with this feeling, and he 
 should make it the occasion to promote those pure and 
 hallowed emotions in which every immortal mind must 
 find its happiness, if it is to enjoy any, worth possessing. 
 
RELIGIOUS INFLUENCE. 167 
 
 When all is still, the teacher addresses his pupils as fol- 
 lows. 
 
 " I have nothing but a simple story to tell you to-night. 
 It is true, and the fact interested me very much when 1 
 witnessed it, but I do not know that it will interest you 
 now, merely to hear it repeated. It is this: 
 
 " Last vacation, I was travelling in a remote and thinly 
 settled country, among the mountains, in another state; I 
 was riding with a gentleman on an almost unfrequented 
 road. Forests were all around us, and the houses were 
 small and very few. 
 
 " At length, as we were passing a humble and solitary 
 dwelling, the gentleman said to me, * There is a young 
 woman sick in this house; should you like to go in and 
 see her?' e Yes sir, 5 said I, ( very much. She can have 
 very few visitors I think, in this lonely place, and if you 
 think she would like to see us, I should like to go. 3 
 
 "We turned our horses towards the door, and as we 
 were riding up, I asked what was the matter with the 
 young woman. 
 
 Cf c Consumption,' the gentleman replied, * and I sup- 
 pose shejyill not live long. 5 
 
 " At that moment we dismounted and entered the house. 
 It was a very pleasant summer 5 s afternoon, and the door 
 was open. We entered and were received by an elderly 
 lady, who seemed glad to see us. In one corner of the 
 room was a bed, on which was lying the patient whom we 
 had come to visit. She was pale and thin in her counte- 
 nance, but there was a very calm and happy expression 
 beaming in her eye. I went up to her bedside and asked 
 her how she did. 
 
 C I talked with her some time, and found that she was a 
 Christian. She did not seem to know whether she would 
 get well again or not, and in fact, she did not seem to care 
 much about it. She was evidently happy then, and be- 
 lieved she should continue so. She had been penitent for 
 her sins, and sought and obtained forgiveness, and enjoy- 
 ed, in her loneliness, not only the protection of God, but 
 also his presence in her heart, diffusing peace and happi- 
 ness there. When I came into the house, I said to my- 
 
168 RELIGIOUS INFLUENCE. 
 
 self, ' I pity, 1 am sure, a person who is confined by 
 sickness in this lonely place, with nothing to interest or 
 amuse her;' but when I came out, I said to myself, I do 
 not pity her at all.' 
 
 Never destroy the effect of such a communication as 
 this, by attempting to follow it up with an exhortation, or 
 with general remarks, vainly attempting to strengthen the 
 impression. 
 
 Never, do I say ? Perhaps there may be some excep- 
 tions. But children are not reached by formal exhorta- 
 tions; their hearts are touched and affected in other ways. 
 ! Sometimes you must reprove, sometimes you must con- 
 demn. But indiscriminate and perpetual harangues about 
 j the guilt of impenitence, and earnest entreaties to begin a 
 life of piety, only harden the hearts they are intended to 
 soften, and consequently confirm those who hear them in 
 the habits of sin. 
 
 In the same way a multitude of other subjects, infinite in 
 number and variety, may be brought before your pupils 
 at stated seasons for religious instruction. It is unneces- 
 sary to give any more particular examples, but still it may 
 not be amiss to suggest a few general principles, which 
 ought to guide those who are addressing the young, on 
 every subject, and especially on the subject of religion. 
 
 1. Make no effort to simplify language. Children always 
 observe this, and are always displeased with it, unless they 
 are very young; and it is not necessary. They can under- 
 stand ordinary language well enough, if the subject is with- 
 in their comprehension, and treated in a manner adapted 
 to their powers. If you doubt whether children can un- 
 derstand language, tell such a story as this, with ardor of 
 tone and proper gesticulation, to a child only two or three 
 years old; 
 
 " I saw an enormous dog in the street the other day. 
 He was sauntering along slowly, until he saw a huge piece 
 of meat lying down on the ground. He grasped it instant- 
 ly between his teeth and ran away with all speed, until he 
 disappeared around a corner so that I could see him no 
 more." 
 
 In such a description, there is a large number of words 
 
RELIGIOUS INFLUENCE. 169 
 
 which such a child would not understand if they stood 
 alone, but the whole description would be perfectly intel- 
 ligible. The reason is, the subject is simple; the facts 
 are such as a very little child would be interested in; and 
 the connexion of each new word, in almost every instance, 
 explains its meaning. That is the way by which children 
 learn all language. They learn the meaning of words, 
 not by definitions, but by their connexion in the sentences 
 in which they hear them; and by long practice, they ac- 
 quire an astonishing facility of doing this. 'Tis true 
 they sometimes mistake, but not often, and the teacher of 
 children of almost any age, need not be afraid that he shall 
 not be understood. There is no danger from his using 
 the language of men, if his subject, and the manner in 
 which he treats it, and the form and structure of his sen- 
 tences are what they ought to be. Of course there may 
 be cases, in fact there often will be cases, where particu- 
 lar words will require special explanation, but they will be 
 comparatively few, and instead of making efforts to avoid 
 them, it will be better to let them come. The pupils will 
 be interested and profited by the explanation. 
 
 Perhaps some may ask what harm it will do, to simplify 
 language, when talking to children. "It certainly can 
 do no injury," they may say, " and it diminishes all pos- 
 sibility of being misunderstood." It does injury in at least 
 three ways. 
 
 (1.) It disgusts the young persons to whom it is address- 
 ed, and prevents their being interested in what is said. 
 I once met two children twelve years of age, who had 
 just returned from hearing a very able discourse, deliv- 
 ered before a number of sabbath schools, assembled on 
 some public occasion. " How did you like the discourse?" 
 said I. 
 
 " Very well indeed," they replied, (t only," said one of 
 them, smiling, "he talked to us as if we were all little 
 children." 
 
 Girls and boys however young, never consider them- 
 selves little children, for they can always look down upon 
 some younger than themselves. They are mortified, when 
 treated as though they could not understand what is really 
 
 10 
 
170 RELIGIOUS INFLUENCE. 
 
 within the reach of their faculties. They do not like to 
 have their powers underrated ; and they are right in this 
 feeling. It is common to all, old and young. 
 
 (2.) Children are kept back in learning language, if 
 their teacher makes effort to come down, as it is called, to 
 their comprehension in the use of words. Notice that I 
 say, in the use of words, for as I shall show presently, it is 
 absolutely necessary to come down to the comprehension 
 of children, in some other respects. If however, in the 
 use of words, those who address children, confine them- 
 selves to such words as children already understand, how 
 are they to make progress in that most important of all 
 studies, the knowledge of language. Many a mother keeps 
 back her child, in this way, to a degree that is hardly con- 
 ceivable ; thus doing all in her power to perpetuate in the 
 child an ignorance of its mother tongue. 
 
 Teachers ought to make constant efforts to increase their 
 scholars' stock of words, by using new ones from time to 
 time, taking care to explain them when the connexion does 
 not do it for them: So that instead of coming down to the 
 language of childhood, he ought rather to go as far away 
 from it, as he possibly can, without leaving his pupils be- 
 hind him. 
 
 (3.) But perhaps the greatest evil of this practice is, it 
 satisfies the teacher. He thinks he addresses his pupils 
 in the right manner, and overlooks, altogether, the real 
 peculiarities, in which the power to interest the young de- 
 pends. He talks to them in simple language, and wonders 
 why they are not interested. He certainly is plain enough. 
 He is vexed with them for not attending to what he says, 
 attributing it to their dulness or regardlessness of all that 
 is useful or good, instead of perceiving that the great dif- 
 ficulty is his own want of skill. These three evils are suf- 
 ficient to deter the teacher from the practice. 
 
 2. Present your subject not in its general views, but in 
 its minute details. This is the great secret of interesting 
 the young. Present it in its details, and in its practical 
 exemplifications; do this with any subject whatever, and 
 children will always be interested. 
 
 To illustrate this, let us suppose two teachers, wishing 
 
RELIGIOUS INFLUENCE. 171 
 
 to explain to their pupils the same subject, and taking the 
 following opposite methods of doing it. One, at the close 
 of school, addresses his charge as follows; 
 
 " The moral character of any action, that is, whether it 
 is right or wrong, depends upon the motives with which it 
 is performed. Men look only at the outward conduct, but 
 God looks at the heart. In order now that any action 
 should be pleasing to God, it is necessary it should be per- 
 formed from the motive of a desire to please him. 
 
 <c Now there are a great many other motives of action 
 which prevail among mankind, besides this right one. 
 There is love of praise, love of money, affection for 
 friends, &c." 
 
 By the time the teacher has proceeded thus far, he finds, 
 as he looks around the room, that the countenances of his 
 pupils are assuming a listless and inattentive air. One is 
 restless in his seat, evidently paying no attention. Anoth- 
 er has reclined his head upon his desk, lost in a reverie, 
 and others are looking round the room, at one another, or 
 at the door, restless and impatient, hoping the dull lecture 
 will soon be over. 
 
 The other teacher says; 
 
 C I have thought of an experiment I might try, which 
 would illustrate to you a very important subject. Suppose 
 I should call one of the boys, A., to me, and should say 
 to him; c I want you to go to your seat and transcribe for 
 me a piece of poetry, as handsomely as you can. If it is 
 written as well as you can possibly write it, I will give you 
 25 cents.' Suppose I say this to him privately, so that 
 none of the rest of the boys can hear, and he goes to take 
 his seat, and begins to work. You perceive that I have 
 presented to him a motive to exertion." 
 
 " Yes sir," say the boys, all looking with interest at 
 the teacher, wondering how this experiment is going to 
 end. 
 
 " Well, what would that motive be?" 
 
 " Money." "The quarter of a dollar." " Love of 
 money, "or perhaps other answers are heard, from the 
 various parts of the room. 
 
 "Yes, love of money, it is called. Now suppose I 
 
172 RELIGIOUS INFLUENCE. 
 
 should call another boy, one with whom I was particular- 
 ly acquainted, and, who, I should know would make an 
 effort to please me, and should say to him, ' For a partic- 
 ular reason, I want you to copy this poetry' giving him 
 the same ' I wish you to copy it handsomely, for I wish 
 to send it away, and have not time to copy it myself. Can 
 you do it as well as not?' 
 
 " Suppose the boy should say he could, and should take 
 it to his seat, and begin; neither of the boys knowing what 
 the other was doing. I should now have offered to this 
 second boy a motive. Would it be the same with the 
 other? " 
 
 "No sir." 
 
 " What was the other? " 
 
 " Love of money." 
 
 " What is this? " 
 
 The boys hesitate. 
 
 "It might be called," continues4he teacher, "friend- 
 ship. It is the motive of a vast number of the actions 
 which are performed in this world. 
 
 " Do you think of any other common motive of action, 
 besides love of money and friendship? " 
 
 " Love of honor," says one " fear," says another. 
 
 " Yes," continues the teacher, "both these are com- 
 mon motives. I might, to exhibit them, call two more 
 boys, one after the other, and say to the one, I will thank 
 you to go and copy this piece of poetry as well as you can. 
 I want to send it to the school committee as a specimen 
 of improvement made in this school. 
 
 "To the other, I might say; 'you have been a care- 
 less boy to-day ; you have not got your lessons well. Now 
 take your seat, and copy this poetry. Do it carefully. 
 Unless you take pains, and do it as well as you possibly 
 can, I shall punish you severely, before you go home.' 
 
 " How many motives have I got now? Four, I be- 
 lieve." 
 
 " Yes sir," say the boys. 
 
 " Love of money, friendship, love of honor, and fear. 
 We called the first boy A. ; let us call the others, B. C. 
 and D. ; no, we shall remember better to call them by the 
 
RELIGIOUS INFLUENCE. 173 
 
 name of their motives. We will call the first, M. for mo- 
 ny; the second, F. for friendship; the third, H. for hon- 
 or; and the last F. ; we have got an F. already; what 
 shall we do? On the whole, it is of no consequence, we 
 will have two F.'s, we shall remember not to confound 
 them. 
 
 " But there are a great many other motives entirely dis- 
 tinct from these. For example, suppose I should say to 
 a fifth boy, ' Will you copy this piece of poetry? it belongs 
 to one of the little boys in school: he wants a copy of it, 
 and I told him I would try to get some one to copy it for 
 him.' This motive now would be benevolence; that is, if 
 the boy, who was asked to copy it, was not particularly 
 acquainted with the other, and did it chiefly to oblige him. 
 We will call this boy B. for Benevolence. 
 
 " Now suppose I call a sixth boy, and say to him, ' I 
 have set four or five boys to work, copying this piece of 
 poetry; now I want you to set down and see if you can- 
 not do it better than any of them. No one of them knows 
 that any other is writing, except you, but after the others 
 are all done, I will compare them and see if yours is not 
 the best.' This would be trying to excite emulation. We 
 must call this boy then, E. But the time I intended to 
 devote to talking with you on this subject for to-day, is 
 expired. Perhaps, to-morrow, I will take up the subject 
 again." 
 
 The reader now will observe that the grand peculiarity 
 of the instructions given by this last teacher, as distinguish- 
 ed from those of the first, consists in this; that the parts 
 of the subject are presented in detail, and in particular 
 exemplification. In the first case, the whole subject was 
 despatched in a single, general, and comprehensive des- 
 cription; in the latter, it is examined minutely, one point 
 being brought forward at a time. The discussions are 
 enlivened too, by meeting and removing such little diffi- 
 culties, as will naturally come up, in such an investigation. 
 Boys and girls will take an interest in such a lecture ; they 
 will regret to have it come to a conclusion, and will give 
 their attention when the subject is again brought forward, 
 on the following day. Let us suppose the time for continu- 
 15* 
 
174 RELIGIOUS INFLUENCE. 
 
 ing the exercise to have arrived. The teacher resumes 
 the discussion thus. 
 
 " I was talking to you yesterday about the motives of 
 action; how many had I made? " 
 
 Some say, " Four," some " Five," some " Six." 
 
 " Can you name any of them? " 
 
 The boys attempt to recollect them, and they give the 
 names in the order in which they accidentally occur to the 
 various individuals. Of course, the words Fear, Emula- 
 tion, Honor, Friendship, and others, come in confused and 
 irregular sounds, from every part of the school-room. 
 
 11 You do not recollect the order," says the teacher, 
 " and it is of no consequence, for the order I named was 
 only accidental. Now to go on with my account; sup- 
 pose all these boys to sit down, and go to writing, each 
 one acting under the impulse of the motive which had 
 been presented to him individually. But in order to make 
 the supposition answer my purpose, I must add two other 
 cases. I will imagine that one of these boys is called 
 away, a few minutes, and leaves his paper on his desk, and 
 that another boy, of an ill-natured and morose disposition, 
 happening to pass by and see his paper, thinks he will sit 
 down and write upon it a few lines, just to plague and vex 
 the one who was called away. We will also suppose that 
 I call another boy to me, who, I have reason to believe, is 
 a sincere Christian, and say to him, ' Here is a new duty 
 for you to perform this afternoon. This piece of poetry 
 is to be copied; now do it carefully and faithfully. You 
 know that this morning you committed yourself to God's 
 care during the day ; now remember he has been watching 
 you all the time, thus far, and he will be noticing you all 
 the time you are doing this; he will be pleased if you do 
 your duty faithfully.' 
 
 " The boys thus all go to writing. Now suppose a 
 stranger should come in, and seeing them all busy, should 
 say to me, 
 
 " ' What are all these boys doing? ' 
 
 " l They are writing. 5 
 
 " ' What are they writing?,' 
 
 " * They are writing a piece of poetry.* 
 
RELIGIOUS INFLUENCE. 175 
 
 " e They seem to be very busy; they are very industri- 
 ous, good boys.' 
 
 " 'Oh no! it is not by any means certain that they are 
 good boys.' 
 
 " ' I mean that they are good boys now; that they are 
 doing right at this time. 9 
 
 " ' T/iat is not certain; some of them are doing right 
 and some are doing very wrong; though they are all writ- 
 ing the same piece of poetry.' 
 
 "The stranger would perhaps look surprised while I 
 said this, and would ask an explanation, and I might 
 properly reply as follows. 
 
 " ' Whether the boys are, at this moment, doing right, 
 or wrong, depends not so much upon what they are doing, 
 as upon the feelings of the heart with which they are doing 
 it. I acknowledge that they are all doing the same thing 
 outwardJy, they are all writing the same extract, and 
 they are all doing it attentively and carefully, but they 
 are thinking of very different things.' 
 
 " ' What are they thinking of? ' 
 
 " ' Do you see that boy?' 1 might say, pointing to one 
 of them. 'His name is M.' He is writing for money. 
 He is saying to himself all the time, ' I hope I shall get 
 the quarter of a dollar.' He is calculating what he shall 
 buy with it, and every good or bad letter that he makes, 
 he is considering the chance whether he shall succeed or 
 fail in obtaining it.' 
 
 " 'What is the next boy to him thinking of?' 
 
 cc ' His name is B. He is copying to oblige a little fel- 
 low, whom he scarcely knows, and is trying to make his 
 copy handsome so as to give him pleasure. He is think- 
 ing how gratified his schoolmate will be when he receives 
 it, and is forming plans to get acquainted with him.' 
 
 " ' Do you see that boy in the back seat. He has ma- 
 liciously taken another boy's place just to spoil his wort 
 He knows too that he is breaking the rules of the school, 
 in being out of his place, but he stays, notwithstanding, and 
 is delighting himself with thinking how disappointed and 
 sad his schoolmate will be, when he comes in and finds 
 his work spoiled, because he was depending on doing it 
 all himself.' 
 
176 RELIGIOUS INFLUENCE. 
 
 " f I see,' the stranger might say by this time, f that 
 there is a great difference among these boys; have you 
 told me about them all? 5 
 
 " 'No,' I might reply, c there are several others. I will 
 only mention one more. He sits in the middle of the sec- 
 ond desk. He is writing carefully, simply because he 
 wishes to do his duty and please God. He thinks that God 
 is present, and loves him, and takes care of him, and he is 
 obedient and grateful in return. I do not mean that he is 
 all the time thinking of God, but love to him is his motive 
 of effort.' 
 
 " Do you see now, boys, what I mean to teach you by 
 this long supposition?" 
 
 " Yes sir." 
 
 "I presume you do. Perhaps it would be difficult for 
 you to express it in words, I can express it in general 
 terms, thus, 
 
 fe Our characters depend not on what we do, but on the 
 spirit and motive with which we do it. What I have been 
 saying throws light upon one important verse in the Bible, 
 which I should like to have read. James have you a Bi- 
 ble in your desk?" 
 
 " Yes sir." 
 
 " Will you turn to 1 Samuel xvi: 7. and then rise and 
 read it. Read it loud, so that all the school can hear." 
 
 James reads as follows. 
 
 " MAN LOOKETH ON THE OUTWARD APPEARANCE, BUT 
 GOD LOOKETH ON THE HEART." 
 
 This is the way to reach the intellect and the heart of 
 the young. Go into detail. Explain truth and duty, not 
 in an abstract form, but exhibit it, in actual and living 
 examples. 
 
 (3.) Be very cautious how you bring in the awful sanc- 
 tions of religion, to assist you directly, in the discipline of 
 your school. You will derive a most powerful indirect 
 assistance, from the influence of religion in the little com- 
 munity which you govern. But this will be, through the 
 prevalence of its spirit in the hearts of your pupils, and 
 not from any assistance which you can usually derive from 
 it in managing particular cases of transgression. Many 
 
RELIGIOUS INFLUENCE 177 
 
 teachers make great mistakes in this respect. A bad boy, 
 who has done something openly and directly subversive of 
 the good order of the school, or the rights of his compan- 
 ions, is called before the master, who thinks that the most 
 powerful weapon to wield against him is the Bible. So 
 while the trembling culprit stands before him, he adminis- 
 ters to him a reproof, which consists of an almost ludicrous 
 mixture of scolding, entreaty, religious instruction, and 
 threatening of punishment. But such an occasion as this is 
 no time to touch a bad boy's heart. He is steeled, at such 
 a moment, against any thing but mortification, and the de- 
 sire to get out of the hands of the master; and he has an 
 impression, that the teacher appeals to religious principles, 
 only to assist him to sustain his own authority. Of course, 
 religious truth, at such a time, can make no good impres- 
 sion. There may be exceptions to this rule. There doubt- 
 less are. I have found some; and every successful teacher 
 who reads this, will probably call some to mind, some 
 which have occurred in the course of his own experience. 
 I am only speaking of what ought to be the general rule, 
 which is, to reserve religious truths for moments of a dif- 
 ferent character altogether. Bring the principles of the 
 Bible forward when the mind is calm, when the emotions 
 are quieted, and all within is at rest; and in exhibiting 
 them, be actuated not by a desire to make your duties of 
 government easier, but to promote the real and permanent 
 happiness of your charge. 
 
 (4.) Do not be eager to draw from your pupils, an ex- 
 pression of their personal interest in religious truth. Lay 
 before them, and enforce, by all the means in your pow- 
 er, the principles of Christian duty, but do not converse 
 with them for the purpose of gratifying your curiosity in 
 regard to their piety, or your spiritual pride by counting up 
 the numbers of those who have been led to piety by your 
 influence. Beginning to act from Christian principles is 
 the beginning of a new life, and it may be an interesting 
 subject of inquiry to you, to ascertain how many of your 
 pupils have experienced the change. But, in many cases, 
 it would merely gratify curiosity to know. There is no 
 question too, that in very many instances, the faint glim- 
 
178 RELIGIOUS INFLUENCE. 
 
 mering of religious interest, which would have kindled into 
 a bright flame, is extinguished at once and perhaps for 
 ever, by the rough inquiries of a religious friend. Besides 
 if you make inquiries, and form a definite opinion of your 
 pupils, they will know that this is your practice, and many 
 a one will repose in the belief that you consider him or her 
 a Christian, and you will thus increase the number, already 
 unfortunately too large, of those, who maintain the form 
 and pretences of piety, without its power; whose hearts 
 are filled with self-sufficiency and spiritual pride, and per- 
 haps zeal for the truths and external duties of religion, 
 while the real spirit of piety has no place there. They 
 trust to some imaginary change, long since passed by, 
 and which has proved to be spurious by its failing of its 
 fruits. The best way, in fact the only way, to guard 
 against this danger, especially with the young, is to show, 
 by your manner of speaking and acting on this subject, at 
 all times, that you regard a truly religious life, as the only 
 evidence of piety; and that consequently, however much 
 interest your pupils may apparently take in religious in- 
 struction, they cannot know, and you cannot know, whether 
 Christian principle reigns within them, in any other way 
 than by following them through life and observing how, 
 and with what spirit, the various duties of it are performed. 
 There are very many fallacious indications of piety; so 
 fallacious and so plausible, that there are very few, even 
 among intelligent Christians, who are not often greatly de- 
 ceived. " By their fruits ye shall know them," said the 
 Saviour, a direction sufficiently plain, one would think, 
 and pointing to a test, sufficiently easy to be applied. But 
 it is slow and tedious work to wait for fruits; and we ac- 
 cordingly seek a criterion, which will help us quicker to a 
 result. You see your pupil serious ,arid thoughtful. It is 
 well: but it is not proof of piety. You see him deeply 
 interested when you speak of his obligations to his Maker, 
 and the duties he owes to him. This is well; but it is no 
 proof of piety. You know he reads his Bible daily and 
 offers his morning and evening prayers. When you speak 
 to him of God's goodness, and of his past ingratitude, his 
 bosom heaves with emotion, and the tear stands in his eye. 
 
RELIGIOUS INFLUENCE. 179 
 
 It is all well. You may hope that he is going to devote his 
 life to the service of God. But you cannot know; you 
 cannot even believe, with any great confidence. These 
 appearances are not piety. They are not conclusive evi- 
 dences of it. They are only, in the young, faint grounds 
 of hope, that the genuine fruits of piety will appear. 
 
 I am aware that there are many persons, so habituated 
 to judging with confidence of the piety of others, from 
 some such indications as I have described, that they will 
 think I carry my cautions to the extreme. Perhaps I do; 
 but the Saviour said, " By their fruits ye shall know them," 
 and it is safest to follow his direction. 
 
 By the word fruits, however, our Saviour unquestion- 
 ably does not mean, the mere moral virtues of this life. 
 The fruits to be looked at, are the fruits of piety, that is, 
 indications of permanent attachment to the Creator, and 
 a desire to obey his commands. We must look for these. 
 
 There is no objection to your giving particular individ- 
 uals special instruction, adapted to their wants and cir- 
 cumstances. You may do this, by writing, or in other 
 ways, but do not lead them to make up their minds fully 
 that they are Christians, in such a sense as to induce them 
 to feel that the work is done. Let them understand that 
 becoming a Christian is beginning a work, not finishing it. 
 Be cautious how you form an opinion even yourself on the 
 question of the genuineness of their piety. Be content 
 not to know. You will be more faithful and watchful if 
 you consider it uncertain, and they will be more faithful 
 and watchful too. 
 
 (5.)^ Bririg^ very fully aryJ. frequently, before your pupils 
 the practical duties of religion in all their details, espe- 
 cially their duties at home; to their parents and to their 
 brothers and sisters. Do not, however, allow them to mis- 
 take morality for religion. Show them clearly what piety 
 is, in its essence, and this you can do most successfully by 
 exhibiting its effects. 
 
 (6.) Finally let me insert as the keystone of all that I 
 have been saying in this chapter, be sincere, and ardent, 
 and consistent, in your own piety. The whole structure 
 which I have been attempting to build, will tumble into 
 
180 RELIGIOUS INFLUENCE 
 
 ruins without this. Be constantly watchful and careful, 
 not only to maintain intimate communion with God, and 
 to renew it daily in your seasons of retirement, but guard 
 your conduct. Let piety control and regulate it. Show 
 your pupils that it makes you amiable, patient, forbearing, 
 benevolent in little things, as well as in great things, and 
 your example will co-operate with your instructions, and 
 allure your pupils to walk in the paths which you tread. 
 But no clearness and faithfulness in religious teaching will 
 atone for the injury which a bad example will effect. 
 Conduct speaks louder than words, and no persons are 
 more shrewd than the young, to discover the hollowness 
 of empty professions, and the heartlessness of mere pre- 
 tended interest in their good. 
 
 I am aware that this book may fall into the hands of 
 some, who may take little interest in the subject of this 
 chapter. To such I may perhaps owe an apology, for 
 having thus fully discussed a topic, in which only a part 
 of my readers can be supposed to be interested. My 
 apology is this. It is obvious and unquestionable that we 
 all owe allegiance to the Supreme. It is so obvious and 
 unquestionable, as to be entirely beyond the necessity of 
 proof, for it is plain that nothing but such a bond of union, 
 can keep the peace, among the millions of distinct intelli- 
 gences with which the creation is filled. It is therefore 
 the plain duty of every man, to establish that connexion 
 between himself and his Maker, which the Bible requires, 
 and to do what he can to bring others to the peace and 
 happiness of piety. These truths are so plain that they 
 admit of no discussion and no denial, and it seems to me 
 highly unsafe, for any man to neglect or to postpone the 
 performance of the duty which arises from them. A still 
 greater hazard is incurred, when such a man having forty 
 or fifty fellow beings almost entirely under his influence, 
 leads them, by his example, away from their Maker, and 
 so far, that he must in many cases hopelessly confirm the 
 separation. With these views I could not, when writing 
 on the duties of a teacher of the young, refrain from bring- 
 ing distinctly to view, this which has so imperious a claim. 
 
CHAPTER VI. 
 
 THE MT. VERNON SCHOOL. 
 
 THERE is perhaps no way, by which teachers can, in a 
 given time, do more to acquire a knowledge of their art, 
 and an interest in it, than by visiting each others' schools. 
 
 It is not always the case, that any thing is observed by 
 the visiter, which he can directly and wholly introduce into 
 his own school; but what he sees, suggests to him modifi- 
 cations or changes, and it gives him, at any rate, renew- 
 ed strength and resolution in his work, to see how similar 
 objects are accomplished, or similar difficulties removed, 
 by others. I have often thought, that there ought on this 
 account, to be far greater freedom and frequency in the 
 interchange of visits, than there is. 
 
 Next, however, to a visit to a school, comes the reading 
 of a vivid description of it. I do not mean a cold, theo- 
 retical exposition of the general principles of its manage- 
 ment and instruction, for these are essentially the same, 
 in all good schools. I mean a minute account of the plans 
 and arrangements by which these general principles are 
 applied. Suppose twenty, of the most successful teachers 
 in New England would write such a description, each of 
 his own school, how valuable would be the volume which 
 should contain them! 
 
 With these views, I have concluded to devote one chap- 
 ter to a description of the school which has been for four 
 years under my care. The account was originally pre- 
 pared and printed, but not published, for the purpose of 
 distribution among the scholars, simply because this seem- 
 ed to be the easiest and surest method of making them, 
 on their admission to the school, acquainted with its ar- 
 
 16 
 
182 MT. VERNON SCHOOL 
 
 rangements and plans. It is addressed, therefore, through- 
 out, to a pupil, and I preserve its original form, as, by its 
 being addressed to pupils, and intended to influence them, 
 it is an example of the mode of address, and the kind of in- 
 fluence recommended in this work. It was chiefly design- 
 ed for new scholars; a copy of it was presented to each, 
 on the day of her admission to the school, and it was made 
 her first duty to read it attentively. 
 
 The system which it describes is one, which gradually 
 grew up in the institution under the writer's care. The 
 school was commenced with a small number of pupils, and 
 without any system or plan whatever, and the one here de- 
 scribed, was formed insensibly and by slow degrees, through 
 the influence of various and accidental circumstances. I 
 have no idea that it is superior to the plans of govern- 
 ment and instruction adopted in many other schools. It is 
 true that there must necessarily be some system in every 
 large school; but various instructers will fall upon different 
 principles of organization, which will naturally be such as 
 are adapted to the habits of thought and manner of instruc- 
 tion of their respective authors, and consequently each will 
 be best for its own place. While, therefore, some system, 
 some methodical arrangement, is necessary in all schools, 
 it is not necessary that it should be the same in all. It 
 is not even desirable that it should be. I consider this 
 plan, as only one among a multitude of others, each of 
 which will be successful, not by the power of its intrinsic 
 qualities, but just in proportion to the ability and faithful- 
 ness with which it is carried into effect. 
 
 There may be features of this plan, which teachers who 
 may read it, may be inclined to adopt. In other cases sug- 
 gestions may occur to the mind of the reader, which may 
 modify in some degree his present plans. Others may 
 merely be interested in seeing how others effect, what they, 
 by easy methods, are equally successful in effecting. 
 
 It is in these, and similar ways, that I have often myself 
 been highly benefited in visiting schools, and in reading 
 descriptions of them ; and it is for such purposes, that I in- 
 sert the account here. 
 
MT. VERNON SCHOOL 183 
 
 TO A NEW SCHOLAR, ON HER ADMISSION TO THE 
 MT. VERNON SCHOOL. 
 
 As a large school is necessarily somewhat complicated 
 in its plan, and as new scholars usually find that it requires 
 some time, and gives them no little trouble, to understand 
 the arrangements they find in operation here, I have con- 
 cluded to write a brief description of these arrangements, 
 by help of which, you will, I hope, the sooner feel at home 
 in your new place of duty. That I may be more distinct 
 and specific, I shall class what I have to say, under sepa- 
 rate heads. 
 
 I. YOUR PERSONAL DUTY. 
 
 Your first anxiety as you come into the school-room, and 
 take your seat among the busy multitude, if you are con- 
 scientiously desirous of doing your duty, will be, lest, igno- 
 rant as you are of the whole plan and of all the regulations 
 of the institution, you should inadvertently do what will be 
 considered wrong. I wish first then to put you at rest on 
 this score. There is but one rule of this school. That you 
 can easily keep. 
 
 You will observe on one side of my desk a clock upon 
 the wall, and upon the other a piece of apparatus that is 
 probably new to you. It is a metallic plate upon which are 
 marked in gilded letters, the words " Study Hours. 19 This 
 is upright, but it is so attached by its lower edge to its sup- 
 port, by means of a hinge, that it can fall over from above, 
 arid thus be in a horizontal position; or it will rest in an in- 
 clined position, half down, as it is called. It is drawn up 
 and let down by a cord passing over a pulley. When it 
 passes either way, its upper part touches a bell, which gives 
 all in the room notice of its motion. 
 
 Now when this cc Study Card"* as the scholars call it, is 
 up, so that the words " STUDY HOURS" are presented to the 
 view of the school, it is the signal for silence and study. 
 THERE is THEN TO BE NO COMMUNICATION AND NO LEAV- 
 ING OF SEATS EXCEPT AT THE DIRECTION OF TEACHERS. 
 
 * This apparatus has been previously described. See p. 40. 
 
184 MT. VERNON SCHOOL. 
 
 When it is half down, each scholar may leave her seat and 
 whisper, but she must do nothing which will disturb others. 
 When it is down, all the duties of school are suspended and 
 scholars are left entirely to their liberty. 
 
 As this is the only rule of the school, it deserves a little 
 more full explanation; for not only your progress in study, 
 but your influence in promoting the welfare of the school, 
 and consequently your peace and happiness while you are 
 a member of it, will depend upon the strictness with which 
 you observe it. 
 
 Whenever, then, the study card goes up, and you hear 
 the sound of its little bell, immediately and instantaneously 
 stop, whatever you are saying. If you are away from your 
 seat go directly to it, and there remain, and forget in your 
 own silent and solitary studies, so far as you can, all that 
 are around you. You will remember that all communica- 
 tion is forbidden. Whispering, making signs, writing upon 
 paper or a slate, bowing to any one, and in fact, every 
 possible way, by which one person may have any sort of 
 mental intercourse with another, is wrong. A large num- 
 ber of the scholars take a pride and pleasure in carrying 
 this rule into as perfect an observance as possible. They 
 say, that as this is the only rule with which I trouble them, 
 they ought certainly to observe this faithfully. I myself 
 however put it upon other ground. I am satisfied, that it 
 is better and pleasanter for you to observe it most rigidly, 
 if it is attempted to be enforced at all. 
 
 You will ask, " Cannot we obtain permission of you or 
 of the teachers to leave our seats or to whisper, if it is 
 necessary?" The answer is, <c No." You must never ask 
 permission of me or of the teachers. You can leave seats 
 or speak at the direction of the teachers, i. e. when they of 
 their own accord, ask you to do it, but you are never to ask 
 their permission. If you should, and if any teachers should 
 give you permission, it would be of no avail. I have nev- 
 er given them authority to grant any permissions of the 
 kind. 
 
 You will then say, are we never on any occasion what- 
 ever to leave our seats in study hours ? Yes you are. 
 There are two ways. 
 
MT. VERNON SCHOOL. 185 
 
 1. J\i the direction of teachers. Going to and from reci- 
 tations, is considered as at the direction of teachers. So 
 if a person is requested by a teacher to transact any busi- 
 ness, or is elected to a public office, or appointed upon a 
 committee, leaving seats or speaking, so far as is really 
 necessary for the accomplishing such a purpose, is consid- 
 ered as at the direction of teachers, and is consequently 
 right. In the same manner, if a teacher should ask you 
 individually, or give general notice to the members of a 
 class to come to her seat for private instruction, or to go 
 to any part of the school-room for her, it would be right 
 to do it. The distinction, you observe, is this. The 
 teacher may of her own accord, direct any leaving of seats 
 which she may think necessary to accomplish the objects 
 of the school. She must not however, at the request of an 
 individual for the sake of her mere private convenience, 
 give her permission to speak or to leave her seat. If for 
 example a teacher should say to you in your class, " As 
 soon as you have performed a certain work you may bring 
 it to me, 3 ' you would in bringing it. be acting under her 
 direction and would consequently do right. If however 
 you should want a pencil and should ask her to give you 
 leave to borrow it, even if she should give you leave, you 
 would do wrong to go, for you would not be acting at 
 her direction, but simply by her consent, and she has no 
 authority to grant consent. 
 
 2. The second case in which you may leave your seat 
 is when some very uncommon occurrence takes place 
 which is sufficient reason for suspending all rules. If 
 your neighbor is faint, you may speak to her and if ne- 
 cessary lead her out. If your mother or some other friend 
 should come into the school-room you can go and sit with 
 her upon the sofa, and talk about the school. And so in 
 many other similar cases. Be very careful not to abuse 
 this privilege, and make slight causes the grounds of 
 your exceptions. It ought to be a very clear case. If 
 a young lady is unwell in a trifling degree, so as to need 
 no assistance, you would evidently do wrong to talk to her. 
 The rule, in fact, is very similar to that which all well 
 bred people observe at church- They never speak or 
 
 16* 
 
186 MT. VERNON SCHOOL 
 
 leave their seats unless some really important cause, such 
 as sickness, requires them to break over all rules and go 
 out. You have in the same manner, in really important 
 cases, such as serious sickness in your own case or in that 
 of your companions, or the coming in of a stranger, or 
 any thing else equally extraordinary, power to lay aside 
 any rule and to act as the emergency may require. In 
 using this discretion however, be sure to be on the safe 
 side ; in such cases never ask permission. You must act 
 on your own responsibility. 
 
 Reasons for this rule. When the school was first es- 
 tablished, there was no absolute prohibition of whispering. 
 Each scholar was allowed to whisper in relation to her 
 studies. They were often, very often, enjoined to be con- 
 scientious and faithful, but as might have been anticipated, 
 the experiment failed. It was almost universally the prac- 
 tice to whisper more or less about subjects entirely for- 
 eign to the business of the school. This they all repeat- 
 edly acknowledged; and the scholars almost unanimously 
 admitted, that the good of the school required the pro- 
 hibition of all communication during certain hours. I 
 gave them their choice, either always to ask permission 
 when they wished to speak, or to have a certain time 
 allowed for the purpose, during which free inter-commu- 
 nication might be allowed to all the school; with the 
 understanding, however, that out of this time, no permis- 
 sion should ever be asked or granted. They very wisely 
 chose the latter plan, and the study card was constructed 
 and put up to mark the times of free communication, and 
 of silent study. The card was at first down every half 
 hour for one or two minutes. The scholars afterwards 
 thinking, that their intellectual habits would be improved 
 and the welfare of the school promoted, by their having 
 a longer time for uninterrupted study, of their own ac- 
 cord, without any influence from me, proposed that the 
 card should be down only once an hour. This plan was 
 adopted by them, by vote. I wish it to be understood 
 that it was not my plan, but theirs, and that I am at any 
 time willing to have the study card down once in half 
 an hour, whenever a majority of the scholars, voting by 
 ballot, desire it 
 
MT. VERNON SCHOOL. 187 
 
 You will find that this system of having a distinct time 
 for whispering, when all rnay whisper freely, all commu- 
 nication being entirely excluded at other times, will at 
 first give you some trouble. It will be hard for you, if 
 you are not accustomed to it, to learn conscientiously and 
 faithfully to comply. Besides, at first you will often need 
 some little information, or an article which you might 
 obtain in a moment, but which you cannot innocently ask 
 for till the card is down, and this might keep you waiting 
 an hour. You will, however, after a few such instances, 
 soon learn to make your preparations before hand, and if 
 you are a girl of enlarged views and elevated feelings, 
 you will good humoredly acquiesce in suffering a little in- 
 convenience yourself, for the sake of helping to preserve 
 those distinct and well defined lines, by which all bounda- 
 ries must be marked, in a large establishment, if order 
 and system are to be preserved at all. 
 
 Though at first you may experience a little incon- 
 venience, you will soon take pleasure in the scientific 
 strictness of the plan. It will gratify you to observe the 
 profound stillness of the room where a hundred are study- 
 ing. You will take pleasure in observing the sudden tran- 
 sition from the silence of study hours to the joyful sounds, 
 and the animating activity of recess, when the Study Card 
 goes down; and then when it rises again at the close of 
 the recess, you will be gratified to observe how suddenly 
 the sounds which have rilled the air and made the room 
 so lively a scene are hushed into silence by the single 
 and almost inaudible touch of that little bell. You will 
 take pleasure in this, for young and old always take plea- 
 sure in the strict and rigid operation of system, rather than 
 in laxity and disorder. I am convinced also that the 
 scholars do like the operation of this plan for I do not 
 have to make any efforts to sustain it. With the excep- 
 tion that occasionally, usually not oftener than once in 
 several months, I allude to the subject, and that chiefly 
 on account of a few careless and unfaithful individuals, 
 I have little to say or to do to maintain the authority 
 of the study card. Most of the scholars obey it of 
 their own accord, implicitly and cordially/ And I believe 
 
188 MT. VERNON SCHOOL. 
 
 they consider this faithful monitor, not only one of the 
 most useful, but one of the most agreeable friends they 
 have. We should not only regret its services, but miss 
 its company, if it should be taken away. 
 
 This regulation then, viz., to abstain from all commu 
 nication with one another, and from all leaving of seats, 
 at certain times which are marked by the position of the 
 Study Card, is the only one which can properly be called 
 a rule of the school. There are a great many arrange- 
 ments and plans relating to the instruction of the pupils, 
 but no other specific rules relating to their conduct. You 
 are, of course, while in the school, under the same moral 
 obligations which rest upon you elsewhere. You must 
 be kind to one another, respectful to superiors, and quiet 
 and orderly in your deportment. You must do nothing 
 to encroach upon another's rights, or to interrupt and dis- 
 turb your companions in their pursuits. You must not 
 produce disorder, or be wasteful of the public property, 
 or do any thing else which you might know is in itself 
 wrong. But you are to avoid these things, not because 
 there are any rules in this school against them, for there 
 are none; but because they are in themselves wrong; 
 in all places and under all circumstances, wrong. The 
 universal and unchangeable principles of duty are the 
 same here as elsewhere. I do not make rules pointing 
 them out, but expect that you will, through your own 
 conscience and moral principle, discover and obey them. 
 
 Such a case as this, for example, once occurred. A 
 number of little girls began to amuse themselves in recess 
 with running about among the desks in pursuit of one 
 another, and they told me, in excuse for it, that they did 
 not know that it was " against the rule." 
 
 "It is not against the rule; " said I, "I have never 
 made any rule against running about among the desks." 
 
 " Then," asked they, " did we do wrong? " 
 
 " Do you think it would be a good plan," I inquired, 
 "to have it a common amusement in the recess, for the 
 girls to hunt each other among the desks? " 
 
 " No sir," they replied simultaneously. 
 
 " Why not ? There are some reasons. I do not know, 
 
MT. VERNON SCHOOL. 189 
 
 however whether you will have the ingenuity to think of 
 them." 
 
 " We may start the desks from their places," said one. 
 
 " Yes," said I, " they are fastened down very slightly, 
 so that I may easily alter their position." 
 
 " We might upset the inkstands," said another. 
 
 " Sometimes," added a third, " we run against the schol- 
 ars who are sitting in their seats." 
 
 " It seems then you have ingenuity enough to discover 
 the reasons. Why did not these reasons prevent your 
 doing it." 
 
 " We did not think of them before." 
 
 "True; that is the exact state of the case. Now when 
 persons are so eager to promote their own enjoyment, as 
 to forget the rights and the comforts of others, it is selfish- 
 ness. Now is there any rule in this school against self- 
 ishness." 
 
 " No sir." 
 
 "You are right. There is not. But' selfishness is 
 wrong, very wrong, in whatever form it appears, here, 
 and every where else; and that, whether I make any rules 
 against it or not." 
 
 You will see from this anecdote that though there is 
 but one rule of the school, I by no means intend to say 
 that there is only one way cf doing wrong here. That would 
 be very absurd. You must not do any thing which you may 
 know, by proper reflection, to be in its elf wrong. This how- 
 ever is an universal principle of duty, not a rule of the Mt. 
 Vernon School. If I should attempt to make rules which 
 would specify arid prohibit every possible way by which 
 you might do wrong, my laws would be innumerable. And 
 even then I should fail of securing my object, unless you 
 had the disposition to do your duty. No legislation can 
 enact laws as fast as a perverted ingenuity can find means 
 to evade them. 
 
 You will perhaps ask what will be the consequence if 
 we transgress, either the single rule of the school, or any 
 of the great principles of duty. In other words what are 
 the punishments which are resorted to in the Mt. Vernon 
 School? The answer is there are no punishments. I do 
 
190 MT. VERNON SCHOOL 
 
 not say that I should not, in case all other means should 
 fail, resort to the most decisive measures to secure obedi- 
 ence and subordination. Most certainly, I should do so, 
 as it would plainly be my duty to do it. If you should at 
 any time be so unhappy as to violate your obligations to 
 yourself, to your companions, or to me, should you mis- 
 improve your time, or exhibit an unkind or a selfish spirit, 
 or be disrespectful or insubordinate to your teachers, I 
 should go frankly and openly, but kindly to you, and en- 
 deavor to convince you of your fault. I should very proba- 
 bly do this by addressing a note to you, as I suppose this 
 should be less unpleasant to you than a conversation. In 
 such a case, I shall hope that you will as frankly and open- 
 ly reply; telling me whether you admit your fault and are 
 determined to amend, or else informing me of the contra- 
 ry. I shall wish you to be sincere, and then I shall know 
 what course to take next. But as to the consequences 
 which may result to you if you should persist in what is 
 wrong, it is not necessary that you should know them 
 before hand. They who wander from duty, always plunge 
 themselves into troubles they do not anticipate ; and if you 
 do what, at the time you are doing it, you know to be 
 wrong, it will not be unjust that you should suffer the con- 
 sequences, even if they were not beforehand understood 
 and expected. This will be the case with you all through 
 life, and it will be the case here. 
 
 I say it will be the case here; I ought rather to say that 
 it will be the case, should you be so unhappy as to do wrong 
 and to persist in it. Such cases however never occur. At 
 least they occur so seldom, and at intervals so great, that 
 every thing of the nature of punishment, that is, the de- 
 priving a pupil of any enjoyment, or subjecting her to any 
 disgrace, or giving her pain in any way in consequence 
 of her faultSj except the simple pain of awakening con- 
 science in her bosom is almost entirely unknown. I hope 
 that you will always be ready to confess and forsake your 
 faults, and endeavor while you remain in school, to im- 
 prove in character, and attain as far as possible, every 
 moral excellence. 
 
 I ought to remark before dismissing this topic, that I 
 
MT. VERNON SCHOOL. 191 
 
 place very great confidence in the scholars in regard to 
 their moral conduct and deportment, and they fully de- 
 serve it. I have no care and no trouble in what is com- 
 monly called the government of the school. Neither myself 
 nor any one else is employed in any way in watching the 
 scholars, or keeping any sort of account of them. I should 
 not at any time hesitate to call all the teachers in an ad- 
 joining room, leaving the school alone for half an hour, 
 and I should be confident, that at such a time order, and 
 stillness, and attention to study would prevail as much as 
 ever. The scholars would not look to see whether I was 
 in my desk, but whether the Study Card was up. The 
 school was left in this way, half an hour every day, during 
 a quarter, that we might have a teachers' meeting, and 
 the school went on, generally quite as well, to say the 
 least, as when the teachers were present. One or two 
 instances of irregular conduct occurred. I do not now 
 recollect precisely what they were. They were however, 
 fully acknowledged and not repeated, and I believe the 
 scholars were generally more scrupulous and faithful then 
 than at other times. They would not betray the confi- 
 dence reposed in them. This plan was continued until it 
 was found more convenient to have the teachers' meeting 
 in the afternoons. 
 
 When any thing wrong is done in school, I generally 
 state the case and request the individuals who have done 
 it to let me know who they are. They do it sometimes by 
 notes and sometimes in conversation, but they always do 
 it. The plan always succeeds. The scholars all know 
 that there is nothing to be feared from confessing faults to 
 me; but that on the other hand, it is a most direct and 
 certain way to secure returning peace and happiness. 
 
 I can illustrate this by describing a case which actually 
 occurred. Though the description is not to be consid- 
 ered so much an accurate account of what occurred in a 
 particular case, as an illustration of the general spirit and 
 manner in which such cases are disposed of. I accident- 
 ally understood, that some of the younger scholars were 
 in the habit, during recesses and after school, of ringing 
 the door bell and then running away, to amuse themselves 
 
192 MT. VERNON SCHOOL. 
 
 with the perplexity of their companions, who should go to 
 the door and find no one there. I explained in a few 
 words, one day, to the school, that this was wrong. 
 
 " How many," I then asked, " have ever been put to 
 the trouble to go to the door, when the bell has thus been 
 rung? They may rise." 
 
 A very large number of scholars stood up. Those who 
 had done the mischief were evidently surprised at the ex- 
 tent of the trouble they had occasioned. 
 
 "Now," I continued, " I think all will be convinced 
 that the trouble which this practice has occasioned to the 
 fifty or sixty young ladies, who cannot be expected to find 
 amusement in such a way, is far greater than the pleasure 
 it can have given to the few who are young enough to 
 have enjoyed it. Therefore it was wrong. Do you think 
 the girls who rang the bell might have known this, by 
 proper reflection? " 
 
 ' Yes sir," the school generally answered. 
 
 1 I do not mean," said I, "if they had set them- 
 selves formally at work to think about the subject; but 
 with such a degree of reflection as ought reasonably to 
 be expected of little girls, in the hilarity of recess and 
 of play. 
 
 " Yes sir," was still the reply, but fainter than before. 
 
 "There is one way by which I might ascertain wheth- 
 er you were old enough to know that this was wrong, and 
 that is by asking those who have refrained from doing this, 
 because they supposed it would be wrong, to rise. Then 
 if some of the youngest scholars in school should stand up, 
 as I have no doubt they would, it would prove that all might 
 have known, if they had been equally conscientious. But 
 if I ask those to rise who have not rung the bell, I shall 
 make known to the whole school who they are that have 
 done it, and I wish that the exposure of faults should be 
 private, unless it is necessary that it should be public. I 
 will therefore not do it. I have myself however, no doubt 
 that all might have known that it was wrong." 
 
 "There is," continued I, "another injury which must 
 grow out of such a practice. This I should not have 
 expected the little girls could think of. In fact, I doubt 
 
MT. VERNON SCHOOL. 193 
 
 whether any in school will think of it. Can any one tell 
 what it is?" 
 
 No one replied. 
 
 " I should suppose that it would lead you to disregard 
 the bell when it rings, and that consequently a gentleman 
 or lady might sometimes ring in vain; the scholars near 
 the door, saying, ' Oh it is only the little girls. 5 ' 
 
 " Yes sir," was heard from all parts of the room. 
 
 I found from farther inquiry that this had been the 
 case, and I closed by saying, 
 
 " I am satisfied, that those who have inadvertently fall- 
 en into this practice are sorry for it, and that if I should 
 leave it here, no more cases of it would occur, and this is 
 all I wish. At the same time, they who have done this, 
 will feel more effectually relieved from the pain which 
 having done wrong must necessarily give them, if they 
 individually acknowledge it to me. I wish therefore that 
 all who have done so, would write me notes stating the 
 facts. If any one does not do it, she will punish herself 
 severely, for she will feel for many days to come, that 
 while her companions were willing to acknowledge their 
 faults, she wished to conceal and cover hers. Conscience 
 will reproach her bitterly for her insincerity, and when- 
 ever she hears the sound of the door bell, it will remind her 
 not only of her fault, but of what is far worse her willing- 
 ness to appear innocent when she was really guilty." 
 
 Before the close of the school I had eight or ten notes 
 acknowledging the fault, describing the circumstances of 
 each case, and expressing promises to do so no more. 
 
 It is by such methods as this, rather than by threaten- 
 ing and punishment, that I manage the cases of discipline 
 which from time to time occur, but even such as this, slight 
 as it is, occur very seldom. Weeks and weeks sometimes 
 elapse without one. When they do occur they are always 
 easily settled by confession and reform. Sometimes I am 
 asked to forgive the offenoe. But I never forgive. I have 
 no power to forgive. God must forgive you when you do 
 wrong, or the burden must remain. My duty is, to take 
 measures to prevent future transgression^ and to lead those 
 who have been guilty of it, to God for pardon. If thej 
 
 17 
 
194 MT. VERNON SCHOOL 
 
 do not go to him, though they may satisfy me, as principal 
 of a school, by not repeating the offence, they must re- 
 main unforgiven. I can forget, and I do forget. For 
 example, in this last case, 1 have not the slightest recol- 
 lection of any individual who was engaged in it. The 
 evil was entirely removed, and had it not afforded me a 
 convenient illustration here, perhaps I should never have 
 thought of it again, still it may not yet be forgiven. It 
 may seem strange that I should speak so seriously of 
 God's forgiveness for such a trifle as that. Does he notice 
 a child's ringing a door bell in play? He notices when a 
 child is willing to yield to temptation, to do what she knows 
 to be wrong, and to act, even in the slightest trifle, from a 
 selfish disregard for the convenience of others. This spirit 
 he always notices, and though I may stop any particular 
 form of its exhibition, it is for Him alone to forgive it and 
 to purify the heart from its power. But-I shall speak more 
 particularly on this subject under the head of Religious 
 Instruction. 
 
 II. ORDER OF DAILY EXERCISES. 
 
 There will be given you when you enter the school a 
 blank schedule, in which the divisions of each. forenoon 
 for one week are marked, and in which your own employ- 
 ments for every half hour are to be written. A copy of 
 this is inserted on page 196. 
 
 This schedule, when filled up, forms a sort of a map of 
 the week, in which you can readily find what are your 
 duties for any particular time. The following description 
 will enable you better to understand it. 
 
 Opening of the School. 
 
 The first thing which will call your attention as the hour 
 for the commencement of the school approaches in the 
 morning, is the ringing of a bell, five minutes before the 
 
MT. VERNON SCHOOL. 195 
 
 \ 
 
 time arrives, by the regulator, who sists at the curtained 
 desk before the Study Card. One minute before the time, 
 the bell is rung again, which is the signal for all to take 
 their seats and prepare for the opening of the school. 
 When the precise moment arrives, the Study Card is 
 drawn up, and at the sound of its little bell, all the schol- 
 ars recline their heads upon their desks and unite with me 
 in a very short prayer for God's protection and blessing 
 during the day. I adopted the plan of allowing the schol- 
 ars to sit, because I thought it would be pleasanter for 
 them, and they have in return been generally, so far as I 
 know, faithful in complying with my wish that they would 
 all assume the posture proposed, so that the school may 
 present the uniform and serious aspect which is proper, 
 when we are engaged in so solemn a duty. If you move 
 your chair back a little, you will find the posture not. incon- 
 venient, but the only reward you will have for faithfully 
 complying with the general custom is the pleasure of 
 doing your duty, for no one watches you, and you would 
 not be called to account should you neglect to conform. 
 
 After the prayer we sing one or two verses of a hymn. 
 The music is led by the piano, and we wish all to join in it 
 who can sing. The exercises which follow are exhibited 
 to the eye by the following diagram. 
 
196 
 
 MT. VERNON SCHOOL. 
 
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 5 ' 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
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 NGUAG] 
 
 
 
 
 
 
 
 
 
 
 
 N4 
 
 
 
 
 
 
 
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 5- C5 
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 JMONDAY. 
 
 H 
 
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 1 FRIDAY. 
 
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 02 
 
MT. VERNON SCHOOL. 197 
 
 First Hour. Evening Lessons. 
 (See plan; page 196.) 
 
 We then, as you will see by the schedule, commence 
 the first hour of the day. It is marked evening lessons, 
 because most, though not all, of the studies are intended 
 to be prepared out of school. These studies are miscella- 
 neous in their character, comprising Geography, History, 
 Natural and Intellectual Philosophy, and Natural His- 
 tory. This hour, like all the other hours for study, is 
 divided into two equal parts, some classes reciting in the 
 first part, and others in the second. A bell is always rung 
 Jive minutes before the time for closing the recitation, to 
 give the teachers notice that their time is nearly expired, 
 and then again at the time, to give notice to new classes 
 to take their places. Thus you will observe that five 
 minutes before the half hour expires, the bell will ring; 
 soon after which the classes in recitation will take their 
 seats. Precisely at the end of the half hour, it will ring 
 again, when new classes will take their places. In the 
 same manner notice is given five minutes before the sec- 
 ond half of the hour expires, and so in all the other three 
 hours. 
 
 At the end of the first hour, the Study Card will be let 
 half down, five minutes, and you will perceive that the 
 sound of its bell will immediately produce a decided change 
 in the whole aspect of the room. It is the signal, as has 
 been before explained, for universal permission to whisper, 
 and to leave seats, though not for loud talking or play, so 
 that those who wish to continue their studies may do so 
 without interruption. When the five minutes has expired, 
 the Card goes up again, and its sound immediately restores 
 silence and order. 
 
 17* 
 
198 MT. VERNON SCHOOL. 
 
 Second How\ Languages 
 
 (See plan.) 
 
 We then commence the second hour of the school. 
 This is devoted to the study of the Languages. The 
 Latin, French, and English classes recite at this time. 
 By English classes I mean those studying the English as 
 a language, i. e ? classes in Grammar, Rhetoric, and Com- 
 position. The hour is divided as the first hour is, and the 
 bell is rung in the same way, i. e. at the close of each 
 half hour, and also five minutes before the close, to give 
 the classes notice that the time for recitation is about to 
 expire. 
 
 First General Exercise. 
 
 (Sec Plan ) 
 
 You will observe then, that there follows upon the sche- 
 dule, a quarter of an hour marked G. That initial stands 
 for General Exercise, and when it arrives each pupil is to 
 lay aside her work, and attend to any exercise which may 
 be proposed. This quarter of an hour is appropriated to 
 a great variety of purposes. Sometimes I give a short 
 and familiar lecture on some useful subject connected with 
 science or art, or the principles of duty. Sometimes we 
 have a general reading lesson. Sometimes we turn the 
 school into a Bible class. Again the time is occupied in 
 attending to some general business of the school. The 
 bell is rung one minute before the close of the time, and 
 when the period appropriated to this purpose has actually 
 expired, the Study Card, for the first time in the morning, 
 is let entirely down, and the room is at once suddenly 
 transformed into a scene of life and motion and gaiety. 
 
MT. VERNON SCHOOL. 99 
 
 First Recess. 
 
 (See plan.) 
 
 The time For the recess is a quarter of an hour, and as 
 you will see, it is marked R, on the schedule. We have 
 various modes of amusing ourselves and finding exercise 
 and recreation in recesses. Sometimes the girls bring 
 their battledoors to school. Sometimes they have a large 
 number of soft ball's, with which they amuse themselves. 
 A more common amusement is marching to the music of 
 the piano. For this purpose, a set of signals by the whis- 
 tle has been devised, by which commands are communi- 
 cated to the school. 
 
 In these and similar amusements the recess passes away, 
 and one minute before it expires the bell is rung, to give 
 notice of the approach of study hours. 
 
 At this signal the scholars begin to prepare for a return 
 to the ordinary duties of school, and when at the full 
 expiration of the recess, the Study Card again goes up, 
 silence, and attention, and order is immediately restored. 
 
 Third Hour. Mathematics. 
 (See plan.) 
 
 There follows next, as you will see by reference to the 
 schedule, an hour marked Mathematics. It is time for 
 studying and reciting Arithmetic, Algebra, Geometry and 
 similar studies. It is divided as the previous hours were, 
 into two equal parts, and the bell is rung as has been 
 described, five minutes before the close, and precisely at 
 the close of each half hour. 
 
200 MT. VERNON SCHOOL. 
 
 Second General Exercise. Business. 
 
 (See plan.) 
 
 Then follows two quarter hours, appropriated like those 
 heretofore described^ the first to a General Exercise, the 
 second to a Recess. At the first of these, the general 
 business of the school is transacted. As this business will 
 probably appear new to you, and will attract your atten- 
 tion, I will describe its nature and design. 
 
 At first you will observe a young lady rise at the sec- 
 retary's desk, to read a journal of what was done the day 
 before. The notices which I gave, the arrangements I 
 made, the subjects discussed and decided, and in fact 
 every thing important and interesting in the business or 
 occurrences of the preceding day is recorded by the sec- 
 retary of the school, and read at this time. This journal 
 ought not to be a mere dry record of votes and business, 
 but as far as possible, an interesting description in a nar- 
 rative style, of the occurrences of the day. The Secre- 
 tary must keep a memorandum, and ascertain that every 
 thing important really finds a place in the record, but she 
 may employ any good writer in school to prepare, from 
 her minutes, the full account. 
 
 After the record is read, you will observe me take from 
 a little red morocco wrapper, which has been brought to 
 my desk, a number of narrow slips of paper, which I am 
 to read aloud. In most assemblies it is customary for any 
 person wishing it, to rise in his place, and propose any 
 plan, or as it is called, " make any motion" that he plea- 
 ses. It would be unpleasant for a young lady to do this, 
 in presence of a hundred companions, arid we have con-, 
 sequently resorted to another plan. The red wrapper is 
 placed in a part of the room, accessible to all, and any 
 one who pleases, writes upon a narrow slip of paper any- 
 thing she wishes to lay before the school, and deposits it 
 there, and at the appointed time, the whole are Drought 
 to me. These propositions ar of various kinds. I can 
 

 MT. VERNON SCHOOL. 201 
 
 perhaps best give you an idea of them, by such specimens 
 as occur to me. 
 
 " A. B. resigns her office of copyist, as she is about to leave school." 
 
 " Proposed, that a class in Botany be formed. There are many who 
 would like to join it." 
 
 " When will vacation commence ?" 
 
 " Proposed, That a music committee be appointed, so that we can 
 have some marching in recess." 
 
 " Proposed that school begin at nine o'clock." 
 
 " Mr. A.bbott. Will you have the goodness to explain to us what 
 is meant by the Veto Message." 
 
 " Proposed that we have locks upon our desks." 
 
 You see that the variety is very great, and there are 
 usually from four or five to ten or fifteen of such papers 
 daily. You will be at liberty to make in this way, any 
 suggestion or inquiry, or to propose any change you please 
 in any part of the instruction or administration of the 
 school. If any thing dissatisfies you, you ought not to 
 murmur at it in private, or complain of it to your compan- 
 ions, thus injuring, to no purpose, both your own peace 
 and happiness and theirs, but you ought immediately to 
 bring up the subject in the way above described, that the 
 evil may be removed. I receive some of the most valua- 
 ble suggestions in this way, from the older and more re- 
 flecting pupils. These suggestions are read. Sometimes 
 I decide myself. Sometimes I say the pupils may decide. 
 Sometimes I ask their opinion and wishes, and then, after 
 taking them into consideration, come to a conclusion. 
 
 For example, I will insert a few of these propositions, 
 as these pa.pers are called, describing the way in which 
 they would be disposed of. Most of them are real cases. 
 
 <4 Mr. Abbott. The first class in Geography is so large that we 
 have not room in the recitation seats. Cannot we have another 
 place ?" 
 
 After reading this, I should perhaps say, 
 " The class in Geography may rise and be counted." 
 They rise. Those in each division are counted by the 
 proper officer, as will hereafter be explained, and the num- 
 
MT VERNON SCHOOL. 
 
 bers are reported aloud to me. It is all done in a mo- 
 ment. 
 
 " How many of you think you need better accommo- 
 dations^" 
 
 If a majority of hands are raised, I say, 
 
 " I wish the teacher of that class would ascertain wheth- 
 er any other place of recitation is vacant, or occupied by 
 a smaller class at that time, and report the case to me." 
 
 " Proposed, that we be allowed to walk upon the common in the 
 
 <c I should like to have some plan formed, by which you 
 can walk on the common in recesses, but there are diffi- 
 culties. If all should go out together, it is probable that 
 some would be rude and noisy, and that others would 
 come back tardy and out of breath. Besides, as the re- 
 cess is short, so many would be in haste to prepare to go 
 out, that there would be a great crowd and much confu- 
 sion in the Ante-room and passage ways. I do not men- 
 tion these as insuperable objections, but only as difficul- 
 ties which there must be some plan to avoid. Perhaps, 
 however, they cannot be avoided. Do any of you think 
 of any plan?" 
 
 I see perhaps two or three hands raised, and call upon 
 the individuals by name, and they express their opinions. 
 One says that a part can go out at. a time. Another pro- 
 poses that those who are tardy one day should not go out 
 again, &c. 
 
 " I think it possible that a plan can be formed on these 
 or some such principles. If you will appoint a committee 
 who will prepare a plan, and mature its details, and take 
 charge of the execution of it, you may try the experiment. 
 I will allow it to go on as long as you avoid the evils I 
 have above alluded to." 
 
 A committee is then raised to report in writing at the 
 business hour of the following day. 
 
 " Proposed, that the Study Card be down every half hour." 
 
 You may decide this question yourselves. That you 
 may vote more freely, I wish you to vote by ballot. The 
 
MT. vrnxov SCHOOL. 203 
 
 boxes will be open during the next recess. The Vote- 
 Receivers will write the question, and place it upon the 
 boxes. All who feel interested in the subject, may carry 
 in their votes, Ay or Nay. When the result is reported 
 to me I will read it to the school." 
 
 In this and similar ways the various business brought 
 up is disposed of. This custom is useful to the scholars, 
 for it exercises and strengthens their judgment and their 
 reflecting powers more than almost any thing besides; so 
 that if interesting them in this way in the management of 
 the school, were of no benefit to me, I should retain the 
 practice, as most valuable to them. But it is most useful 
 to me and to the school. I think nothing has contributed 
 more to its prosperity than the active interest which the 
 scholars have always taken in its concerns, and the assist- 
 ance they have rendered me in carrying my plans into 
 effect. 
 
 You will observe that in transacting this business, very 
 little is actually done by myself, except making the ulti- 
 mate decision. All the details of business are assigned to 
 teachers, or to officers and committees appointed for the 
 purpose. By this means we despatch business very rap- 
 idly. The system of offices will be explained in another 
 place ; but I may say here that all appointments and elec- 
 tions are made in this quarter hour, and by means of the 
 assistance of these officers the transaction of business is 
 so facilitated that much more can sometimes be accom- 
 plished than you would suppose possible. I consider this 
 period as one the most important in the whole morning. 
 
 Second Recess. 
 (See plan.) 
 
 After the expiration of the quarter hour above describ- 
 ed, the study card is dropped, and a recess succeeds. 
 
204 MT> VERNON SCHOOL. 
 
 Fourth Hour. Sections. 
 (See plan.) 
 
 In all the former part of the day the scholars are divid- 
 ed into classes, according to their proficiency in particular 
 branches of study, and they resort to their recitations for 
 instruction. They now are divided into six sections as we 
 call them, and placed under the care of superintendents, 
 not for instruction, but for what may be called supervision. 
 Teaching a pupil is not all that is necessary to be done 
 for her in school. There are many other things, to be at- 
 tended to such as supplying her with the various articles 
 necessary for her use, seeing that her desk is convenient, 
 that her time is well arranged, that she has not too 
 much to do, nor too little, and that no difficulty which 
 can be removed, obstructs her progress in study, or her 
 happiness in school. The last hour is appropriated to this 
 purpose, with the understanding, however, that such a por- 
 tion of it as is not wanted by the superintendent, is to be 
 spent in study. You will see then, when the last hour 
 arrives, that all the scholars go in various directions, to 
 the meetings of their respective sections. Here they re- 
 main as long as the superintendent retains them. Some- 
 times they adjourn almost immediately; perhaps after hav- 
 ing simply attended to the distribution of pens for the next 
 day; at other times they remain during the hour, attend- 
 ing to such exercises as the superintendent may plan. The 
 design, however, and nature of this whole arrangement, I 
 shall explain more fully in another place. 
 
 Close of the School. 
 
 As the end of the hour approaches, five minutes notice 
 is given by the bell, and when the time arrives, the study 
 card is half dropped for a moment before the closing exer- 
 cises. When it rises again the room is restored to silence 
 and order. We then sing a verse or two of a hymn, and 
 commend ourselves to God's protection in a short prayer. 
 
MT. VERNON SCHOOL 205 
 
 As the scholars raise their heads from the posture of rev- 
 erence they have assumed, th^y pause a moment till the 
 regulator lets down the study card, and the sound of its 
 bell is the signal that our duties at school are ended for 
 the day. 
 
 III. INSTRUCTION AND SUPERVISION OF PUPILS. 
 
 For the instruction of the pupils, the school is divided 
 into classes, and for their general supervision, into sections, 
 as has been intimated in the preceding chapter. The 
 head of a class is called a Teacher, and the head of a section 
 a Superintendent. The same individual may be both the 
 Teacher of a class, and the Superintendent of a section. 
 The two offices are, however, entirely distinct in their 
 nature and design. As you will perceive by recalling to 
 mind the daily order of exercises, the classes meet and 
 recite during the first three hours of the school, and the 
 sections assemble on the fourth and last. We shall give 
 each a separate description. 
 
 1. CLASSES. 
 
 The object of the division into classes is instruction. 
 Whenever it is desirable that several individuals should 
 pursue a particular study, a list of their names is made 
 out, a book selected, a time for recitation assigned, a teach- 
 er appointed, and the exercises begin. In this way a 
 large number of classes have been formed, and the wishes 
 of parents or the opinion of the Principal, and in many 
 cases that of the pupil, determines how many and what 
 shall be assigned to each individual. A list of these classes, 
 with the average age of the members, the name of the 
 teacher, and the time of recitation, is posted in a conspic- 
 uous place, and public notice is given whenever a new 
 class is formed. You will therefore have the opportunity 
 to know all the arrangements of school in this respect, 
 and I wish you to exercise your own judgment and discre- 
 tion a great deal, in regard to your studies. 1 do not mean 
 I expect you to decide, but to reflect upon them. Look at 
 18 
 
206 MT. VERNON SCHOOL 
 
 the list, and consider what are most useful for you. Pro- 
 pose to me or to your parents, changes, whenever you think 
 any are necessary ; and when you finish one study, reflect 
 carefully, yourself, on the question what you shall next 
 commence. 
 
 The scholars prepare their lessons when they please. 
 They are expected to be present and prepared at the time 
 of recitation, but they make the preparation when it is 
 most convenient. The more methodical and systematic 
 of the young ladies, mark the times of study as well a 
 of recitation upon their schedules, so that the employment 
 of their whole time at school is regulated by a systematic 
 plan. You will observe too, that by this plan of having a 
 great many classes reciting through the first three hours 
 of the morning, every pupil can be employed as much or 
 as little as her parents please. In a case of ill health, she 
 may, as has often been done in such cases at the request 
 of parents, join one or two classes only, and occupy the 
 whole forenoon in preparing for them, and be entirely free 
 from school duties at home. Or she may, as is much more 
 frequently the case, choose to join a great many classes, 
 so as to fill up, perhaps, her whole schedule with recita- 
 tions, in which case she must prepare all her lessons at 
 home. It is the duty of teachers to take care, however, 
 when a pupil pleads want of time as a reason for being 
 unprepared in any lesson, that the case is fully examin- 
 ed, that it may be ascertained whether the individual has 
 joined too many classes, in which case some one should 
 be dropped, and thus the time and the employments of 
 each individual should be so adjusted as to give her con- 
 stant occupation in school, and as much more as her parents 
 may desire. By this plan of the classes, each scholar 
 goes on just as rapidly in her studies, as her time, and 
 talents, and health will allow. No one is kept back by 
 the rest. Each class goes on regularly and systematic- 
 ally, all its members keeping exactly together in that study, 
 but the various members of it will have joined a greater 
 or less number of other classes, according to their age, or 
 abilities, or progress in study, so that all will or may have 
 full employment for their time. 
 

 MT. VERNON 
 
 When you first enter the school, you wftTf^Fefc-aTday or 
 two, be assigned to but few classes, for your mind will be 
 distracted by the excitement of new scenes and pursuits, 
 and the intellectual effort necessary for joining a class is 
 greater than that requisite for going on with it, after being 
 once under way. After a few days you will come to me 
 and say, perhaps, (for this is ordinarily the process:) 
 
 " Mr. Abbott, I think I have time for some more 
 studies." 
 
 " I will thank you to bring me your schedule," I say in 
 reply, " so that I can see what you have now to do." 
 
 By glancing my eye over the schedule in such a case, 
 I see in a moment what duties have been already assign- 
 ed you, and from my general schedule, containing all the 
 studies of the school, I select what would be most suitable 
 for you, after conferring with you about your past pursuits, 
 and your own wishes or those of your parents in regard to 
 your future course. Additions are thus made, until your 
 time is fully occupied. 
 
 The manner of recitation in the classes, is almost bound- 
 lessly varied. The design is not to have you commit to 
 memory what the book contains, but to understand and 
 digest it, to incorporate it fully into your own mind, that 
 it may come up in future life, in such a form as you wish 
 it for use. Do not then, in ordinary cases, endeavor to 
 fix words, but ideas in your minds. Conceive clearly, 
 paint distinctly to your imagination what is described, 
 contemplate facts in all their bearings and relations, and 
 thus endeavor to exercise the judgment and the thinking 
 and reasoning powers, rather than the mere memory, upon 
 the subjects which will come before you. 
 
 2. SECTIONS. 
 
 In describing the order of daily exercises, I alluded to 
 the sections which assemble in the last hour of the school. 
 It is necessary that I should fully describe the system of 
 sections, as it constitutes a very important part of the plan 
 of the school. 
 
208 MT. VERNON SCHOOL. 
 
 Besides giving the scholars the necessary intellectual 
 instruction, there are, as I have already remarked, a great 
 many other points which must receive attention^ in order 
 to promote their progress, and to secure the regular oper- 
 ation and general welfare of the school. These various 
 points have something common in their nature, but it is 
 difficult to give them a common name. They are such as 
 supplying the pupils with pens and paper, and stationary 
 of other kinds, becoming acquainted with each individ- 
 ual, ascertaining that she has enough, and not too much 
 to do, arranging her work so that no one of her duties 
 shall interfere with another, assisting her to discover and 
 to correct her faults, and removing any sources of diffi- 
 culty or causes of discontent, which may gradually come 
 in her way. These, and a multitude of similar points 
 constituting what may be called the general administration 
 of the school, become, when the number of pupils is large, 
 a most important branch of the teacher's duty. 
 
 To accomplish these objects more effectually, the school 
 is divided into six SECTIONS, arranged not according to 
 proficiency in particular studies, as the several classes 
 are, but according to age and general maturity of mind. 
 Each one of these sections is assigned to the care of a 
 Superintendent. These Superintendents, it is true, during 
 most of school hours are also Teachers. Their duties 
 however as Teachers, and as Superintendents are entirely 
 distinct. I shall briefly enumerate the duties which de- 
 volve upon her in the latter capacity. 
 
 1. A Superintendent ought to prepare an exact list of 
 the members of her section, and to become intimately 
 acquainted with them, so as to be as far as possible their 
 friend and confidant, and to feel a stronger interest in 
 their progress in study and their happiness in school, and 
 a greater personal attachment to them than to any other 
 scholars. 
 
 2. She is to superintend the preparation of their sched- 
 ules, to see that each one has enough and not too much 
 to do, by making known to me the necessity of a change 
 where such necessity exists; to see that the schedules 
 
MT. VERNON SCHOOL. 209 
 
 are submitted to the parents, and that their opinion, or 
 suggestions if they wish to make any, are reported to me. 
 
 3. She is to take care that all the daily wants of her 
 section are supplied, that all have pens and paper, and 
 desks of suitable height. If any are new scholars, she 
 ought to interest herself in assisting them to become ac- 
 quainted in school, if they are friendless and alone, to 
 find companions for them, and to endeavor in every way, 
 to make their time pass pleasantly and happily. 
 
 4. To watch the characters of the members of her 
 section. To inquire of their several teachers as to the 
 progress they make in study, and the faithfulness and 
 punctuality with which they prepare their lessons. She 
 ought to ascertain whether they are punctual at school, 
 and regular in their habits, whether their desks are neat 
 and well arranged, and their exercises carefully executed. 
 She ought to correct, through her own influence, any evils 
 of this kind she may find, or else immediately to refer the 
 cases where this cannot be done, to me. 
 
 The better and the more pleasantly to accomplish the 
 object of exerting a favorable influence upon the charac- 
 ters of the members of their sections, the Superintendents 
 ought often to bring up subjects connected with moral and 
 religious duty in section meetings. This may be done in 
 the form of subjects assigned for composition, or proposed 
 for free discussion in writing or conversation, or, the Super- 
 intendents- may write themselves, and read to the section 
 the instructions they wish to give. 
 
 5. Though the Superintendents as such, have necessa- 
 rily speaking, no teaching to do, still they ought particu- 
 larly to secure the progress of every pupil in what may be 
 called the essential studies, such as reading, writing, and 
 spelling. For this purpose they either see that their pu- 
 pils are going on successfully in classes in school, in these 
 branches, or they may attend to them in the Section, pro- 
 vided that they never allow such instruction to interfere 
 with their more appropriate and important duties. 
 
 In a word, the Superintendents are to consider the 
 members of their Sections as pupils confided to their care, 
 and they are not merely to discharge mechanically any 
 18* 
 
210 MT. VERNON SCHOOL. 
 
 mere routine of duty, such as can be here pointed out, but 
 to exert all their powers, their ingenuity, their knowledge 
 of human character, their judgment and discretion in every 
 way, to secure for each of those committed to their care, 
 the highest benefits which the institution to which they 
 belong can afford. They are to keep a careful and faith- 
 ful record of their plans and of the history of their respec- 
 tive Sections, and to endeavor, as faithfully and as dili- 
 gently, to advance the interests of the members of them, 
 as if the Sections were separate and independent schools 
 of their own. 
 
 A great responsibility is thus evidently intrusted to them, 
 but not a great deal of power. They ought not to make 
 changes, except in very plain cases, without referring the 
 subject to me. They ought not to make rash experiments, 
 or even to try many new plans without first obtaining my 
 approval of them. They ought to refer all cases which 
 they cannot easily manage, to my care. They ought to 
 understand the distinction between seeing that a thing is 
 done, and doing it. For example, if a Superintendent 
 thinks that one of her Section is in too high a class in 
 Arithmetic, her duty is not to undertake, by her own 
 authority, to remove her to a lower one, for, as Superin- 
 tendent, she has no authority over Arithmetic classes; nor 
 should she go the opposite extreme of saying, " I have 
 no authority over Arithmetic classes, and therefore I have 
 nothing to do with this case." She ought to go to the 
 teacher of the class to which her pupil had been unwisely 
 assigned, converse with her, obtain her opinion, then find 
 some other class more suited to her attainments, and after 
 fully ascertaining all the facts in the case, bring them to 
 me, that I may make the change. This is superintendence; 
 looking over the condition and progress of the scholar. 
 The Superintendents have thus great responsibility, and 
 yet comparatively little power. They accomplish a great 
 deal of good, and in its ordinary course it is by their direct 
 personal efforts; but in making changes and remedying 
 defects and evils, they act generally in a different way. 
 
 The last hour of school is devoted to the Sections. No 
 classes recite then, but the Sections meet, if the Supcrin- 
 
JVIT. VERNON SCHOOL. 211 
 
 tendents wish, and attend to such exercises as they pro- 
 vide. Each Section has its own organization, its own offi- 
 cers and plans. These arrangements of course, vary in 
 their character according to the ingenuity and enterprise 
 of the Superintendents, and more especially according to 
 the talents and intellectual ardor of the members of the 
 Section. 
 
 The two upper Sections are called Senior, the next two 
 Middle, and the two younger Junior. The senior Sec- 
 tions are distinguished by using paper for Section pur- 
 poses, with a light blue tinge. To the middle Sections 
 is assigned a light straw color; and to the junior, pink. 
 These colors are used for the schedules of the members, 
 and for the records, and other documents of the Section. 
 
 This account, though it is brief, will be sufficient to ex- 
 plain to you the general principles of the plan. You will 
 soon become acquainted with the exercises and arrange- 
 ments of the particular Section to which you will be as- 
 signed, and by taking an active interest in them, and 
 endeavoring to co-operate with the Superintendent in all 
 her measures, and to comply with her wishes, you will 
 very materially add to her happiness, and do your part 
 towards elevating the character of the circle to which you 
 will belong. 
 
 IV. OFFICERS. 
 
 In consequence of the disposition early manifested by 
 the scholars, to render me every assistance in their power 
 in carrying into effect the plans of the school, and promot- 
 ing its prosperity, I gradually adopted the plan of assign- 
 ing to various officers and committees, a number of spe- 
 cific duties, relating to the general business of the school. 
 These offices have gradually multiplied as the school has 
 increased, and as business has accumulated. The system 
 has, from time to time, been revised, condensed, and sim- 
 plified, and at the present time it is thus arranged. The 
 particular duties of each officer, are minutely described to 
 the individuals themselves at the time of their election; all 
 
212 MT. VERNON SCHOOL. 
 
 I intend here is to give a general view of the plan, such 
 as is necessary for the scholars at large. 
 
 There are then, Jive departments of business entrusted 
 to officers of the school, the names of the officers, and a 
 brief exposition of their duties are as follows. 
 
 [I omit the particular explanation of the duties of the officers, as the 
 arrangement must vary in different schools, and the details of any 
 one plan can only be useful in the school-room to which it belongs. 
 It will be sufficient to name the officers of each department with their 
 duties in general terms.] 
 
 1. REGULATORS. To assist in the ordinary routine 
 of business in school ringing the bells managing the 
 study card distributing and collecting papers counting 
 votes, &c. 
 
 2. SECRETARIES. Keeping the records and executing 
 writing of various kinds. 
 
 3. ACCOUNTANTS. Keeping a register of the scholars, 
 and various other duties connected with the accounts. 
 
 4. LIBRARIANS. To take charge of books and station- 
 ary. 
 
 5. CURATORS. To secure neatness and good order in 
 the apartments. 
 
 The Secretaries and Accountants are appointed by the 
 Principal, and will generally be chosen from the teachers. 
 The first in each of the other departments are chosen by 
 ballot, by the scholars. Each one thus chosen nominates 
 the second in her department, and they two, the assistants. 
 These nominations must be approved at a teacher's meet- 
 ing, for if a scholar is inattentive to her studies, disorderly 
 in her desk, or careless and troublesome in her manners, 
 she evidently ought not to be appointed to* public office. 
 No person can hold an office in two of these departments. 
 She can, if she pleases, however, resign one to accept an- 
 other. Each of these departments ought often to assem- 
 ble and consult together, and form plans for carrying into 
 effect with greater efficiency, the objects entrusted to them. 
 They are to keep a record of all their proceedings, the 
 
MT. VERNON SCHOOL. 213 
 
 head of the department acting as secretary for this pur- 
 pose. 
 
 The following may be given as an example of the man- 
 ner in which business is transacted by means of these 
 officers. On the day that the above description of their 
 duties was written, I wished for a sort of directory, to 
 assist the collector employed to receive payments for the 
 bills; and, to obtain it, I took the following steps. 
 
 At the business quarter hour, I issued the following 
 order. 
 
 " Before the close of school I wish the distributors to 
 leave upon each of the desks, a piece of paper," (the size 
 I described.) "It is for a purpose which I shall then 
 explain." 
 
 Accordingly at any leisure moment, before the close 
 of school, each one went with her box to the stationary 
 shelves, which you will see in the corners of the room, 
 where a supply of paper, of all the various sizes, used in 
 school, is kept, and taking out a sufficient number, they 
 supplied all the desks in their respective divisions. 
 
 When the time for closing school arrived, I requested 
 each young lady to write the name of her parent or guar- 
 dian upon the paper, and opposite to it, his place of busi- 
 ness. This was done in a minute or two. 
 
 " All those whose parent's or guardian's name begins 
 with a letter above m. may rise." 
 
 They rose. 
 
 " The distributors may collect the papers." 
 
 The officers then passed round in regular order, each 
 through her own division, and collected the papers. 
 
 " Deliver them at the Accountant's desk." 
 
 They were accordingly carried there, and received by 
 the Accountants. 
 
 In the same manner the others were collected and re- 
 ceived by the Accountants, but kept separate. 
 
 " I wish now the second Accountant would copy these 
 in a little book I have prepared for the purpose, arranging 
 them alphabetically, referring all doubtful cases again to 
 rne." 
 
 The second Accountant then arranged the papers, and 
 
214 MT. VERNON SCHOOL. 
 
 prepared them to go into the book, and the writer who 
 belongs to the department copied them fairly. 
 
 I describe this case, because it was one which occurred 
 at the time I was writing the above description, and not 
 because there is any thing otherwise peculiar in it. Such 
 cases are continually taking place, and by the division of 
 labor above illustrated, I arn very much assisted in a great 
 many of the duties, which would otherwise consume a 
 great portion of my time. 
 
 Any of the scholars may, at any time, make suggestions 
 in writing, to any of these officers, or to the whole school. 
 And if an officer should be partial, or unfaithful, or neg- 
 ligent in her duty, any scholar may propose her impeach- 
 ment. After hearing what she chooses to write in her 
 defence, a vote is taken on sustaining the impeachment. 
 If it is sustained, she is deprived of the office and another 
 appointed to fill her place. 
 
 V. THE COURT. 
 
 I have already described how all serious cases of doing 
 wrong or neglect of duty are managed in the school. I 
 manage them myself, by coming as directly and as openly 
 as I can, to the heart and conscience of the offender. There 
 are, however, a number of little transgressions, too small 
 to be individually worthy of serious attention, but which 
 are yet troublesome to the community, when frequently re- 
 peated. These relate chiefly to order in the school rooms. 
 These misdemeanors are tried, half in jest, and half in 
 earnest, by a sort of court, whose forms of process might 
 make a legal gentleman smile. They however fully an- 
 swer our purpose. I can best give you an idea of the court, 
 by describing an actual trial. I ought however first to say, 
 that any young lady, who chooses to be free from the juris- 
 diction of the court, can signify that wish to me, and she 
 is safe from it. This however is never done. They all 
 see the useful influence of it, and wish to sustain it. 
 
 Near the close of school, I find perhaps on my desk a 
 paper of which the following may be considered a copy. 
 It is called the indictment. 
 

 MT. VERNON SCHOOL. 215 
 
 We accuse Miss A. B. of having waste papers in the 
 aisle opposite her desk, at 11 o'clock, on Friday, Oct. 12. 
 
 C 1 D ) 
 F F ( Witnesses. 
 
 I give notice after school that a case is to be tried* 
 Those interested, twenty or thirty perhaps, gather around 
 my desk, while the sheriff goes to summon the accused 
 and the witnesses. A certain space is marked off as the 
 precincts of the court, within which no one must enter in 
 the slightest degree, on pain of imprisonment, i. e. con- 
 finement to her seat until the court adjourns. 
 
 II Miss A. B. ; you are accused of having an untidy floor 
 about your desk. Have you any objection to the indict- 
 ment?" 
 
 While she is looking over the indictment, to discover a 
 mispelled word, or an error in the date, or some other la- 
 tent flaw, I appoint any two of the bystanders, jury. The 
 jury come forward to listen to the cause. 
 
 The accused returns the indictment, saying, she has no 
 objection, and the witnesses are called upon to present 
 their testimony. 
 
 Perhaps the prisoner alleges in defence that the papers 
 were out in the aisle, not under her desk, or that she did not 
 put them there, or that they were too few, or too small, to 
 deserve attention. 
 
 My charge to the jury would be somewhat as follows. 
 
 " You are to consider and decide whether she was guilty 
 of disorder; taking into view the testimony of the witness- 
 es, and also her defence. It is considered here that each 
 young lady is responsible not only for the appearance of 
 the carpet und-er her desk, but also for the aisle opposite to 
 it, so that her first ground of defence must be abandoned. 
 So also with the second, that she did not put them there. 
 She ought not to have them there. Each scholar must keep 
 her own place in a proper condition; so that if disorder 
 is found there, no matter who made it, she is responsible, 
 if she only had time to remove it. As to the third, you 
 must judge whether enough has been proved by the wit- 
 nesses to make out real disorder." The jury write guilty 
 or not guilty upon the paper, and it is returned to me. If 
 
216 MT. VERNON SCHOOL. 
 
 sentence is pronounced it is usually confinement to the 
 seat, during a recess, or part of a recess, or something 
 that requires slight effort or sacrifice, for the public good. 
 The sentence is always something real, though always 
 slight, and the court has a great deal of influence in a 
 double way; making amusement, and preserving order. 
 
 The cases tried are very various, but none of the serious 
 business of the school is entrusted to it. Its sessions are 
 always held out of school hours; and in fact it is hardly 
 considered by the scholars as a constituent part of the ar- 
 rangements of the school. So much so, that I hesitated 
 much about inserting an account of it in this description 
 
 VI. RELIGIOUS INSTRUCTION. 
 
 In giving you this account, brief as it is, I ought not to 
 omit to speak of one feature of our plan, which we have 
 always intended should be one of the most prominent and 
 distinctive characteristics of the school. The gentlemen 
 who originally interested themselves in its establishment, 
 had mainly in view the exertion, by the Principal, of a de- 
 cided moral and religious influence over the hearts of the 
 pupils. Knowing, as they did, how much more dutiful and 
 affectionate at home you would be, how much more suc- 
 cessful in your studies at school, how much happier in your 
 intercourse with each other, and in your prospects for the 
 future both here and hereafter, if your hearts could be 
 brought under the influence of Christian principle, they 
 were strongly desirous that the school should be so con- 
 ducted, that its religious influence, though gentle and allur- 
 ing in its character, should be frank, and open, and decidedc 
 I need not say that I myself entered very cordially into 
 these views. It has been my constant effort, and one of 
 the greatest sources of my enjoyment, to try to win my pu- 
 pils to piety, and to create such an atmosphere in school, 
 that conscience, and moral principle, and, affection for the 
 unseen Jehovah, should reign here. You can easily see 
 how much pleasanter it is for me to have the school con- 
 trolled by such an influence, than if it were necessary for 
 me to hire you to diligence in duty, by prizes or rewards, 
 
MT. VERNON SCHOOL. 217 
 
 or to deter you from neglect or from transgression, by re- 
 proaches, and threatenings, and punishments. 
 
 The influence which the school has thus exerted has al- 
 ways been cordially welcomed by my pupils, and approved, 
 so far as I have known, by their parents, though four or 
 five denominations, and fifteen or twenty different congre- 
 gations have been, from time to time, represented in the 
 school. There are few parents who would not like to have 
 their children Christians; sincerely and practically so; 
 for every thing which a parent can desire in a child is pro- 
 moted, just in proportion as she opens her heart to the in- 
 fluence of the spirit of piety. But that you may understand 
 what course is taken, I shall describe, first what I wish to 
 effect in the hearts of my pupils, and then what means I 
 take to accomplish the object. 
 
 1. A large number of young persons of your age, and 
 in circumstances similar to those in which you are placed, 
 perform with some fidelity their various outward duties, bid 
 maintain no habitual and daily communion with God. It is 
 very wrong for them to live thus without God, but they do 
 not see, or rather do not feel the guilt of it. They only 
 think of their accountability to human beings like them- 
 selves, for example their parents, teachers, brothers and 
 sisters, and friends. Consequently they think most of 
 their external conduct, which is all that human beings 
 can see. Their hearts are neglected and become very 
 impure, full of evil thoughts, and desires, and passions, 
 which are not repented of, and consequently not forgiven. 
 Now what I wish to accomplish in regard to all my pupils 
 is, that they should begin to feel their accountability to God, 
 and to act according to it. That they should explore their 
 hearts and ask God's forgiveness for all their past sins, 
 through Jesus Christ, who died for them that they might 
 be forgiven; and that they should from this time, try to live 
 near to God, feel his presence, and enjoy that solid peace 
 and happiness which flows from a sense of his protection. 
 When such a change takes place, it relieves the mind from 
 that constant and irritating uneasiness, which the great 
 mass of mankind feel as a constant burden; the ceaseless 
 forebodings of a troubled conscience, reproaching them for 
 19 
 
218 MT. VERNON SCHOOL. 
 
 their past accumulated guilt, and warning them of a judg- 
 ment to come. The change which I endeavor to promote, 
 relieves the heart both of the present suffering and of the 
 future danger. 
 
 After endeavoring to induce you to begin to act from 
 Christian principle, I wish to explain to you, your various 
 duties to yourselves, your parents, and to God. 
 
 2. The measures to which I resort to accomplish these 
 objects are three. 
 
 First. Religious Exercises in School. We open and 
 close the school with a very short prayer, and one or two 
 verses of a hymn. Sometimes I occupy ten or fifteen min- 
 utes at one of the general exercises, or at the close of the 
 school, in giving instruction upon practical religious duty. 
 The subjects are sometimes suggested by a passage of 
 scripture read for the purpose, but more commonly in an- 
 other way. 
 
 You will observe often at the close of the school or 
 at an appointed general exercise, that a scholar will bring 
 to my desk a dark-colored morocco wrapper, containing 
 several small strips of paper upon which questions relat- 
 ing to moral or religious duty, or subjects for remarks 
 from me, or anecdotes, or short statements of facts, giv- 
 ing rise to inquiries of various kinds, are written. This 
 wrapper is deposited in a place accessible to all the schol- 
 ars, and any one who pleases, deposits in it any question 
 or suggestion on religious subjects which may occur to her. 
 You can, at any time, do this yourself, thus presenting 
 any doubt, or difficulty, or inquiry, which may at any time 
 occur to you. 
 
 Second. Religious Exercise on Saturday afternoon. In 
 order to bring up more distinctly and systematically the 
 subject of religious duty, I established a long time ago, a 
 religious meeting on Saturday afternoon. It is intended 
 for those who feel interested in receiving such instruction, 
 and who can conveniently attend at that time. If you 
 have not other engagements, and if your parents approve 
 of it, I should be happy to have you attend. There will 
 be very little to interest you except the subject itself, for 
 
MT. VERNON SCHOOL. 219 
 
 I make all the instructions which I give there as plain, 
 direct, and practical as is in my power. A considerable 
 number of the scholars usually attend, and frequently 
 bring with them many of their female friends. You can 
 at any time invite any one whom you please, to come to 
 the meeting. It commences at half past three and con- 
 tinues about half an hour. 
 
 Third. Personal religious instruction. In consequence 
 of the large number of my pupils, and the constant occu- 
 pation of my time in school, I have scarcely any opportu- 
 nity of religious conversation with them, even with those 
 who particularly desire it. The practice has therefore 
 arisen, and gradually extended itself almost universally in 
 school, of writing to me on the subject. These communi- 
 cations are usually brief notes, expressing the writer's in- 
 terest in the duties of piety, or bringing forward her own 
 peculiar practical difficulties, or making specific inquiries, 
 or asking particular instruction in regard to some branch 
 of religious duty. I answer in a similar way, very brief- 
 ly and concisely however, for the number of notes of 
 this kind which I receive, is very large, and the time 
 which I can devote to such a correspondence necessarily 
 limited. I should like to receive such communications 
 from all my pupils; for advice or instruction communi- 
 cated in reply, being directly personal, is far more likely 
 to produce effect. Besides my remarks being in writing, 
 can be read a second time, and be more attentively con- 
 sidered and re-considered, than when words are merely 
 spoken. These communications must always be begun 
 by the pupil. I never, (unless there may be occasional 
 exceptions in some few very peculiar cases) commence. 
 I am prevented from doing this both by my unwillingness 
 to obtrude such a subject personally upon those who might 
 not welcome it, and by want of time. I have scarcely time 
 to write to all those who are willing first to write to me. 
 Many cases have occurred where individuals have strong- 
 ly desired some private communication with me, but have 
 hesitated long, and shrunk reluctantly from the first step. 
 I hope it will not be so with you. Should you ever wish 
 to receive from me any direct religious instruction, I hope 
 
220 MT. VERNON SCHOOL. 
 
 you will write immediately and freely. I shall very pro- 
 bably not even notice that it is the first time I have 
 received such a communication from you. So numerous 
 and so frequent are these communications that I seldom 
 observe, when I receive one from any individual for the 
 first time, that it comes from one who has not written me 
 before. 
 
 Such are the means to which I resort in endeavoring to 
 lead my pupils to God and to duty. And you will observe 
 that the whole design of them is to win and to allure, not 
 to compel. The regular devotional exercises of school, 
 are all which you will necessarily witness. These are very 
 short, occupying much less time than many of the pupils 
 think desirable. The rest is all private and voluntary. I 
 never make any effort to urge any one to attend the Sat- 
 urday meeting, nor do I, except in a few rare and pecu- 
 liar cases, ever address any one personally, unless she 
 desires to be so addressed. You will be left therefore in 
 this school unmolested, to choose your own way. If 
 you should choose to neglect religious duty, and to wan- 
 der away from God, I shall still do all in my power to 
 make you happy in school, and to secure for you in future 
 life, such a measure of enjoyment, as can fall to the share 
 of one, over whose prospects in another world there hangs 
 so gloomy a cloud. I shaU never reproach you, and per- 
 haps may not even know what your choice is. Should you 
 on the other hand prefer the peace and happiness of piety, 
 and be willing to begin to walk in its paths, you will find 
 many both among the teachers and pupils of the Mt. Ver- 
 non School to sympathize with you, and to encourage and 
 help you on your way. 
 
CHAPTER VII. 
 
 SCHEMING. 
 
 THE best teachers in our country, or rather those who 
 might be the best, lose a great deal of their time, and en- 
 danger, or perhaps entirely destroy their hopes of success, 
 by a scheming spirit, which is always reaching forward 
 to something new. One has in his mind some new school 
 book, by which Arithmetic, Grammar, or Geography are 
 to be taught with unexampled rapidity, and his own purse 
 to be filled, in a much more easy way, than by waiting for 
 the rewards of patient industry. Another has the plan of 
 a school, bringing into operation new principles of man-' 
 agement or instruction, which he is to establish on some 
 favored spot, and which is to become in a few years a 
 second Hofwyl. Another has some royal road to learning, 
 and though he is trammeled and held down by what he 
 calls the ignorance and stupidity of his Trustees or his 
 School Committee, yet if he could fairly put his principles 
 and methods to the test, he is certain of advancing the 
 science of Education half a century at least, at a single 
 leap. 
 
 Ingenuity in devising new ways, and enterprise in follow- 
 ing them, are among the happiest characteristics of a new 
 country rapidly filling with a thriving population. With- 
 out these qualities there could be no advance ; society must 
 be stationary ; and from a stationary to a retrograde con- 
 dition, the progress is inevitable. The disposition to make 
 improvements and changes may however be too great. If 
 so, it must be checked. On the other hand a slavish attach- 
 ment to old established practices may prevail. Then the 
 spirit of enterprise and experiment must be awakened and 
 encouraged. Which of these two is to be the duty of a 
 writer at any time, will of course depend upon the situation 
 
 ia* 
 
222 SCHEMING. 
 
 of the community at the time he writes, and of the class of 
 readers for which he takes his pen. Now at the present 
 time, it is undoubtedly true, that, while among the great 
 mass of teachers there may be too little originality and 
 enterprise, there is still among many a spirit of innovation 
 and change', to which a caution ought to be addressed. 
 But before I proceed, let me protect myself from miscon- 
 ception by one or two remarks. 
 
 1. There are a few individuals in various parts of our 
 country, who by ingenuity and enterprise, have made real 
 and important improvements in many departments of our 
 science, and are still making them. The science is to 
 be carried forward by such men. Let them not therefore 
 understand that any thing which I shall say, applies at all 
 to those real improvements which are from time to time, 
 brought before the public. As examples of this there 
 might easily be mentioned, were it necessary, several new 
 modes of study, and new text books, and literary instiUn 
 tions on new plans, which have been brought forward 
 within a few years, and proved, on actual trial, to be of 
 real and permanent value. 
 
 These are, or rather they were, when first conceived by 
 the original projectors, new schemes; and the result has 
 proved that they were good ones. Every teacher too must 
 hope that such improvements will continue to be made. 
 Let nothing therefore which shall be said on the subject 
 of scheming in this chapter, be interpreted as intended to 
 condemn real improvements of this kind, or to check those 
 which may now be in progress, by men of age or experi- 
 ence, or of sound judgment, who are capable of distin- 
 guishing between a real improvement and a whimsical 
 innovation, which can never live any longer than it is 
 sustained by the enthusiasm of the original inventor. 
 
 2. There are a great many teachers in our country, 
 who make their business a mere dull and formal routine, 
 through which they plod on, month after month, and year 
 after year, without variety or change, and who are inclin^ 
 ed to stigmatize with the appellation of idle scheming, all 
 plans, of whatever kind, to give variety or interest to the 
 exercises of the school. Now whatever may be said in 
 
SCHEMING. 223 
 
 this chapter against unnecessary innovation and change, 
 does not apply to efforts to secure variety in the details 
 of daily study, while the great leading objects are steadily 
 pursued. This subject has already been discussed in the 
 chapter on Instruction, where it has been shown that every 
 wise teacher, while he pursues the same great object, and 
 adopts in substance the same leading measures at all times, 
 will exercise all the ingenuity he possesses, and bring all 
 his inventive powers into requisition to give variety and 
 interest to the minute details. 
 
 To explain now what is meant by such scheming as is 
 to be condemned, let us suppose a case, which is not very 
 uncommon. A young man, while preparing for college, 
 takes a school. When he first enters upon the duties of 
 his office, he is diffident and timid, and walks cautiously 
 in the steps which precedent has marked out for him. 
 Distrusting himself, he seeks guidance in the example 
 which others have set for him, and very probably he imi- 
 tates precisely, though it may be insensibly and involun- 
 tarily, the manners and the plans of his own last teacher. 
 This servitude soon however, if he is a man of natural 
 abilities, passes away: he learns to try one experiment after 
 another, until he insensibly finds that a plan may suc- 
 ceed, even if it was not pursued by his former teacher. So 
 far it is well. He throws greater interest into his school, 
 and into all its exercises by the spirit with which he con- 
 ducts them. He is successful. After the period of his 
 services has expired, he returns to the pursuit of his stud- 
 ies, encouraged by his success, and anticipating further 
 triumphs in his subsequent attempts. 
 
 He goes on through college we will suppose, teaching 
 from time to time in the vacations, as opportunity occurs, 
 taking more and more interest in the employment, and 
 meeting with greater and greater success. This success 
 is owing in a very great degree to the freedom of his prac- 
 tice, that is to his escape from the thraldom of imitation. 
 So long as he leaves the great objects of the school 
 untouched, and the great features of its organization un- 
 changed, his many plans for accomplishing these objects 
 
224 SCHEMING. 
 
 in new and various ways, awaken interest and spirit both 
 in himself and in his scholars, and all goes on well. 
 
 Now in such a case as this, a young teacher philoso- 
 phizing upon his success and the causes of it, will almost 
 invariably make this mistake; viz., he will attribute to 
 something essentially excellent in his plans, the success 
 which, in fact results from the novelty of them. 
 
 When he proposes something new to a class, they all 
 take an interest in it, because it is new. He takes, too, a 
 special interest in it because it is an experiment which 
 he is trying, and he feels a sort of pride and pleasure in 
 securing its success. The new method which he adopts, 
 may not be, in itself, in the least degree better than old 
 methods. Yet it may succeed vastly better in his hands, 
 than any old method he had tried before. And why? 
 Why because it is new. It awakens interest in his class, 
 because it offers them variety, and it awakens interest in 
 him, because it is a plan which he has devised, and for 
 whose success therefore he feels that his credit is at stake. 
 Either of these circumstances is abundantly sufficient to 
 account for its success. Either of these would secure 
 success, unless the plan was a very bad one indeed. 
 
 This may easily be illustrated by supposing a particu- 
 lar case. The teacher has, we will imagine, been accus- 
 tomed to teach spelling in the usual way, by assigning a 
 lesson in the spelling book, which the scholars have stud- 
 ied in their seats, and then they have recited by having 
 the words put to them individually in the class. After 
 sometime, he finds that one class has lost its interest in 
 this study. He can make them get the lesson it is true, 
 but he perceives perhaps that it is a weary task to them. 
 Of course they proceed with less alacrity, and consequent- 
 ly with less rapidity and success. He thinks, very justly, 
 that it is highly desirable to secure cheerful, not forced, 
 reluctant efforts from his pupils, and he thinks of trying 
 some new plan. Accordingly he says to them, 
 
 " Boys, I am going to try a new plan for this class." 
 
 The mere annunciation of a new plan awakens uni- 
 versal attention. The boys all look up, wondering what 
 it is to be. 
 
SCHEMING. 225 
 
 " Instead of having you study your lessons in your 
 seats, as heretofore, I am going to let you all go together 
 into one corner of the room, and choose some one to read 
 the lesson to you, spelling all the words aloud. You will 
 all listen and endeavor to remember how the difficult ones 
 are spelled. Do you think you can remember? " 
 
 11 Yes, sir," say the boys. Children always think 
 they can do every thing which is proposed to them as a 
 new plan or experiment, though they are very often in- 
 clined to think they cannot do what is required of them 
 as a task. 
 
 " You may have," continues the teacher, " the words 
 read to you once, or twice, just as you please. Only if 
 you have them read but once, you must take a shorter 
 lesson." 
 
 He pauses and looks round upon the class. Some say, 
 " Once," some, " Twice." 
 
 " I am willing that you should decide this question. 
 How many are in favor of having shorter lessons, and 
 having them read but once? How many prefer longer 
 lessons, and having them read twice? " 
 
 After comparing the numbers, it is decided according 
 to the majority, and the teacher assigns, or allows them 
 to assign a lesson. 
 
 " Now," he proceeds, cc I am not only going to have 
 you study in a different way, but recite in a different way 
 too. You may take your slates with you, and after you 
 have had time to hear the lesson read slowly and care- 
 fully twice, I shall come and dictate to you the words 
 aloud, and you will all write them from my dictation. 
 Then I shall examine your slates, and see how many mis- 
 takes are made." 
 
 Any class of boys now would be exceedingly interested 
 in such a proposal as this, especially if the master's ordi- 
 nary principles of government and instruction had been 
 such, as to interest the pupils in the welfare of the school, 
 and in their own progress in study. They will come 
 together in the place assigned, and listen to the one who 
 is appointed to read the words to them, with every fac- 
 ulty aroused, and their whole souls engrossed in the new 
 
226 SCHEMING. 
 
 duties assigned them. The teacher, too, feels a special 
 interest in his experiment. Whatever else he may be 
 employed about, his eye turns instinctively to this group, 
 with an intensity of interest, which an experienced teacher 
 who has long been in the field, and who has tried experi- 
 ments of this sort a hundred times, can scarcely conceive. 
 For let it be remembered that I am describing the acts 
 and feelings of a new beginner; of one who is commenc- 
 ing his work, with a feeble and trembling step, and per- 
 haps this is his first step from the beaten path in which 
 he has been accustomed to walk. 
 
 This new plan is continued, we will suppose, a week, 
 during which time the interest of the pupils continues. 
 They get longer lessons, and make fewer mistakes than 
 they did by the old method. Now in speculating on this 
 subject, the teacher reasons very justly, that it is of no 
 consequence whether the pupil receives his knowledge 
 through the eye, or through the ear; whether they study 
 in solitude or in company. The point is to secure their 
 progress in learning to spell the words of the English 
 language, and as this point is secured far more rapidly 
 and effectually by his new method, the inference is to his 
 mind very obvious, that he has made a great improve- 
 ment, one of real and permanent value. Perhaps he 
 will consider it an extraordinary discovery. 
 
 But the truth is, that in almost all such cases as this, 
 the secret of the success is, not that the teacher has dis- 
 covered a better method than the ordinary ones, but that 
 he has discovered a new one. The experiment will suc- 
 ceed in producing more successful results, just as long as 
 the novelty of it continues to excite unusual interest and 
 attention in the class, or the thought that it is a plan of 
 the teacher's own invention, leads him to take a peculiar 
 interest in it. And this may be a month, or perhaps a 
 quarter, and precisely the same effects would have been 
 produced, if the whole had been reversed, that is, if the 
 plan of dictation had been the old one, which in process 
 of time had, in this supposed school,, lost its interest, and 
 the teacher by his ingenuity and enterprise had discov- 
 ered and introduced what is now the common mode. 
 
SCHEMING 227 
 
 " Very well," perhaps my reader will reply, "it is sure- 
 ly something gained to awaken and continue interest in a 
 dull study, for a quarter, or ,even a month. The experi- 
 ment is worth something as a pleasant and useful change, 
 even if it is not permanently superior to the other." 
 
 It is indeed worth something. It is worth a great deal; 
 and the teacher who can devise and execute such plans, 
 understanding their real place and value, and adhering 
 steadily through them all, to the great object which ought 
 to engage his attention, is in the "almost certain road to 
 success as an instructor. What I wish is, not to dis- 
 courage such efforts; they ought to be encouraged to the 
 utmost, but to have their real nature and design, and the 
 real secret of their success fully understood, and to have 
 the teacher, above all, take good care that all his new 
 plans are made, not the substitutes for the great objects 
 which he ought to keep steadily in view, but only the means 
 by which he may carry them into more full and complete 
 effect. 
 
 In the case we are supposing however, we will imagine 
 that the teacher does not do this. He fancies that he has 
 made an important discovery, and begins to inquire wheth- 
 er the principle, as he calls it, cannot be applied to some 
 other studies. He goes to philosophizing upon it, and 
 can find many reasons why knowledge received through 
 the ear makes a more ready and lasting impression, than 
 when it comes through the eye. He tries to apply the 
 method to Arithmetic and Geography, and in a short time 
 is forming plans for the complete metamorphosis of his 
 school. When engaged in hearing a recitation, his mind 
 is distracted with his schemes and plans ; and instead of de- 
 voting his attention fully to the work he may have in hand, 
 his thoughts are wandering continually to new schemes and 
 fancied improvements, which agitate and perplex him, and 
 which elude his efforts to give them a distinct and definite 
 form. He thinks he must however, carry out his principle. 
 He thinks of its applicability to a thousand other cases. 
 He revolves, over and over again in his mind, plans for 
 changing the whole arrangement of his school. He is 
 again and again lost in perplexity, his mind is engrossed 
 
228 SCHEMING. 
 
 and distracted, and his present duties are performed with 
 no interest, and consequently with little spirit or success. 
 
 Now his error is in allowing a new idea, which ought 
 only to have suggested to him an agreeable change for a 
 time, in one of his classes, to swell itself into undue and 
 exaggerated importance, and to draw off his mind from 
 what ought to be the objects of his steady pursuit. 
 
 Perhaps some teacher of steady intellectual habits and 
 a well balanced mind may think that this picture is fanciful, 
 and that there is little danger that such consequences will 
 ever actually result from such a cause. But far from hav- 
 ing exaggerated the results, I am of opinion that I might 
 have gone much farther. There is no doubt that a great 
 many instances have occurred, in which some simple idea 
 like the one I have alluded to, has led the unlucky con- 
 ceiver of it, in his eager pursuit far deeper into the diffi- 
 culty, than I have here supposed. He gets into a conten- 
 tion with the school committee, that formidable foe to the 
 projects of all scheming teachers; and it would not be 
 very difficult to find many actual cases, where the individ- 
 ual has, in consequence of some such idea, quietly planned 
 and taken measures to establish some new institution, 
 where he can carry on, unmolested, his plans, and let the 
 world see the full results of his wonderful discoveries. 
 
 We have in our country a very complete system of lit- 
 erary institutions, so far as external organization will go, 
 and the prospect of success is far more favorable in efforts 
 to carry these institutions into more complete and prosper- 
 ous operation, than in plans for changing them, or sub- 
 stituting others in their stead. Were it not that such a 
 course would be unjust to individuals, a long and mel- 
 ancholy catalogue might easily be made out, of abortive 
 plans which have sprung up in the minds of young men, 
 in the manner I have described, and which after perhaps 
 temporary success, have resulted in partial or total failure. 
 These failures are of every kind. Some are school-books 
 on a new plan, which succeed in the inventor's hand, 
 chiefly on account of the spirit which carried it into effect; 
 but which in ordinary hands, and under ordinary cir- 
 cumstances, and especially after long continued use, have 
 
SCHEMING. 229 
 
 failed of exhibiting any superiority. Others are institu- 
 tions, commenced with great zeal by the projectors, and 
 which succeed just as long as that zeal continues. Zeal 
 will make any thing succeed for a time. Others are new 
 plans of instruction ^r government, generally founded on 
 some good princip] 3 carried to an extreme, or made to 
 grow into exaggerated and disproportionate importance. 
 Examples almost innumerable, of these things might be 
 particularized, if it were proper, and it would be found 
 upon examination, that the amount of ingenuity and labor 
 wasted upon such attempts, would have been sufficient, if 
 properly expended, to have elevated very considerably the 
 standard of education, and to have placed existing institu- 
 tions in a far more prosperous and thriving state than they 
 now exhibit. 
 
 The reader will perhaps ask, shall we make no efforts 
 at improvement? Must every thing in education go on 
 in a uniform and monotonous manner; and while all else 
 is advancing, shall our cause alone stand still? By no 
 means. It must advance; but let it advance mainly by 
 the industry and fidelity of those who are employed in 
 it; by changes slowly and cautiously made; not by great 
 efforts to reach forward to brilliant discoveries, which will 
 draw off the attention from essential duties, and after lead- 
 ing the projector through perplexities and difficulties with- 
 out number, end in mortification and failure. 
 
 Were I to give a few concise and summary directions 
 in regard to this subject to a young teacher, they would be 
 the following: 
 
 1 . Examine thoroughly the system of public and private 
 Bchools as now constituted in New England, until you 
 fully understand it, and appreciate its excellences and its 
 completeness; see how fully it provides for the wants of 
 the various classes of our population. 
 
 By this I mean to refer only to the completeness of the 
 system, as a system of organization. I do not refer at all 
 to the internal management of these institutions: this last 
 is, of course, a field for immediate and universal effort at 
 progress and improvement. 
 
 2. If after fully understanding this system as it now 
 
 20 
 
230 
 
 SCHEMING. 
 
 exists, you are of opinion that something more is neces- 
 sary; if you think some classes of the community are 
 not fully provided for, or that some of our institutions may 
 be advantageously exchanged for others, whose plan you 
 have in mind; consider whether your age, and experience, 
 and standing, as an instructer are such as to enable you 
 to place confidence in your opinion. 
 
 I do not mean by this, that a young man may not make 
 a useful discovery; but only that he may be led away by 
 the ardor of early life, to fancy that essential and impor- 
 tant, which is really not so. It is important that each one 
 should determine whether this is not the case with him- 
 self, if his mind is revolving some new plan. 
 
 3. Perhaps you are contemplating only a single new 
 institution, which is to depend for its success, on yourself 
 and some coadjutors whom you have in mind, and whom 
 you well know. If this is the case, consider whether the 
 establishment you are contemplating can be carried on, 
 after you shall have left it, by such men as can ordinarily 
 be obtained. If the plan is founded on some peculiar 
 notions of your own, which would enable you to succeed 
 in it, when others, also interested in such a scheme, would 
 probably fail, consider whether there may not be danger 
 that your plan may be imitated by others, who cannot 
 carry it into successful operation, so that it may be the 
 indirect means of doing injury. A man is, in some de- 
 gree, responsible for his example, and for the consequen- 
 ces which may indirectly flow from his course, as well as 
 for the immediate results which he produces. The Fel- 
 lenberg school at Hofwyl has perhaps, by its direct re- 
 sults, been as successful for a given time, as perhaps any 
 other institution in the world; but there is a great offset 
 to the good which it has thus done, to be found in the his- 
 
 . tory of the thousand wretched imitations of it, which have 
 been started only to linger a little while and die, and in 
 which a vast amount of time, and talent, and money have 
 been wasted. 
 
 4. Consider the influence you may have upon the other 
 institutions of our country, by attaching yourself to some 
 one under the existing organization. If you take an 
 
SCHEMING. 231 
 
 academy or a private school, constituted and organized 
 like other similar institutions, success in your own, will 
 give you influence over others. A successful teacher of 
 an academy, raises the standard of academic instruction 
 A college professor, if he brings extraordinary talents to 
 bear upon the regular duties of that office, throws light, 
 universally, upon the whole science of college discipline 
 and instruction. By going, however, to some new field, 
 establishing some new and fanciful institution, you take 
 yourself from such a sphere; you exert no influence 
 over others, except upon feeble imitators, who fail in their 
 attempts, and bring discredit upon your plans by the awk- 
 wardness with which they attempt to adopt them. How 
 much more service to the cause of education, have Pro- 
 fessors Cleaveland and Silliman rendered by falling in 
 with the regularly organized institutions of the country, 
 and elevating them, than if in early life, they had given 
 themselves to some magnificent project of an establish- 
 ment, to which their talents would unquestionably have 
 given temporary success, but which would have taken 
 them away from the community of teachers, and confined 
 the results of their labors to the more immediate effects 
 which their daily duties might produce. 
 
 5. Perhaps, however, your plan is not the establishment 
 of some new institution, but the introduction of some new 
 study or pursuit into the one with which you are connected. 
 Before, however, you interrupt the regular plans of your 
 school to make such a change, consider carefully what is 
 the real and appropriate object of your institution. Every 
 thing is not to be done in school. The principles of 
 division of labor apply with peculiar force to this employ- 
 ment; so that you must not only consider whether the 
 branch, which you are now disposed to introduce, is im- 
 portant, but whether it is really such an one as it is, on the 
 whole, best to include among the objects to be pursued in 
 such an institution. Many teachers seem to imagine, that 
 if any thing is in itself important, and especially if it is an 
 important branch of education, the question is settled of 
 its being a proper object of attention in school. But this 
 is very far from being the case. The whole work of edu- 
 
232 SCHEMING. 
 
 cation can never be intrusted to the teacher. Much must 
 of course remain in the hands of the parent; it ought so 
 to remain. The object of a school is not to take children 
 out of the parental hands, substituting the watch and guar- 
 dianship of a stranger, for the natural care of father and 
 mother. Far from it. It is only the association of the 
 children for those purposes which can be more successfully 
 accomplished by association. It is an union for few, spe- 
 cific, and limited objects, for the accomplishment of that 
 part, (and it is comparatively a small part of the general ob- 
 jects of education) which can be most successfully affected 
 by public institutions, and in assemblies of the young. 
 
 6. If the branch which you are desiring to introduce, 
 appears to you to be an important part of education, and 
 if it seems to you that it can be most successfully attend- 
 ed to in schools, then consider whether the introduction of 
 it, and of all the other branches having equal claims, will, 
 or will not give to the common schools too great a com- 
 plexity. Consider whether it will succeed in the hands 
 of ordinary teachers. Consider whether it will require so 
 much time and effort, as will draw off, in any considera- 
 ble degree, the attention of the teacher from the more es- 
 sential parts of his duty. All will admit that it is highly 
 important that every school should be simple in its plan, 
 as simple as its size and general circumstances will per- 
 mit, and especially, that the public schools in every town 
 and village of our country should never lose sight of what 
 is, and must be, after all, their great design teaching the 
 whole population to read, ivrite, and calculate. 
 
 7. If it is a school-book, which you are wishing to in- 
 troduce, consider well before you waste your time in pre- 
 paring it, and your spirits in the vexatious work of getting 
 it through the press, whether it is, for general use, so su- 
 perior to those already published, as to induce teachers to 
 make a change in favor of yours. I have italicised the 
 wordsybr general use, for no delusion is more common than 
 for a teacher to suppose, that because a text-book which 
 he has prepared and uses in manuscript, is better for him 
 than any other work which he can obtain, it will therefore 
 be better for general circulation. Every man, if he has 
 
SCHEMING 233 
 
 any originality of mind, has of course some peculiar meth- 
 od of his own, and he can of course prepare a text-book 
 which will be better adapted to this method, than those 
 ordinarily in use. The history of a vast multitude of text- 
 books, Arithmetics, Geographies, and Grammars, is this. 
 A man of a somewhat ingenious mind, adopts some pecu- 
 liar mode of instruction in one of these branches, and is 
 quite successful, not because the method has any very 
 peculiar excellence, but simply because he takes a greater 
 interest in it, both on account of its novelty and also from 
 the fact that it is his own invention. He conceives the 
 plan of writing a text-book, to develope and illustrate this 
 method. He hurries through the work. By some means 
 or other, he gets it printed. In due time it is regularly 
 advertised. The Annals of Education gives notice of it; 
 the author sends a few copies to his friends, and that is 
 the end of it. Perhaps a few schools may make a trial of 
 it, and if, for any reason, the teachers who try it are in- 
 terested in the work, perhaps in their hands, it succeeds. 
 But it does not succeed so well as to attract general atten- 
 tion, and consequently does not get into general circula- 
 tion. The author loses his time and his patience. The 
 publisher, unless unfortunately it was published on the 
 author's account, loses his paper. And in a few months, 
 scarcely any body knows that such a book ever saw the 
 light. ' 
 
 It is in this way, that the great multitude of school-books 
 which are now constantly issuing from the press, take 
 their origin. Far be it from me to discourage the pre- 
 paration of good school-books. This department of our 
 literature offers a fine field for the efforts of learning and 
 genius. What I contend against, is the endless multipli- 
 city of useless works, hastily conceived and carelessly exe- 
 cuted, and which serve no purpose, but to employ useless- 
 ly, talents, which if properly applied, might greatly benefit 
 both the community and the possessor. 
 
 8. If, however, after mature deliberation you conclude 
 
 that you have the plan of a school-book which you ought 
 
 to try to mature and execute, be slow and cautious about 
 
 it. Remember that so great is now the competition in this 
 
 20* 
 
234 SCHEMING. 
 
 branch, nothing but superior excellences will secure the 
 favorable reception of a work. Examine all that your 
 predecessors have done before you. Obtain, whatever may 
 be the trouble and expense, all other text books on the 
 subject, and examine them thoroughly. If you see that 
 you can make a very decided advance on all that has been 
 done, and that the public will probably submit to the in- 
 convenience and expense of a change, to secure the result 
 of your labors, go forward slowly and thoroughly in your 
 work. No matter how much investigation, how much time 
 and labor it may require. The more difficulty you may 
 find, in gaining the eminence, the less likely will you be 
 to be followed by successful competitors. 
 
 9. Consider in forming your text-book, not merely the 
 whole subject on which you are to write, but also look ex- 
 tensively and thoroughly at the institutions throughout the 
 country, and consider carefully the character of the teach- 
 ers by whom you expect it to be used. Sometimes a man 
 publishes a text-book, and when it fails on trial, he says^ 
 C( It is because they did not know how to use it. The book 
 in itself was good. The whole fault was in the awkward- 
 ness and ignorance of the teacher." How absurd! As 
 if to make a good text-book, it was not as necessary to 
 adapt it to teachers as to scholars. A good text-book which 
 the teachers for whom it was intended did not know how to 
 use! ! i. e. A good contrivance but entirely unfit for the 
 purpose for which it was intended. 
 
 10. Lastly, in every new plan, consider carefully whe- 
 ther its success in your hands, after you have tried it, and 
 found it successful, be owing to its novelty and to your 
 own special interest, or to its own innate and intrinsic 
 superiority. If the former, use it so long as it will last, 
 simply to give variety and interest to your plans. Recom- 
 mend it in conversation or in other ways to teachers with 
 whom you are acquainted; not as a wonderful discovery, 
 which is going to change the whole science of education, 
 but as one method among others, which may be introduced 
 from time to time, to relieve the monotony of the teacher's 
 labors. 
 
 In a word do not go away from the established institu- 
 

 SCHEMING. 235 
 
 tions of our country, or deviate from the great objects 
 which are at present, and ought to be pursued by them, 
 without great caution, circumspection, and deliberate in- 
 quiry. But within these limits, exercise ingenuity and 
 invention as much as you will. Pursue steadily the great 
 objects which demand the teacher's attention; they are 
 simple and few. Never lose sight of them, nor turn to the 
 right or to the left to follow any ignis fatuus which may 
 endeavor to allure you away; but exercise as much inge- 
 nuity and enterprise as you please, in giving variety and 
 interest to the modes by which these objects are pursued. 
 
 If planning and scheming are confined within these lim- 
 its, and conducted on these principles, the teacher will 
 save all the agitating perplexity and care which will other- 
 wise be his continual portion. He can go forward peace- 
 ably and quietly, and while his own success is greatly 
 increased, he may be of essential service to the cause 
 in which he is engaged, by making known his various ex- 
 periments and plans to others. For this purpose it seems 
 to me highly desirable that every teacher should KEEP A 
 JOURNAL of all his plans. In these should be carefully en- 
 tered all his experiments: the new methods he adopts; the 
 course he takes in regard to difficulties which may arise; 
 and any interesting incidents which may occur, which it 
 would be useful for him to refer to, at some future time. 
 These or the most interesting of them should be made 
 known to other teachers. This may be done in several 
 ways. 
 
 (1.) By publishing them in periodicals dovoted to edu- 
 cation. Such contributions, furnished by judicious men, 
 would be among the most valuable articles in such a work. 
 They would be far more valuable than any general spec- 
 ulations, however well conceived or expressed. 
 
 (2.) In news-papers intended for general circulation. 
 There are very few editors whose papers circulate in fam- 
 ilies, who would not gladly receive articles of this kind, 
 to fill a teacher's department 1 in their columns. If prop- 
 erly written they would be read with interest and profit by 
 multitudes of parents, and would throw much light on 
 family government and instruction. 
 
236 SCHEMING. 
 
 (3.) By reading them in teacher's meetings. If half 
 a dozen teachers who are associated in the same vicinity, 
 would meet once a fortnight, simply to hear each other's 
 journals, they would be amply repaid for their time and 
 labor. Teacher's meetings will be interesting and useful, 
 when those who come forward in them, will give up the 
 prevailing practice of delivering orations, and come down 
 at once to the scenes and to the business of the school- 
 room. 
 
 There is one topic connected with the subject of this 
 chapter, which deserves a few paragraphs. I refer to the 
 rights of the Committee, or the Trustees, or Patrons, in 
 the control of the school. The right to such control, when 
 claimed at all, is usually claimed in reference to the teach- 
 er's new plans, which renders it proper to allude to the 
 subject here; and it ought not to be omitted, for a great 
 many cases occur, in which teachers have difficulties with 
 the trustees or committee of their school. Sometimes 
 these difficulties have amounted to an open rupture; at 
 other times, only to a slight and temporary misunderstand- 
 ing, arising from what the teacher calls an unwise and 
 unwarrantable interference on the part of the committee, 
 or the trustees, in the arrangements of the school. Diffi- 
 culties of some sort very often arise. In fact, a right 
 understanding of this subject, is, in most cases, abso- 
 lutely essential to the harmony and co-operation of the 
 teacher, and the representatives of his patrons. 
 
 There are then, it must be recollected, three different 
 parties connected with every establishment for education; 
 the parents of the scholars, the teacher, and the pupils 
 themselves. Sometimes, as for example, in a common 
 private school, the parents are not organized, and what- 
 ever influence they exert, they must exert in their indi- 
 vidual capacity. At other times, as in a common district 
 or town school, they are by law organized, and the school 
 committee chosen for this purpose, are their legal repre- 
 sentatives. In other instances, a board of trustees are 
 constituted by the appointment of the founders of the 
 institution, or by the legislature of a state, to whom is 
 committed the oversight of its concerns, and who are con- 
 
SCHEMING. 237 
 
 sequently the representatives of the founders and patrons 
 of the school. 
 
 There are differences between these various modes of 
 organization which I shall not now stop to examine, as it 
 will be sufficiently correct for my purpose to consider them 
 all as only various ways of organizing the employers, in 
 the contract, by which the teacher is employed. The 
 teacher is the agent; the patrons, represented in these 
 several ways, are the principals. When, therefore, in 
 the following paragraphs, I use the word employers, I 
 mean to be understood to speak of the committee, or the 
 trustees, or the visiters, or the parents themselves, as the 
 case, in each particular institution, may be: that is, the 
 persons, for whose purpose, and at whose expense, the 
 institution is maintained ; or their representatives. 
 
 Now there is a very reasonable, and almost universally 
 established rule, which teachers are very frequently prone 
 to forget, viz., the employed ought always to be responsible 
 to the employers, and to be under their direction. So obvi- 
 ously reasonable is this vule, and in fact, so absolutely 
 indispensable in the transaction of all the business of life, 
 that it would be idle to attempt to establish and illustrate 
 it here. It has, however, limitations, and it is applicable 
 to a much greater extent, in some departments of human 
 labor, than in others. It is applicable to the business of 
 teaching, and though, I confess, that it is somewhat less 
 absolute and imperious here, still, it is obligatory, I be- 
 lieve, to far greater extent, than teachers have been gen- 
 erally willing to admit. 
 
 A young lady, I will imagine, wishes to introduce the 
 study of Botany into her school. The parents or the 
 committee object; they say, that they wish the children 
 to confine their attention exclusively to the elementary 
 branches of education. " It will do them no good," says 
 the chairman of the committee, " to learn by heart some 
 dozen or two of learned names. We want them to read 
 well, to write well, and to calculate well, and not to waste 
 their time in studying about pistils and stamens and non- 
 sense." 
 
 Now what is the dutv of the teacher in such a case? 
 
238 SCHEMING. 
 
 Why, very plainly her duty is the same as that of the Gov 
 ernor of a state, where the people, through their repre- 
 sentatives, regularly chosen, negative a proposal, which he 
 considers calculated to promote the public good. It is his 
 duty to submit to the public will, and though he may prop- 
 erly do all in his power, to present the subject to his em- 
 ployers in such a light, as to lead them to regard it as he 
 does, he must still, until they do so regard it, bow to their 
 authority; and every magistrate, who takes an enlarged 
 and comprehensive view of his duties as the executive of 
 a republican community, will do this without any humili- 
 ating feelings of submission to unauthorized interference 
 with his plans. He will; on the other hand, enjoy the sat- 
 isfaction of feeling that he confines himself to his proper 
 sphere, and leave to others, the full possession of rights 
 which properly pertain to them. 
 
 It is so with every case, where the relation of employer 
 and employed subsists. You engage a carpenter to erect 
 a house for you, and you present your plan; instead of 
 going to work arid executing your orders according to your 
 wishes, he goes to criticising and condemning it: he finds 
 fault with this, and ridicules that, and tells you, you ought 
 to make such and such an alteration in it. It is perfectly 
 right for him to give his opinion, in the tone and spirit of 
 recommendation or suggestion, with a distinct understanding 
 that with his employer rests the power and the right to 
 decide. But how many teachers take possession of their 
 school room as though it was^an empire in which they are 
 supreme, who resist every interference of their employers, 
 as they would an attack upon their personal freedom, and 
 who feel, that in regard to every thing connected with 
 school, they have really no actual responsibility. 
 
 In most cases, the employers, knowing how sensitive 
 teachers very frequently are on this point, acquiesce in it, 
 and leave them to themselves. Whenever in any case, 
 they think that the state of the school requires their inter- 
 ference, they come cautiously and fearfully to the teacher, 
 as if they were encroaching upon his rights, instead of 
 advancing with the confidence and directness with which 
 employers have always aright to approach the employed; 
 
SCHEMING. 239 
 
 and the teacher, with the view he has insensibly taken 
 of the subject, being perhaps confirmed by the tone and 
 manner which his employers use, makes the conversation, 
 quite as often, an occasion of resentment and offence as 
 of improvement. He is silent, perhaps, but in his heart 
 he accuses his committee or his trustees of improper in- 
 terference in his concerns, as though it was no part of 
 their business to look after work which is going forward 
 for their advantage, and for which they pay. 
 
 Perhaps some individuals, who have had some collision 
 with their trustees or committee, will ask me if I mean, 
 that a teacher ought to be entirely and immediately under 
 the supervision and control of the trustees, just as a me- 
 chanic is when employed by another man. By no means. 
 There are various circumstances connected with the nature 
 of this employment; the impossibility of the employers 
 fully understanding it in all its details; and the character 
 and the standing of the teacher himself, which always will, 
 in matter of fact, prevent this. The employers always 
 will, in a great many respects, place more confidence in 
 the teacher and in his views, than they will in their own. 
 But still, the ultimate power is theirs. Even if they err, 
 if they wish to have a course pursued which is mani- 
 festly inexpedient and wrong, they still have a right to 
 decide. It is their work: it is going on at their instance, 
 and at their expense, and the power of ultimate decision, 
 on all disputed questions, must, from the very nature of 
 the case, rest with them. The teacher may, it is true, 
 have his option either to comply with their wishes or to 
 seek employment in another sphere; but while he remains 
 in the employ of any persons, whether in teaching or in 
 any other service, he is bound to yield to the wishes of 
 his employers, when they insist upon it, and to submit 
 pleasantly to their direction, when they shall claim their 
 undoubted right to direct. 
 
 This is to be done, it must be remembered, when they 
 are wrong, as well as when they are right. The obliga- 
 tion of the teacher is not founded upon the superior wisdom 
 of his employers, in reference to the business for which 
 they have engaged him, for they are very probably his 
 
240 SCHEMING. 
 
 inferiors in this respect ; but upon their right as employers, 
 to determine how their own work shall be done. A garden- 
 er, we will suppose, is engaged by a gentleman to lay out 
 his grounds. The gardener goes to work, and after a few 
 hours the gentleman comes out to see how he goes on, 
 and to give directions. He proposes something which 
 the gardener, who, to make the case stronger, we will 
 suppose knows better that the proprietor of the grounds, 
 considers ridiculous and absurd; nay, we will suppose it 
 is ridiculous and absurd. Now what can the gardener 
 do? There are, obviously, two courses. He can say to 
 the proprietor, after a vain attempt to convince him he is 
 wrong, " Well, sir, I will do just as you say. The grounds 
 are yours: I have no interest in it, or responsibility, ex- 
 cept to accomplish your wishes." This would be right. 
 Or he might say, " Sir, you have a right to direct upon 
 your own grounds, and I do not wish to interfere with 
 your plans; but I must ask you to obtain another garden- 
 er. I have a reputation at stake, and this work, if I do it 
 even at your direction, will be considered as a specimen 
 of my taste and of my planning, so that I must in justice 
 to myself, decline remaining in your employment." This 
 too, would be right, though probably, both in the business 
 of gardening and of teaching, the case ought to be a strong 
 one, to render it expedient. 
 
 But it would not be right for him, after his employer 
 should have gone away, to say to himself, with a feeling 
 of resentment at the imaginary interference; (( I shall not 
 follow any such directions; I understand my own trade 
 and shall receive no instructions in it from him;" and then 
 disobeying all directions, go on and do the work contrary 
 to the orders of his employer, who alone has a right to 
 decide. 
 
 And yet a great many teachers take a course as absurd 
 and unjustifiable as this would be. Whenever the parents, 
 or the committee, or the trustees express, however mildly 
 and properly, their w'ishes in regard to the manner in which 
 they desire to have their own work performed, their pride 
 is at once aroused. They seem to feel it an indignity, to 
 act in any other way, than just in accordance with their 
 
SCHEMING. 241 
 
 own will and pleasure ; and they absolutely refuse to com- 
 ply, resenting the interference as an insult. Or else, if 
 they apparently yield, it is with mere cold civility, and en- 
 tirely without any honest desires to carry the wishes thus 
 expressed, into actual effect. 
 
 Parents may, indeed, often misjudge. A good teacher 
 will, however, soon secure their confidence, and they will 
 acquiesce in his opinion. But they ought to be watch- 
 ful ; and the teacher ought to feel and acknowledge their 
 authority, on all questions connected with the education 
 of their children. They have originally entire power in 
 regard to the course which is to be pursued with them. 
 Providence has made the parents responsible and wholly 
 responsible for the manner in which their children are 
 prepared for the duties of this life, and it is interesting to 
 observe, how very cautious the laws of society are, about 
 interfering with the parent's wishes, in regard to the 
 education of the child. There are many cases, in which 
 enlightened governments might make arrangements which 
 would be better than those made by the parents, if they 
 are left to themselves. But they will not do it ; they ought 
 not to do it. God has placed the responsibility in the 
 hands of the father and mother, and unless the manner in 
 which it is exercised is calculated to endanger or to in- 
 jure the community, there can rightfully be no interference 
 except that of argument and persuasion. 
 
 It ought also to be considered that upon the parents will 
 come the consequences of the good or bad education of their 
 children, and not upon the teacher, and consequently it is 
 right that they should direct. The teacher remains, per- 
 haps, a few months with his charge, and then goes to 
 other places, and perhaps hears of them no more. He 
 has thus very little at stake. The parent has every thing 
 at stake, and it is manifestly unjust to give one man the 
 power of deciding, while he escapes all the consequences 
 of his mistakes, if he makes any, and to take away all 
 the power from those, upon whose heads, all the suffering, 
 which will follow an abuse of the power, must descend. 
 
 21 
 
CHAPTER VIII. 
 
 REPORTS OF CASES. 
 
 THERE is perhaps no way, by which a writer can more 
 effectually explain his views on the subject of education, 
 than by presenting a great variety of actual cases, whether 
 real or imaginary, and describing particularly the course 
 of treatment he would recommend in each. This method 
 of communicating knowledge is very extensively resorted 
 to in the medical profession, where writers detail particu- 
 lar cases, and report the symptoms and the treatment for 
 each succeeding day, so that the reader may almost fancy 
 himself actually a visiter at the sick bed, and the nature 
 and effects of the various prescriptions become fixed in the 
 mind, with almost as much distinctness and permanency 
 as actual experience would give. 
 
 This principle has been kept in view, the reader may 
 perhaps think, too closely, in all the chapters of this vol- 
 ume; almost every point brought up, having been illus- 
 trated by anecdotes and narratives. I propose, however, 
 devoting one chapter now, to presenting a number of mis- 
 cellaneous cases, without any attempt to arrange them. 
 Sometimes the case will be merely stated, the reader being 
 left to draw the inference; at others, such remarks will be 
 added as the case suggests. All will however be intended to 
 answer some useful purpose, either to exhibit good or bad 
 management and its consequences, or to bring to view some 
 trait of human nature, as it exhibits itself in children, 
 which it may be desirable for the teacher to know. Let 
 it be understood, however, that these cases are not select- 
 ed with reference to their being strange, or extraordinary. 
 They are rather chosen because they are common, i. e. 
 they, or cases similar, will be constantly occurring to the 
 
REPORTS OF CASES. 243 
 
 teacher, and reading such a chapter will be the best sub- 
 stitute for experience which the teacher can have. Some 
 are descriptions of literary exercises or plans which the 
 reader can adopt in classes, or with a whole school; others 
 are cases of dicipline, good or bad management, which 
 the teacher can imitate or avoid. The stories are from 
 various sources, and are the results of the experience of 
 several individuals. 
 
 1. HATS AND BONNETS. The master of a district school 
 was accidentally looking out of the window one day, and 
 he saw one of the boys throwing stones at a hat, which was 
 put up for that purpose upon the fence. He said nothing 
 about it at the time, but made a memorandum of the oc- 
 currence, that he might bring it before the school, at the 
 proper time. When the hour, set apart for attending to 
 the general business of the school, had arrived, and all 
 were still, he said, 
 
 " I saw one of the boys throwing stones at a hat to-day, 
 did he do right or wrong?" 
 
 There were one or two faint murmurs which sounded 
 like " Wrong," but the boys generally made no answer. 
 
 " Perhaps it depends a little upon the question whose 
 hat it was. Do you think it does depend upon that?" 
 
 " Yes sir." 
 
 " Well, suppose then it was not his own hat, and he was 
 throwing stones at it without the owner's consent, would 
 it be plain in that case, whether he was doing right or 
 wrong ? ' ' 
 
 " Yes sir; wrong," was the universal reply. 
 
 " Suppose it was his own hat, would he have been 
 right ? Has a boy a right to do what he pleases with his 
 own hat?" 
 
 " Yes sir," " Yes sir," " No sir," " No sir," answered 
 the boys confusedly. 
 
 " I do not know whose hat it was. If the boy who did 
 it is willing to rise and tell me, it will help us to decide 
 this question." 
 
 The boy knowing that a severe punishment was not 
 in such a case to be anticipated, and in fact, apparently 
 
244 REPORTS OF CASES. 
 
 pleased with the idea of exonerating himself from the 
 blame of wilfully injuring the property of another, rose 
 and said, 
 
 " I suppose it was I, sir, who did it, and it was my own 
 hat?" 
 
 " Well," said the master, "1 am glad you are willing 
 to tell frankly how it was; but let us look at this case. 
 There are two senses in which a hat may be said to 
 belong to any person. It may belong to him because he 
 bought it and paid for it, or it may belong to him because 
 it fits him, and he wears it. In other words a person may 
 have a hat, as his property, or he may have it only as a 
 part of his dress. JVow you see, that according to the 
 first of these senses, all the hats in this school, belong to 
 your fathers. There is not in fact a single boy in this 
 school who has a hat of his own." 
 
 The boys laughed. 
 
 "Is not this the fact?" 
 
 "Yes sir." 
 
 " It certainly is so, though I suppose James did not con- 
 sider it. Your fathers bought your hats. They worked 
 for them, and paid for them. You are only the wearers, 
 and consequently every generous boy, and in fact every 
 honest boy, will be careful of the property which is intrust- 
 ed to him, but which strictly speaking is not his own." 
 
 2. MISTAKES. A wide difference must always be made 
 between mistakes arising from carelessness, and those re- 
 sulting from circumstances beyond control; such as want 
 of sufficient data, &c. The former are always censurable; 
 the latter never; for they may be the result of correct rea- 
 soning from insufficient data, and it is the reasoning only 
 for which the child is responsible. 
 
 c< What do you suppose a prophet is?" said an instruc- 
 ter to a class of little boys. The word occurred in their 
 reading lesson. 
 
 The scholars all hesitated; at last one venture^} to reply: 
 
 " If a man should sell a yoke of oxen, and get more for 
 them than they are worth, he would be a prophet." 
 
 * c Yes," said the instructor, " that is right," that is one 
 
REPORTS OP CASES. 245 
 
 kind of profit, but this is another and a little different," 
 and he proceeded to explain the word, and the difference 
 of the spelling. 
 
 This child had, without doubt, heard of some transac- 
 tion of the kind which he described, and had observed 
 that the word profit was applied to it. Now the care which 
 he had exercised in attending to it at the time, and re- 
 membering it when the same word, (for the difference in 
 the spelling he of course knew nothing about,) occurred 
 again, was really commendable. The fact, which is a mere 
 accident, that we affix very different significations to the 
 same sound, was unknown. The fault, if anywhere, was 
 in the language and not in him; for he reasoned cor- 
 rectly from the data he possessed, and he deserved credit 
 for it. 
 
 3. TARDINESS. " My duty to this school," said a teach- 
 er to his pupils, " demands, as I suppose you all admit, 
 that I should require you all to be here punctually at the 
 time appointed for the commencement of the school. I 
 have done nothing on this subject yet, for I wished to see 
 whether you would not come early, on principle. I wish 
 now however to inquire in regard to this subject, and to 
 ascertain how many have been tardy, and to consider what 
 must be done hereafter." 
 
 He made the inquiries and ascertained pretty nearly 
 how many had been tardy, and how often within a week. 
 
 The number was found to be so great, that the scholars 
 admitted that something ought to be done. 
 
 " What shall I do ? " asked he. " Can any one pro- 
 pose a plan which will remedy the difficulty?" 
 
 There was no answer. 
 
 " The easiest and pleasantest way to secure punctual- 
 ity, is for the scholars to come early of their own accord, 
 upon principle. It is evident from the reports, that many 
 of you do so; but some do not. Now there is no other 
 plan which will not be attended with very serious difficul- 
 ty, but I am willing to adopt the one which will be pleas- 
 
 * The above, and one or two of the succeeding articles have been 
 before published, in periodicals. 
 
 21* 
 
246 REPORTS OF CASES. 
 
 antest to yourselves, if it will be likely to accomplish the 
 object. Has any one any plan to propose." 
 
 There was a pause. 
 
 "It would evidently/' continued the teacher, " be the 
 easiest for me to leave this subject, and do nothing about 
 it. It is of no personal consequence to me, whether you 
 come early or not, but as long as I hold this office, I must 
 be faithful, and I have no doubt the school committee, 
 if they knew how many of you were tardy, would think I 
 ought to do something to diminish the evil. 
 
 " The best plan I can think of, is that all who are tar- 
 dy should lose their recess." 
 
 The boys looked rather anxiously at one another, but 
 continued silent. 
 
 " There is a great objection to this plan from the fact 
 that a boy is sometimes necessarily absent, and by this 
 rule he will lose his recess with the rest, so that the inno- 
 cent will be punished with the guilty." 
 
 "I should think, sir," said William, "that those who 
 are necessarily tardy, might be excused." 
 
 " Yes, I should be very glad to excuse them, if I could 
 find out who they are." 
 
 The boys seemed to be surprised at this remark, as if 
 they thought it would not be a difficult matter to decide. 
 
 " How can I tell ?" asked the master. 
 
 " You can hear their excuses, and then decide." 
 
 "Yes," said the teacher, "but here are fifteen or 
 twenty boys tardy this morning; now how long would it 
 take me to hear their excuses, and understand each case 
 thoroughly, so that I could really tell whether they were 
 tardy from good reasons or not?" 
 
 No answer. 
 
 " Should you not think it would take a minute apiece?" 
 
 "Yes sir." 
 
 "It would undoubtedly, and even then I could not in 
 many cases tell. It would take fifteen minutes at least. 
 I cannot do this in school-hours, for I have not time, and 
 if I do it in recess, it will consume the whole of every re- 
 cess. Now I need the rest of a recess, as well as you, and 
 it does not seem to me to be just that I should lose the whole 
 
REPORTS OF CASES. 247 
 
 of mine, every day, and spend it in a most unpleasant busi- 
 ness, when I take pains, myself, to come punctually every 
 morning. Would it be just?" 
 
 "No sir." 
 
 " I think it would be less unjust to deprive all of their 
 recess who are tardy, for then the loss of a recess by a 
 boy who had not been to blame, would not be very com- 
 mon, and the evil would be divided among the whole, but 
 in the plan of my hearing the excuses, it would all come 
 upon one." 
 
 After a short pause one of the boys said that they might 
 be required to bring written excuses. 
 
 " Yes that is another plan," said the teacher, " but 
 there are objections to it. Can any of you think what 
 they are? I suppose you have all been, either at this 
 school, or at some other, required to bring written ex- 
 cuses, so that you have seen the plan tried: now have you 
 never noticed any objection to it?" 
 
 One boy said that it gave the parents a great deal of 
 trouble at home. 
 
 " Yes," said the teacher, (( this is a great objection; it 
 is often very inconvenient to write. But that is not the 
 greatest difficulty; can any of you think of any other? " 
 
 There was a pause. 
 
 " Do you think that these written excuses are, after all, 
 a fair test of the real reasons for tardiness? I understand 
 that sometimes boys will tease their fathers or mothers 
 for an excuse, when they do not deserve it, t Yes sir, 5 
 and sometimes they will loiter about when sent of an 
 errand before school, knowing that they can get a written 
 excuse when they might easily have been punctual." 
 
 " Yes sir, Yes sir," said the boys. 
 
 "Well, now, if we adopt this plan, some unprincipled 
 boy would always contrive to have an excuse, whether 
 necessarily tardy or not ; and besides, each parent would 
 have a different principle and a different opinion as to what 
 was a reasonable excuse, so that there would be no uni- 
 formity, and consequently no justice in the operation of 
 the system." 
 
 The boys admitted the truth of this, and as no other plan 
 

 248 REPORTS OF CASES. 
 
 was presented, the rule was adopted of requiring all those 
 who were tardy, to remain in their seats during the recess, 
 whether they were necessarily tardy or not. The plan 
 very soon diminished the number of loiterers. 
 
 4. HELEN'S LESSON. The possibility of being inflexi- 
 bly firm in measures, and at the same time gentle and mild 
 in manners and language, is happily illustrated in the fol- 
 lowing description, which is based on an incident narrated 
 by Mrs. Sherwood. 
 
 " Mrs. M. had observed even during the few days that 
 Helen had been under her care, that she was totally un- 
 accustomed to habits of diligence and application. After 
 making all due allowance for long indulged habits of in- 
 dolence and inattention, she one morning assigned an easy 
 lesson to her pupil, informing her at the same time, that 
 she should hear it immediately before dinner. Helen 
 made no objections to the plan, but she silently resolved 
 not to perform the required task. Being in some measure 
 a stranger, she thought her aunt would not insist upon 
 perfect obedience, and besides in her estimation, she was 
 too old to be treated like a child. 
 
 "During the whole morning, Helen exerted herself to 
 be mild and obliging; her conduct towards her aunt was 
 uncommonly affectionate. By these, and various other 
 artifices, she endeavored to gain her first victory. Mean- 
 while, Mrs. M. quietly pursued her various avocations, 
 without apparently noticing Helen's conduct. At length 
 dinner hour arrived; the lesson was called for, and found 
 unprepared. Mrs. M. told Helen she was sorry she had 
 not got the lesson, and went on to explain one or two 
 sentences more fully, and concluded, by saying that she 
 hoped it would be learned before tea-time. 
 
 " Helen, finding she was not to come to the table, began 
 to be a little alarmed. She was acquainted in some meas- 
 ure with the character of her aunt, still she hoped to be 
 allowed to partake of the dessert as she had been accus- 
 tomed to on similar occasions at home, and soon regained 
 her wonted composure. But the dinner cloth was re- 
 moved, and there sat Helen, suffering not a little from 
 
REPORTS OF CASES. 249 
 
 hunger; still she would not complain; she meant to con- 
 vince her aunt that she was not moved by trifles. 
 
 "A walk had been proposed for the afternoon, and as 
 the hour drew near, Helen made preparations to accom- 
 pany the party. Mrs. M. reminded her of her lesson, but 
 she just noticed the remark by a toss of the head, and was 
 soon in the green fields, apparently the gayest of the gay. 
 After her return from the excursion, she complained of a 
 head-ache which in fact she had; she threw herself lan- 
 guidly on the sofa, sighed deeply, and took up her His- 
 tory. 
 
 ft Tea was now on the table, and most tempting looked 
 the white loaf. Mrs. M. again heard the pupil recite, but 
 was sorry to find the lesson still imperfectly prepared. She 
 left her, saying she thought an half hour's study would con- 
 quer all the difficulties she found in the lesson. 
 
 " During all this time, Mrs. M. appeared so perfect- 
 ly calm, composed, and even kind, and so regardless of 
 sighs and doleful exclamations, that Helen entirely lost her 
 equanimity and let her tears flow freely and abundantly. 
 Her mother was always moved by her tears, and would 
 not her aunt relent? No. Mrs. M. quietly performed the 
 duties of the table, and ordered the tea-equipage to be 
 removed. This latter movement brought Helen to reflec- 
 tion. It is useless to resist, thought she, indeed why should 
 I wish to. Nothing too much has been required of me. 
 How ridiculous I have made myself appear, in the eyes of 
 my aunt, and even of the domestics. 
 
 "In less than an hour, she had the satisfaction of reciting 
 her lesson perfectly; her aunt made no comments on the 
 occasion, but assigned her the next less on, and went on 
 sewing. Helen did not expect this; she had anticipated 
 a refreshing cup of tea, after the long siege. She had 
 expected that even something nicer than usual would 
 be necessary to compensate her for past sufferings. At 
 length, worn out by long continued watching and fasting, 
 she went to the closet, provided herself with a cracker, 
 and retired to bed to muse deliberately on the strange 
 character of her aunt. 
 
 f< Teachers not unfrequently threaten their pupils with 
 
250 REPORTS OF CASES. 
 
 some proper punishment, but when obliged to put the threat 
 into execution, contrive in some indirect way, to abate its 
 rigor and thus destroy all its effects. For example, a 
 mother was in the habit, when her little boy ran beyond 
 his proscribed play-ground, of putting him into solitary 
 confinement. On such occasions, she was very careful 
 to have some amusing book, or diverting plaything in a 
 conspicuous part of the room, and not unfrequently a piece 
 of gingerbread was given to solace the runaway. The 
 mother thought it very strange her little boy should so often 
 transgress, when he knew what to expect from such a course 
 of conduct. The boy was wiser than the mother; he knew 
 perfectly well how to manage. He could play with the 
 boys beyond the garden gate, and if detected, to be sure 
 he was obliged to spend a quiet hour in the pleasant par- 
 lor. But this was not intolerable as long as he could 
 expect a paper of sugar-plums, a cake, or at least some- 
 thing amply to compensate him for the loss of a game at 
 marbles." 
 
 5. COMPLAINTS OP LONG LESSONS. A college officer 
 assigned lessons which the idle and ignorant members of 
 the class thought too long. They murmured for a time, 
 and at last openly complained. The other members of 
 the class could say nothing in behalf of the professor, awed 
 by the greatest of all fears to a collegian, the fear of being 
 called a "fisher," or a " blueskin." The professor paid 
 no attention to the petitions and complaints which were 
 poured in upon him, and which, though originated by the 
 idle, all were compelled to vote for. He coldly, and with 
 uncompromising dignity, went on: the excitement in the 
 class increased, and what is called a college rebellion, 
 with all its disastrous consequences to the infatuated rebels, 
 ensued. 
 
 Another professor had the dexterity to manage in a dif- 
 ferent way. After hearing that there was dissatisfaction, 
 he brought up the subject as follows: 
 
 " I understand, gentlemen, that you consider your les- 
 sons too long. Perhaps I have overrated the abilities of 
 the class, but I have not intended to assign you more than 
 
REPORTS OF CASES. 251 
 
 you can accomplish. I feel no other interest in the sub- 
 ject, than the pride and pleasure it would give me, to have 
 my class stand high, in respect to the amount of ground 
 it has gone over, when you come to examination. I pro- 
 pose, therefore, that you appoint a committee in whose 
 abilities and judgment you can confide, and let them ex- 
 amine this subject and report. They might ascertain how 
 much other classes have done, and how much is expedient 
 for this class to attempt; and then, by estimating the num- 
 ber of recitations assigned to this study, they can easily 
 determine what should be the length of the lessons." 
 
 The plan was adopted, and the report put an end to the 
 difficulty. 
 
 6. ENGLISH COMPOSITION. The great prevailing fault 
 of writers in this country, is an affectation of eloquence. 
 It is almost universally the fashion to aim not at strik- 
 ing thoughts, simply and clearly'expressed, but at splendid 
 language, glowing imagery, and magnificent periods. It 
 arises, perhaps, from the fact that public speaking is the 
 almost universal object of ambition, and consequently, both 
 at school and at college, nothing is thought of but oratory. 
 Vain attempts at oratory, result in nine cases out of ten, 
 in grandiloquence and empty verbiage; common thoughts 
 expressed in pompous periods. 
 
 The teacher should guard against this, and assign to 
 children such subjects as are within the field of childish 
 observation. A little skill on his part will soon determine 
 the question which kind of writing shall prevail in his 
 school. The following specimens, both written with some 
 skill, will illustrate the two kinds of writing alluded to. 
 Both were written by pupils of the same age, twelve; one 
 a boy, the other a girl. The subjects were assigned by 
 the teacher. I need not say that the following was the 
 writer's first attempt at composition, and that it is printed 
 without alteration. 
 
 THE PAINS OF A SAILOR'S LIFE. 
 
 The joyful sailor embarks on board of his ship, the sails are spread 
 to catch the playful gale, swift as an arrow he cuts the rolling wave. 
 
252 REPORTS OF CASES. 
 
 A few days thus sporting on the briny wave, when suddenly the sky 
 is overspread with clouds, the rain descends in torrents, the sails are 
 lowered, the gale begins, the vessel is carried with great velocity, and 
 the shrouds unable to support the tottering mast, gives way to the 
 furious tempest ; the vessel is drove among the rocks, is sprung aleak, 
 the sailor works at the pumps, till, faint and weary, is heard from be- 
 low, six feet of water in the hold, the boats are got ready, but before 
 they are into them, the vessel dashed against a reef of rocks, some in 
 despair throw themselves into the sea, others get on the rocks without 
 any clothes or provisions, and linger a few days, perhaps weeks 
 or months, living on shell fish or perhaps taken up by some ship. 
 Others get on pieces of the wreck, and perhaps be cast on some for- 
 eign country, where perhaps he may be taken by the natives, and sold 
 into slavery where he never more returns. 
 
 In regard to the following specimen, it should be stated 
 that when the subject was assigned, the pupil was directed 
 to see how precisely she could imitate the language and 
 conversation which two little children really lost in the 
 woods would use. While writing, therefore, her mind was 
 in pursuit of the natural, and the simple, not of the elo- 
 quent. 
 
 Two CHILDREN LOST iy THE WOODS. 
 
 Emily. Loot here ! see how many berries I've got. I don't be- 
 lieve you've got so many. 
 
 Charles. Yes, L'm sure 1 have. My basket 's most full; and if 
 we hurry, we shall get ever so many before we go home. So pick 
 away as fast as you can, Emily. 
 
 Emily. There mine is full. Now we'll go and find some flow- 
 ers for mother. You know somebody told us there were some red 
 ones, close to that rock. 
 
 Charles. Well, so we will. We'll leave our baskets here, and 
 come back and get them. 
 
 Emily. But if we can't find our way back, what shall we do? 
 
 Charles. Poh ! I can find the way back. I only want a quarter to 
 seven years old, and 1 shan't lose myself, I know. 
 
 Emily. Well ! we've got; flowers enough, and now I'm tired and 
 want to go home. 
 
 Charles. I don't, but if you are tired we'll go and find our baskets. 
 
 Emily. Where do you think they are ? We've been looking a 
 great while for them. I know we are lost, for when we went after 
 the flowers we only turned once, and coming back, we have turned 
 three times. 
 
 Charles. Have we ? Well never mind, I guess we shall find 
 them. 
 
 Emily. I'm afraid we shan't. Do let's run. 
 
REPORTS OF CASES. 253 
 
 Charles. Well so do. Oh, Emily ! here's a brook, and I am sure 
 we didn't pass any brook, going. 
 
 Emily. Oh, dear ! we must be lost. Hark ! Charles ! didn't you 
 hear that dreadful noise just now ? Wasn't it a bear ? 
 
 Charles. Poll ! I should love to see a bear here. I guess if he 
 should come near me, I would give him one good slap that would 
 make him feel pretty bad. I could kill him at the first hit. 
 
 Emily. I should like to see you taking hold of a bear. Why 
 didn't you know bears were stronger than men ? But only see how 
 dark it grows; we shan't see Ma' to-night, I'm afraid. 
 
 Charles. So am I : do let's run some more. 
 
 Emily. O Charles, do you believe we shall ever find the way out 
 of this dreadful long wood ? 
 
 Charles. Let's scream, and see if somebody wont come. 
 
 Emily. Well, (screaming) Ma' i Ma'! 
 
 Charles, (screaming also) Pa' ! Pa' ! 
 
 Emily. Oh, dear ! there's the sun setting. It will be dreadfully 
 dark by and by, won't it ? 
 
 We have given enough for a specimen. The compo- 
 sition though faulty in many respects, illustrates the point 
 we had in view. 
 
 7. INSINCERE CONFESSION. An assistant in a school 
 informed the Principal that she had some difficulty in pre- 
 serving order in a certain class, composed of email chil- 
 dren. The Principal accordingly went into the class, and 
 something like the following dialogue ensued. 
 
 " Your teacher informs me," said the Principal, " that 
 there is not perfect order in this class. Now if you are 
 satisfied that there has not been order, and wish to help 
 me discover and correct the fault, we can do it very easi- 
 ly. If, on the other hand, you do not. wish to co-operate 
 with rne, it will be a little more difficult for me to correct 
 it, and I must take a different course. Now I wish to 
 know, at the outset, whether you do or do not wish to help 
 me." 
 
 A faint " Yes sir," was murmured through the class. 
 
 " I do not wish you to assist me, unless you really and 
 honestly desire it yourselves; and if you undertake to do 
 it, you must do it honestly. The first thing which will 
 be necessary, will be an open and thorough exposure of 
 all which has been wrong, and this you know will be un- 
 pleasant. But I will put the question to vote, by asking 
 
254 REPORTS OF CASES 
 
 how many are willing that I should know, entirely and 
 fully, all that they have done in this class, that has been 
 wrong." 
 
 Very nearly all the hands were raised at once, prompt- 
 ly, and the others were gradually brought up, though with 
 more or less of hesitation. 
 
 " Are you willing, not only to tell me yourselves what 
 you have done, but also, in case any one has forgotten 
 something which she has done, that others should tell me 
 of it?" 
 
 The hands were all raised. 
 
 After obtaining thus from the class a distinct and uni- 
 versal expression of willingness that all the facts should 
 be made known, the Principal called upon all those who 
 had any thing to state, to raise their hands, and those who 
 raised them, had opportunity to say what they wished. 
 A great number of very trifling incidents were mentioned, 
 such as could not have produced any difficulty in the class, 
 and consequently could not have been the real instances 
 of disorder alluded to. Or at least, it was evident if they 
 were, that in the statement, they must have been so pal- 
 liated and softened, that a really honest confession had 
 not been made. This result might in such a case, have 
 been expected. Such is human nature, that in nine cases 
 out of ten, unless such a result had been particularly 
 guarded against, it would have inevitably followed. 
 
 Not only will such a result follow in individual cases 
 like this, but unless the teacher watches and guards 
 against it, it will grow into a habit. I mean boys will get 
 a sort of an idea that it is a fine thing to confess their 
 faults, and by a show of humility and frankness will de- 
 ceive their teacher, and perhaps themselves, by a sort of 
 acknowledgement, .which in fact exposes nothing of the 
 guilt which the transgressor professes to expose. A great 
 many cases occur, where teachers are pleased with the 
 confession of faults, and scholars perceive it, and the lat- 
 ter get into the habit of coming to the teacher, when 
 they have done something which they think may get them 
 into difficulty , and make a sort of half confession, which, 
 by bringing forward every ^palliating circumstance, and 
 
REPORTS OF CASES 255 
 
 suppressing every thing of different character, keeps en- 
 tirely out of view all the real guilt of the transgression. 
 The criminal is praised by the teacher for the frankness 
 and honesty of the confession, and his fault is freely for- 
 given. He goes away therefore well satisfied with him- 
 self, when in fact he has been only submitting to a little 
 mortification, voluntarily, to avoid the danger of a greater; 
 much in the same spirit with that which leads a man to 
 receive the small-pox by inoculation, to avoid the danger 
 of taking it in the natural way. 
 
 The teacher who accustoms his pupils to confess their 
 faults, voluntarily, ought to guard carefully against this 
 danger. When such a case as the one just described oc- 
 curs, it will afford a favorable opportunity of showing dis- 
 tinctly to pupils the difference between an honest and an 
 hypocritical confession. In this instance, the teacher pro- 
 ceeded thus; 
 
 11 Now I wish to ask you one more question, which I 
 wish you all to answer by your votes, honestly. It is this. 
 Do you think that the real disorder which has been in this 
 class, that is, the real cases which you referred to, when 
 you stated to me, that you thought that the class was not 
 in good order, have been now really exposed, so that I 
 honestly and fully understand the case ? How many sup- 
 pose so? 
 
 Not a single hand was raised. 
 
 " How many of you think, and are willing to avow your 
 opinion, that I have not been fully informed of the case?" 
 
 A large proportion held up their hands. 
 
 "Now it seems the class pretended to be willing that I 
 should know all the affair. You pretended to be willing 
 to tell me the whole, but when I call upon you for the in- 
 formation, instead of telling me honestly, you attempt to 
 amuse me by little trifles, which in reality made no distur- 
 bance, and you omit the things which you know were the 
 real objects of my inquiries. Am I right in my supposi- 
 tion?" 
 
 They were silent. After a moment's pause, one perhaps 
 raised her hand, and began now to confess something, 
 which she had before concealed. 
 
256 REPORTS OF CASES. 
 
 The teacher however interrupted her, by saying, 
 
 " I do not wish to have the confession made now. I 
 gave you all time to do that, and now I should rather not 
 hear any more about the disorder. I gave an opportu- 
 nity to have it acknowledged, but it was not honestly im- 
 proved, and now I should rather not hear. I shall probably 
 never know. 
 
 " I wished to see whether this class would be honest, 
 really honest, or whether they would have the insincerity 
 to pretend to be confessing, when they were not doing so 
 honestly, so as to get the credit of being frank and sincere, 
 when in reality they are not so. Now am I not compelled 
 to conclude that this latter is the case?" 
 
 Such an example will make a deep and lasting impres- 
 sion. It will show that the teacher is upon his guard; and 
 there are very few, so hardened in deception, that they 
 would not wish that they had been really sincere, rather 
 than rest under such an imputation. 
 
 8. COURT. A pupil, quite young, (says a teacher,) 
 came to me one day with a complaint that one of her com- 
 panions had got. her seat. There had been some changes 
 in the seats by my permission, and probably from some in- 
 consistency in the promises which I had made, there were 
 two claimants for the same desk. The complainant came 
 to me, and appealed to my recollection of the circumstance. 
 
 " I do not recollect anything about it," said I. 
 
 " Why! Mr. B." replied she, with astonishment. 
 
 "No," said I, "you forget that I have, every day, 
 arrangements, almost without number, of such a kind to 
 make, and as soon as I have made one, I immediately for- 
 get all about it." 
 
 "Why, don't you remember that you got me a new 
 baize?" 
 
 "No; I ordered a dozen new baizes at that time, but 1 
 do not remember who they were for." 
 
 There was a pause; the disappointed complainants 
 seemed not to know what to do. 
 
 " I will tell you what to do. Bring the case into court 
 and I will try it, regularly," 
 
REPORTS OF CASES. 257 
 
 " Why, Mr. B. ! I do not like to do any thing like that, 
 about it; besides, I do not know how to write an indict- 
 ment." 
 
 " Oh!" I replied, " they will like to have a good trial. 
 It will make a new sort of case. All our cases thus far 
 have been for offences, that is what they call criminal cases, 
 and this will be only an examination of the conflicting claims 
 of two individuals to the same property, and it wilt excite 
 a good deal of interest. I think you had better bring it 
 into court." 
 
 She went slowly and thoughtfully to her seat, and pre- 
 sently returned with an indictment, 
 
 "Mr. B. is this right?" 
 
 It was as follows: 
 
 I accuse Miss A. B. of coming to take away my seat, the one Mr. 
 B. ffave me. 
 
 C C D 
 
 Witnesses, < ,-,' m' 
 Jbj. i. 
 
 "Why, yes, that will do; and yet it is 
 
 not exactly right. You see this is what they call a civil 
 case." 
 
 " I don't think it is very civil." 
 
 " No, I don't mean it was civil to take your seat. But 
 this is not a case where a person is prosecuted for having 
 done anything wrong." 
 
 The plaintiff looked a little perplexed, as if she could 
 not understand how it could be otherwise than wrong, for 
 a girl to usurp her seat. 
 
 " I mean, you do not bring it into court, as a case of 
 wrong. You do not want her to be punished; do you?" 
 
 "No; I only want her to give me up my seat; I don't 
 want her to be punished." 
 
 " Well, then, you see, that although she may have done 
 wrong to take your seat, it is not in that point of view, 
 that you bring it into court. It is a question about the 
 right of property, and the lawyers call such cases, civil 
 cases, to distinguish them from cases where persons are 
 tried for the purpose of being punished for doing wrong 
 These are called criminal cases." 
 22* 
 
258 . REPORTS OF CASES. 
 
 The aggrieved party stiP looked perplexed. "Well, 
 Mr. B." she continued, "what shall I do? How shall 1 
 write it? I cannot 1 say anything about civil, in it, can I?" 
 
 A form was given her, which would be proper for the 
 purpose, and the case was brought forward, and the evi- 
 dence on both sides examined. The irritation of the quar- 
 rel was soon dissipated, in the amusement of a semi-serious 
 trial, and both parties good humoredly acquiesced in the 
 decision. 
 
 9. TEACHERS' PERSONAL CHARACTER. Much has been 
 said within a few years, by writers on the subject of edu- 
 cation, in this country, on the desirableness of raising the 
 business of teaching to the rank of a learned profession. 
 There is but one way of doing this, and that is raising the 
 personal characters and attainments of teachers themselves. 
 Whether an employment is elevated or otherwise in public 
 estimation, depends altogether on the associations connect- 
 ed with it in the public mind; and these depend altogether 
 on the characters of the individuals who are engaged in it. 
 Franklin, by the simple fact that he was a printer himself, 
 has done more towards giving dignity and respectability 
 to the employment of printing, than a hundred orations on 
 the intrinsic excellence of the art. In fact all mechanical 
 employments have, within a few years risen in rank, in this 
 country, not through the influence of efforts to impress the 
 community directly with a sense of their importance, but 
 simply because mechanics themselves have risen in intel- 
 lectual and moral character. In the same manner the em- 
 ployment of the teacher will be raised most effectually in 
 the estimation of the public, not by the individual who writes 
 the most eloquent oration on the intrinsic dignity of the art, 
 but by the one who goes forward most successfully in the 
 exercise of it, and who by his general attainments, and 
 public character, stands out most fully to the view of the 
 public, as a well informed, liberal minded, and useful man. 
 
 If this is so, and it cannot well be denied, it furnishes 
 to every teacher a strong motive to exertion, for the im- 
 provement of his own personal character. But there is a 
 stronger motive still, in the results which flow directly to 
 
REPORTS OF CASES. 259 
 
 himself, from such efforts. No man ought to engage in 
 any business which, as mere business, will engross all his 
 time and attention. The Creator has bestowed upon every 
 one a mind, upon the cultivation of which, our rank among 
 intelligent beings, our happiness, our moral and intellect- 
 ual power, every thing valuable to us, depend. And after 
 all the cultivation which we can bestow, in this life, upon 
 this mysterious principle, it will still be in embryo. The 
 progress which it is capable of making is entirely in- 
 definite. If by ten years of cultivation, we can secure a 
 certain degree of knowledge and power, by ten more, we 
 can double, or more than double it, and every succeeding 
 year of effort, is attended with equal success. There is 
 no point of attainment where we must stop, or beyond 
 which effort will bring in a less valuable return. 
 
 Look at that teacher, and consider for a moment, his 
 condition. He began to teach when he was twenty years 
 of age, and now he is forty. Between the years of fifteen 
 and twenty he made a vigorous effort to acquire such an 
 education as would fit him for these duties. He succeed- 
 ed, and by these efforts he raised himself from being a 
 mere laborer, receiving for his daily toil a mere daily sub- 
 sistence, to the respectability and the comforts of an in- 
 tellectual pursuit. But this change once produced, he 
 stops short in his progress. Once seated in his desk, he 
 is satisfied, and for twenty years he has been going through 
 the same routine, without any effort to advance or to im- 
 prove. He does not reflect that the same efforts, which 
 so essentially altered his condition and prospects at twenty, 
 would have carried him forward to, higher and higher 
 sources of influence and enjoyment, as long as he should 
 continue them. His efforts ceased when he obtained a 
 situation as teacher, at forty dollars a month, and though 
 twenty years have glided away, he is now exactly what he 
 was then. 
 
 There is probably no employment whatever which af- 
 fords so favorable an opportunity for personal improvement, 
 for steady intellectual and moral progress, as that of 
 teaching. There are two reasons for this. 
 
 First, there is time for it With an ordinary degree of 
 
260 REPORTS OF CASES. 
 
 health and strength, the mind can be vigorously employed 
 at least ten hours a day. As much as this, is required of 
 students, in many literary institutions. In fact ten hours 
 to study, seven to sleep, and seven to food, exercise, and 
 recreation, is perhaps as good an arrangement as can be 
 made; at any rate, very few persons will suppose that 
 such a plan allows too little under the latter head. Now 
 six hours is as much as is expected of teachers under ordi- 
 nary circumstances, and it is as much as ought ever to be 
 bestowed. For though he may labor four hours out of 
 school, in some new field, his health and spirits will soon 
 sink under the burden, if after his weary labors during the 
 day in school, he gives up his evenings to the same per- 
 plexities and cares. And it is not necessary. No one 
 who knows any thing of the nature of the human mind, 
 and who will reflect a moment on the subject, can doubt 
 that a man can make a better school, by expending six 
 hours labor upon it, which he can go through with, with 
 some alacrity and ardor, than he can by driving himself 
 on to ten. Every teacher therefore, who is commencing 
 his work, should begin with the firm determination of de- 
 voting only six hours daily to the pursuit. Make as good 
 a school, and accomplish as much for it, as you can in 
 six hours, and let the rest go. When you come from 
 your school room at night, leave all your perplexities and 
 cares behind you. No matter what unfinished business 
 or unsettled difficulties remain. Dismiss them all till an- 
 other sun shall rise, and the hour of duty for another day 
 shall come. Carry no school work home with you and 
 do not talk of your work. You will then get refresh- 
 ment and rest. Your mind during the evening will be in 
 a different world from that in which you have moved 
 during the day. At first this will be difficult. It will be 
 hard for you, unless your mind is uncommonly well disci- 
 plined, to dismiss all your cares; and you will think, each 
 evening, that some peculiar emergency demands your at- 
 tention, just at that lime, and that as soon as you have 
 passed the crisis, you will confine yourself to what you 
 admit are generally reasonable limits. But if you once 
 allow school with its perplexities and cares to get posses- 
 
REPORTS OF CASES. 261 
 
 sion of the rest of the day, it will keep possession. It will 
 intrude itself into all your waking thoughts, and trouble 
 you in your dreams. You will lose all command of your 
 powers, and besides cutting off from yourself all hope of 
 general intellectual progress, you will in fact destroy your 
 success as a teacher. Exhaustion, weariness, and anxiety 
 will be your continual portion, and in such a state, no 
 business can be successfully prosecuted. 
 
 There need be no fear that employers will be dissatis- 
 fied, if the teacher acts upon this principle. If he is faith- 
 ful and enters with all his heart into the discharge of his 
 duties during six hours, there will be something in the 
 ardor, and alacrity, and spirit with which his duties will be 
 performed, which parents and scholars will both be very 
 glad to receive, in exchange for the languid, and dull, and 
 heartless toil, in which the other method must sooner or 
 later result. 
 
 If the teacher then, will confine himself to such a por- 
 tion of time, as is, in fact, all he can advantageously em- 
 ploy, there will be much left which can be devoted to his 
 own private employment, more than is usual in the other 
 employments of life. In most of these other employments, 
 there is not the same necessity for limiting the hours which 
 a man may devote to his business. A merchant, for exam- 
 ple, may be employed nearly all the day, at his counting- 
 room, and so may a mechanic. A physician may spend 
 all his waking-hours in visiting patients, and feel little 
 more than healthy fatigue. The reason is that in all these 
 employments, and in fact in most of the employments of 
 life, there is so much to diversify, so many little incidents 
 constantly occurring to animate and relieve, and so much 
 bodily exercise, which alternates with, and suspends the 
 fatigues of the mind, that the labors may be much longer 
 continued, and with less cessation, and yet the health not 
 suffer. But the teacher, while engaged in his work, has 
 his mind continually on the stretch. There is little to 
 relieve, little respite, and he is almost entirely deprived of 
 bodily exercise. He must, consequently, limit his hours 
 of attending to his business, or his health will soon sink 
 
262 REPORTS OF CASES. 
 
 under labors which Providenc^iever intended the human 
 mind to bear. 
 
 There is another circumstance which facilitates the 
 progress of the teacher. It is a fact that all this general 
 progress has a direct and immediate bearing upon his pur- 
 suits. A lawyer may read in an evening an interesting 
 book of travels, and find nothing to help him with his case, 
 the next day, in court, but almost every fact which the 
 teacher thus learns, will come at once into use, in some of 
 his recitations at school. We do not mean to imply by this 
 that the members of the legal profession have not need of 
 a great variety and extent of knowledge: they doubtless 
 have. It is simply in the directness and certainty, with 
 which the teacher's knowledge may be applied to his pur- 
 pose, that the business of teaching has the advantage over 
 every other pursuit. 
 
 This fact now has a very important influence in encour- 
 aging, and leading forward the teacher, to make constant 
 intellectual progress, for every step brings at once a direct 
 reward. 
 
 10. THE CHESTNUT BURR. A story for school-boys * 
 One fine pleasant morning, in the fall of the year, the 
 master was walking along towards school, and he saw 
 three or four boys under a large chestnut tree, gathering 
 chestnuts. 
 
 One of the boys was sitting upon the ground, trying to 
 open some chestnut burrs, which he had knocked off from 
 the tree. The burrs were green, and he was trying to 
 open them by pounding them with a stone. 
 
 He was a very impatient boy and was scolding, in a 
 loud angry tone, against the burrs. He did not see, he 
 said, what in the world chestnuts were made to grow so 
 for. They ought to grow right out in the open air, like 
 apples, and not have such vile porcupine skins on them, 
 just to plague the boys. So saying he struck with all 
 his might a fine large burr, crushed it to pieces, and then' 
 jumped up, using at the same time profane and wicked 
 
 * Originally written for a periodical. 
 
REPORTS OF CASES. 263 
 
 words. As soon as he turned round he saw the master 
 standing very near him. He felt very much ashamed and 
 afraid, and hung down his head. 
 
 " Roger, " said the master, (for this boy's name was 
 Roger) " can you get me a chestnut burr? " 
 
 Roger looked up for a moment, to see whether the mas- 
 ter was in earnest, and then began to look around for a 
 burr. 
 
 A boy who was standing near the tree, with a red cap 
 full of burrs in his hand, held out one of them. Roger 
 took the burr and handed it to the master, who quietly 
 put it into his pocket, and walked away without saying a 
 word. 
 
 As soon as he was gone, the boy with the red cap, said 
 to Roger, '* I expected the master would have given you 
 a good scolding for talking so." 
 
 " The master never scolds," said another boy, who was 
 sitting on a log pretty near, with a green satchel in his 
 hand, " but you see if he does not remember it." Roger 
 looked as if he did not know what to think about it. 
 
 " I wish," said he, " I knew what he is going to do with 
 that burr." 
 
 That afternoon, when the lessons had been all recited, 
 and it was about time to dismiss the school, the boys put 
 away their books, and the master read a few verses in the 
 Bible, and then offered a prayer, in which he asked God 
 to forgive all the sins which any of them had committed 
 that day, and to take care of them during the night. Af- 
 ter this he asked the boys all to sit down. He then took 
 his handkerchief out of his pocket, and laid it on the desk, 
 and afterwards he put his hand into his pocket again, and 
 took out the chestnut burr, and all the boys looked at it 
 
 " Boys," said he, " do you know what this is? " 
 
 One of the boys in the back seat, said, in a half whis- 
 per, "It is nothing but a chestnut burr." 
 
 " Lucy," said the master, to a bright-eyed little girl, 
 near him, " what is this? " 
 
 ec It is a chestnut burr, sir," said she. 
 
 ce Do you know what it is for? " 
 
 " I suppose there are chestnuts in it." 
 
264 REPORTS OP CASES. 
 
 " But what is this rough prickly covering for? " 
 
 Lucy did not know. 
 
 " Does any body here know? " said the master. 
 
 One of the boys said he supposed it was to hold the 
 chestnuts together, and keep them up on the tree. 
 
 "But I heard a boy say," replied the master, "that 
 they ought not to be made to grow so. The nut itself, he 
 thought, ought to hang alone on the branches, without any 
 prickly covering, just as apples do." 
 
 " But the nuts themselves have no stems to be fastened 
 by," answered the same boy. 
 
 " That is true, but I suppose this boy thought that God 
 could have made them grow with stems, and that this would 
 have been better than to have them in burrs." 
 
 After a little pause the master said he would explain to 
 them what the chestnut burr was for, and wished them all 
 to listen attentively. 
 
 " How much of the chestnut is good to eat, William?" 
 asked he, looking at a boy before him. 
 
 " Only the meat." 
 
 " How long does it take the meat to grow? " 
 
 " All summer I suppose, it is growing." 
 
 "Yes; it begins early in the summer and gradually 
 swells and grows until it has become of full size and is 
 ripe, in the fall. Now suppose there was a tree out here 
 near the school-house, and the chestnut meats should grow 
 upon it without any shell or covering, suppose too that 
 they should taste like good ripe chestnuts at first, when 
 they were very small. Do you think they would be safe?" 
 
 William said, " No! the boys would pick and eat them 
 before they had time to grow." 
 
 " Well, what harm would there be in that; would it not 
 be as well to have the chestnuts early in the summer, as 
 to have them in the fall? " 
 
 William hesitated. Another boy who sat next to him 
 said, 
 
 " There would not be so much meat in the chestnuts, if 
 they were eaten before they had time to grow." 
 
 "Right," said the master, "but would not the boys 
 know this, and so all agree to let the little chestnuts stay, 
 and not eat them while they were small? " 
 
REPORTS OF CASES 265 
 
 William said he thought they would not. If the chest- 
 nuts were good, he was afraid they would pick them off 
 and eat them, if they were small. 
 
 All the rest of the boys in the school thought so too. 
 
 " Here then," said the master, " is one reason for hav- 
 ing prickles around the chestnuts when they are small. 
 But then it is not necessary to have all chestnuts guarded 
 from boys in this way; a great many of the trees are in 
 the woods, which the boys do not see; what good do the 
 burrs do in these trees? " 
 
 The boys hesitated. Presently the boy who had the 
 green satchel under the tree with Roger, who was sitting 
 in one corner of the room, said, 
 
 " [ should think they would keep the squirrels from eat- 
 ing them." 
 
 " And besides," continued 'he after thinking a moment, 
 16 I should suppose if the meat of the chestnut had no cov- 
 ering, the rain might wet it and make it rot, or the sun 
 might dry and wither it." 
 
 " Yes," said the master, " these are very good reasons 
 why the nut should be carefully guarded. First the meats 
 are packed away in a hard brown shell, which the water 
 cannot get through ; this keeps it dry, and away from dust, 
 and other things which might injure it. Then several 
 nuts thus protected grow closely together, inside this green 
 prickly covering, which spreads over them and guards 
 them from the larger animals and the boys. Where the 
 chestnut gets its full growth and is ripe, this covering you 
 know splits open, and the nuts drop out, and then any 
 body can get them and eat them." 
 
 The boys were then all satisfied that it was better that 
 chestnuts should grow in burrs. 
 
 " But why," asked one of the boys, do not apples grow 
 so? " 
 
 " Can any body answer that question," asked the 
 master. 
 
 The boy with the green satchel said that apples had a 
 smooth, tight skin, which kept out the wet, but he did not 
 see how they were guarded from animals. 
 
 The master said it was by their taste. " They are hard 
 23 
 
266 REPORTS OF CASES. 
 
 and sour before they are full grown, and so the taste 
 is not pleasant, and nobody wants to eat them, except 
 sometimes a few foolish boys, and these are punished by 
 being made sick. When the apples are full grown they 
 change from sour to sweet, and become mellow; then they 
 can be eaten. Can you tell me of any other fruits which 
 are preserved in this way?" 
 
 One boy answered, " Strawberries and blackberries," 
 and another said, " Peaches and pears." 
 
 Another boy asked why the peach-stone was not out- 
 side the peach, so as to keep it from being eaten. Bui 
 the master said he would explain this another time. Then 
 he dismissed the scholars, after asking Roger to wait until 
 the rest had gone, as he wished to see him alone. 
 
 11. THE SERIES OF WRITING LESSONS, c.* Very 
 many pupils soon become weary of the dull and monoto- 
 nous business of writing, unless some plans are devised, 
 to give interest and variety to the exercise, and on this 
 account, this branch of education, in which improvement 
 may be most rapid, is often the last and most tedious to be 
 acquired. 
 
 A teacher, by adopting the following plan, succeeded in 
 awakening a great degree of interest in this subject, and 
 consequently, of promoting rapid improvement. The plan 
 was this; he prepared, on a large sheet of paper, a series 
 of lessons in coarse hand, beginning with straight lines, 
 and proceeding to the elementary parts of the various let- 
 ters, and finally to the letters themselves. This paper was 
 posted up in a part of the room accessible to all. 
 
 " The writing-books were made of three sheets of fool's- 
 cap paper, folded into a convenient size, which was to be 
 ruled by each pupil; for it was thought important that each 
 one should learn this art. Every pupil in school then, 
 being furnished with one of these writing books, was re- 
 quired to commence this series, and to practice each lesson 
 until he could write it well; then, and not till then, he was 
 permitted to pass to the next. A few brief directions were 
 
 * The articles, to which this letter is prefixed, were communicated 
 for this work, by different teachers, at the request of the author. 
 
REPORTS OF CASES. 
 
 267 
 
 given under each lesson, on the large sheet. For example, 
 under the line of straight marks, which constituted the first 
 lesson, was written as follows, 
 
 Straight, equidistant, parallel, smooth, well terminated 
 
 These directions were to call the attention of the pupil 
 to the excellences which he must aim at, and when he 
 supposed he had secured them, his book was to be pre- 
 sented to the teacher for examination. If approved the 
 word Passed, or afterwards simply P. was written under the 
 line, and he could then proceed to the next lesson. Other 
 requisites were necessary besides the correct formation of 
 the letters, to enable one to pass; for example, the page 
 must not be soiled or blotted, no paper must be wasted, 
 and, in no case, a leaf torn out. As soon as one line was 
 written in the manner required, the scholar was allowed 
 to pass; in a majority of cases however, not less than a 
 page would be practised, and in many instances a sheet 
 would be covered, before one line could be produced 
 which would be approved. 
 
 One peculiar excellency of this method was, that al- 
 though the whole school were working under a regular 
 and systematic plan, individuals could go on independ- 
 ently; that is, the progress of no scholar was retarded by 
 that of his companion; the one more advanced, might 
 easily pass the earlier lessons in few days, while the 
 others would require weeks of practice to acquire the 
 same degree of skill. 
 
 During the writing hour, the scholars would practice, 
 each at the lesson where he left off before, and at a par- 
 ticular time, each day, the books were brought from the 
 regular place of deposit, and laid before the teacher for 
 examination. Without some arrangement for an exam- 
 ination of all the books together, the teacher would be 
 liable to interruption at any time, from individual ques- 
 tions and requests, which would consume much time, and 
 benefit only a few. 
 
 When a page of writing could not pass, a brief remark, 
 calling the attention of the pupil to the faults which pre- 
 

 268 REPORTS OF CASES. 
 
 vented it, was sometimes made in pencil at the bottom of 
 the page. In other cases, the fault was of such a char- 
 acter as to require full and minute oral directions to the 
 pupil. At last, to facilitate the criticism of the writing, a 
 set of arbitrary marks, indicative of the various faults, was 
 devised, and applied, as occasion might require, to the 
 writing books, by means of red ink. 
 
 These marks, which were very simple in their charac- 
 ter, were easily remembered, for there was generally some 
 connexion between the sign and the thing signified. For 
 example; the mark denoting that letters were too short, 
 was simply lengthening them in red ink. A faulty curve 
 was denoted, by making anew curve over the old one, &,c. 
 The following are the principal criticisms and directions 
 for which marks were contrived. 
 
 Strokes rough. Too tall, or loo short. 
 
 Curve wrong. Stems not straight. 
 
 Bad termination. Careless work. 
 
 Too slanting, and the reverse. Paper wasted. 
 
 Too broad, and the reverse. Almost well enough to pass. 
 
 Not parallel. Bring your book to the teacher. 
 
 Form of the letter bad. Former fault not corrected. 
 Large stroke made too fine, and 
 the reverse. 
 
 A catalogue of these marks, with an explanation, was 
 made out and placed where it was accessible to all, and by 
 means of them the books could be very easily and rapidly, 
 but thoroughly criticised. 
 
 After the plan had gone on for some time, and its oper- 
 ation was fully understood, the teacher gave up the busi- 
 ness of examining the books into the hands of a Commit- 
 tee, appointed by him from among the older and more 
 advanced pupils. That the Committee might be unbias- 
 sed in their judgment, they were required to examine and 
 decide upon the books, without knowing the names of the 
 writers. Each scholar was indeed required to place her 
 name on the right hand upper corner of every page of 
 her writing-book, for the convenience of the distributors; 
 but this corner was turned down, when the book was 
 brought in, that it might not be seen by the Committee. 
 
REPORTS OF CASES. 269 
 
 This Committee were entrusted with plenary powers, 
 and there was no appeal from their decision. In case 
 they exercised their authority in an improper way, or fail- 
 ed on any account to give satisfaction, they were liable to 
 impeachment, but while they continued in office, they were 
 to be strictly obeyed. 
 
 This plan went on successfully for three months, and 
 with very little diminution of interest. The whole school 
 went regularly through the lessons in coarse hand, and 
 afterwards through a similar series in fine hand, and im- 
 provement in this branch was thought to be greater than 
 at any former period in the same length of time." 
 
 The same principle of arranging the several steps of an 
 art or a study into a series of lessons, and requiring the 
 pupil to pass regularly from one to the other, might easily 
 be applied to other studies, and would afford a pleasant 
 variety. 
 
 12. THE CORRESPONDENCE. A master of a district 
 school was walking through the room, with a large rule 
 in his hands, and as he came up behind two small boys, 
 he observed that they were playing with some papers. He 
 struck them once or twice, though not very severely on 
 the head, with the rule which he had in his hand. Tears 
 started from the eyes of one. They were called forth by 
 a mingled feeling of grief, mortification, and pain. The 
 other who was of " sterner stuff," looked steadily into the 
 master's face, and when his back was turned, shook his 
 fist at him and laughed in defiance. 
 
 Another teacher seeing a similar case, did nothing. 
 The boys, when they saw him, hastily gathered up their 
 playthings and put them away. An hour or two after, a 
 little boy who sat near the master, brought them a note 
 addressed to them both. They opened it and read as fol- 
 lows. 
 
 To Edward and John, 
 
 I observed, when I passed you to-day, from your concerned looks, 
 
 and your hurried manner of putting something into your desk, that 
 
 you were doing something that you knew was wrong. When you 
 
 attempt to do any thing whatever, which conscience tells you is 
 
 23* 
 
272 REPORTS OF CASES. 
 
 " Again, besides our faults, let our Committee notice 
 the respects in which we are doing particularly well, that 
 we may be encouraged to go on doing well, or even to do 
 better. If they think for example, that we are deserving 
 of credit for the neatness with which books are kept, 
 for their freedom from blots or scribblings, or dog's-ears, 
 by which school-books are so commonly defaced, let them 
 tell us so. And the same of any other excellence." 
 
 With the plan as thus presented, the scholars were very 
 much pleased. It was proposed by one individual that 
 such a Committee should be appointed immediately, and 
 a report prepared for the ensuing week. This was done. 
 The Committee were chosen by ballot. The following 
 may be taken as a specimen of their reports. 
 
 WEEKLY REPORT. 
 
 ' The Committee appointed to write the weekly report have noticed 
 several things which they think wrong. In the first place there have 
 been a greater number of tardy scholars, during the past week than 
 usual. Much of this tardiness we suppose is owing to the interest 
 felt in building the bower ; but we think this business ought to be at- 
 tended to only in play hours. If only one or two come in late when 
 we are reading in the morning, or after we have composed ourselves 
 to study at the close of the recess, every scholar must look up from 
 her book, we do not say they ought to do so, but only that they will 
 do so. However, we anticipate an improve rnent in this respect, as we 
 know " a word to the wise is sufficient." 
 
 * In the two back rows we are sorry to say that we have noticed 
 whispering. We know that this fact will very much distress our 
 Teacher, as she expects assistance, and not trouble from our older 
 scholars. It is not our business to reprove any one's misconduct, 
 but it is our duty to mention it, however disagreeable it may be. We 
 think the younger scholars during the past week have much improved 
 in this respect. Only three cases of whispering among them have 
 occurred to our knowledge. 
 
 1 We remember some remarks made a few weeks ago, by our 
 Teacher, on the practice of prompting each other in the classes. We 
 wish she would repeat them, for we fear that by some they are for- 
 gotten. In the class in Geography, particularly in the questions on 
 the map, we have noticed sly whispers, which we suppose were the 
 hints of some kind friend designed to refresh the memory of her less 
 attentive companion. We propose that the following question be now 
 put to vote. Shall the practice of prompting in the classes be any 
 longer continued r 
 
REPORTS OF CASES. 273 
 
 ' We would propose that we have a composition exercise this week 
 similar to the one on Thursday last. It was very interesting, and we 
 think all would be willing to try their thinking powers once more. 
 We would propose also that the readers of the compositions should 
 sit near the centre of the room, as last week many fine sentences 
 escaped the ears of those seated in the remote corners. 
 
 ' We were requested by a very public-spirited individual to mention 
 once more the want of three nails, for bonnets in the entry. Also, to 
 say that the air from the broken pane of glass on the east side of the 
 room, is very unpleasant to those who sit near. 
 
 ' Proposed that the girls who exhibited so much taste and ingenuity 
 in the arrangement of the festoons of evergreen, and tumblers of flow- 
 ers around the Teacher's desk, be now requested to remove the faded 
 roses and drooping violets. We have gazed on these sad emblems 
 long enough. 
 
 c Finally, proposed that greater care be taken by those who stay at 
 noon, to place their dinner baskets in proper places. The contents of 
 more than one, were partly strewed upon the entry floor this morning/ 
 
 If such a measure as this is adopted, it should not be 
 continued uninterrupted for a very long time. Every 
 thing of this sort should be occasionally changed, or it 
 sooner or later becomes only a form. 
 
 14. THE SHOPPING EXERCISE, c. I have often when 
 going a shopping found difficulty and trouble in making 
 change. I could never calculate very readily and in the 
 hurry and perplexity of the moment, I was always making 
 mistakes. I have heard others often make the same com- 
 plaint, and I resolved to try the experiment of regularly 
 teaching children to make change. I had a bright little 
 class in Arithmetic, who were always ready to engage with 
 interest in anything new, and to them I proposed my plan. 
 It was to be called the Shopping Exercise. I first re- 
 quested each individual to write something upon her slate, 
 which she would like to buy, if she was going a shopping, 
 stating the quantity she wished and the price of it. To 
 make the first lesson as simple as possible, I requested no 
 one to go above ten, either in the quantity or price. When 
 all were ready, I called upon some one to read what she 
 had written. Her next neighbor was then requested to 
 tell us how much the purchase would amount to; then the 
 first one named a bill, which she supposed to be offered in 
 payment, and the second showed what change was needed. 
 
274 REPORTS OF CASES. 
 
 A short specimen of the exercise will probably make it 
 clearer than mere description. 
 
 Mary. Eight ounces of candy at seven cents. 
 
 Susan. Fifty-six cents. 
 
 Mary. One dollar. 
 
 Susan. Forty-four cents. 
 
 Nine yards of lace at eight cents. 
 Anna. Seventy-two cents. 
 Susan. Two dollars. 
 Anna. One dollar and twenty-eight cents. 
 
 Anna. Three pieces of tape at five cents* 
 
 Jane. Fifteen cents. 
 
 Anna. Three dollars. 
 
 Jane. Eighty-five cents 
 
 Several voices. Wrong. 
 
 Jane. Two dollars and eighty-five cents. 
 
 Jane. Six pictures at eight cents. 
 Sarah. Forty-two cents. 
 Several voices. Wrong. 
 Sarah. Forty-eight cents. 
 Jane. One dollar. 
 Sarah. Sixty-two cents. 
 Several voices. Wrong. 
 Sarah. Fifty-two cents. 
 
 It will be perceived that the same individual who names 
 the article and the price, names also the bill which she 
 would give in payment, and the one who sits next her, 
 who calculated the amount, calculated also the change to 
 be returned. She then proposed her example to the one 
 next in the line, with whom the same course was pursued, 
 and thus it passed down the class. 
 
 The exercise went on for some time in this way, till the 
 pupils had become so familiar with it, that I thought it 
 best to allow them to take higher numbers. They were 
 always interested in it, and made great improvement in 
 a short time, and I, myself, derived great advantage from 
 listening to them. 
 
 There is one more circumstance, I will add, which may 
 contribute to the interest of this account. While the class 
 were confined in what they purchased, to the number ten, 
 
REPORTS OF CASES. 275 
 
 they were sometimes inclined to turn the exercise into a 
 frolic. The variety of articles which they could find cost- 
 ing less than ten cents was so small, that for the sake of 
 getting something new, they would propose examples really 
 ludicrous, such as these. Three meeting-houses at two 
 cents. Four pianos at nine cents. But I soon found that 
 if I allowed this at all, their attention was diverted from the 
 main object, and occupied in seeking the most diverting 
 and curious examples. 
 
 15. ARTIFICES IN RECITATIONS, c. The teacher of 
 a small, newly established school, had all of his scholars 
 classed together in some of their studies. At recitations 
 he usually sat in the middle of the room, while the schol- 
 ars occupied the usual places at their desks, which were 
 arranged around the sides. In the recitation in Rhetpric, 
 the teacher, after a time, observed that one or two of the 
 class seldom answered appropriately the questions which 
 came to them; but yet, were always ready with some kind 
 of answer generally an exact quotation of the words of 
 the book. Upon noticing these individuals more particu- 
 larly, he was convinced that their books were open before 
 them, in some concealed situation. Another practice not 
 uncommon in the class, was that of prompting each other, 
 either by whispers or writing. The teacher took no 
 notice publicly of these practices, for some time, until at 
 the close of an uncommonly good recitation, he remarked, 
 "Well, I think we have had a fine recitation to-day. It 
 is one of the pleasantest things I ever do, to hear a lesson 
 that is learned as well as this. Do you think it would be 
 possible for us to have as good an exercise every day? " 
 " Yes sir," answered several faintly. " Do you think it 
 would be reasonable for me to expect of every member of 
 the class, that she should always be able to recite all her 
 lessons, without ever missing a single question?" "No 
 sir," answered all. "I do not expect it," said the teacher. 
 " All I wish is, that each of you should be faithful in your 
 efforts to prepare your lessons. I wish you to study from a 
 sense of duty, and for the sake of your own improvement. 
 You know I do not punish you for failures. I have no 
 
276 REPORTS OP CASES. 
 
 going up or down, no system of marking. Your only reward 
 when you have made faithful preparation for a recitation, 
 is the feeling of satisfaction which you will always expe- 
 rience ; and when you have been negligent, your only pun- 
 ishment is a sort of uneasy feeling of self-reproach. I do 
 not expect you all to be invariably prepared with every 
 question of your lessons. Sometimes you will be unavoid- 
 ably prevented from studying them, and at other times, 
 when you have studied them very carefully, you may have 
 forgotten, or you may fail from some misapprehension of 
 the meaning in some cases. Do not, in such a case, feel 
 troubled because you may not have appeared as well as 
 some individual who has not been half as faithful as your- 
 self. If you have done your duty that is enough. On the 
 other hand, you ought to feel no better satisfied with your- 
 selves when your lesson has not been studied well, be- 
 cause you may have happened to know the parts which 
 came to you. Have I done well should always be the 
 question, not have I managed to appear well? 
 
 " I will say a word here," continued the teacher, " upon 
 a practice, which I have known to be very common in some 
 schools, and which I have been sorry to notice occasion- 
 ally in this. I mean that of prompting, or helping each 
 other along in some way, at recitations. Now, where a 
 severe punishment is the consequence of a failure, there 
 might seem to be some reasonableness in helping your 
 companions out of difficulty, though even then, such tricks 
 are departures from honorable dealing. But especially 
 when there is no purpose to be served but that of ap- 
 pearing to know more than you do, it certainly must be 
 considered a very mean kind of artifice. I think I have 
 sometimes observed an individual to be prompted, where 
 evidently the assistance was not desired, and even where 
 it was not needed. To whisper to an individual the an- 
 swer to a question, is sometimes to pay her rather a poor 
 compliment, at least; for it is the same as saying, * I am a 
 better scholar than you are; let me help you along a little.' 
 
 " Let us then hereafter, have only fair, open, honest 
 dealings with each other, no attempts to appear to advan- 
 tage by little artful manceuvering; no prompting, no 
 
REPORTS OF CASES. 277 
 
 peeping into books. Be faithful and conscientious, and 
 then banish anxiety for your success. Do you not think 
 you shall find this the pleasantest course? " " Yes sir," 
 answered every scholar. "Are you willing to pledge 
 yourselves to adopt it? " " Yes sir." " Those who are, 
 may raise their hands, 33 said the teacher. Every hand 
 was raised; and the pledge, there was evidence to believe, 
 was honorably sustained. 
 
 16. KEEPING RESOLUTIONS. The following are notes 
 of a familiar lecture on this subject, given by a teacher at 
 some general exercise in the school. The practice of 
 thus reducing to writing what the teacher may say on such 
 subjects will be attended with excellent effects. 
 
 This is a subject upon which young persons find much difficulty. 
 The question is asked a thousand times, " How shall I ever learn to 
 keep my resolutions? " Perhaps, the great cause of your failures is 
 this. You are not sufficiently definite in forming your purposes. You 
 will resolve to do a thing, without knowing with certainty whether it 
 is even possible to do it. Again, you make resolutions which are to 
 run on indefinitely, so that of course, they can never be fully kept. 
 For instance, one of you will resolve to rise earlier in the morning. 
 You fix upon no definite hour, on any definite number of mornings, 
 only you are going to " rise.earlier" Morning comes arid finds you 
 sleepy and disinclined to rise. You remember your resolution of ris- 
 ing earlier. " But then it is very early," you say. You resolved to 
 rise earlier, but you didn't resolve to rise just then. And this, it may 
 be, is the last of your resolution. Or, perhaps you are, for a few morn- 
 ings, a little earlier ; but then at the end of a week or fortnight, you 
 do not know exactly, whether your resolution has been broken or 
 kept, for, you had not decided whether to rise earlier for ten days, or 
 for ten years. 
 
 In the same vague and general manner, a person will resolve to be 
 more studious, or more diligent. In the case of an individual, of a 
 mature and well-disciplined mind, of acquired firmness of character, 
 such a resolution might have effect. The individual will really de- 
 vote more time and attention to his pursuits. But, for one of you to 
 make such a resolution, would do no sort of good. It would only be 
 a source of trouble and disquiet. You perceive there is nothing defi- 
 nite, nothing fixed about it. You have not decided what amount 
 of additional time or attention to give to your studies, or, when you 
 will begin, or when you will end. There is no one time when you 
 will feel that you are breaking your resolution, because there were no 
 particular times when you were to study more. You waste one oppor- 
 tunity and another, and then, with a feeling of discouragement, and 
 
 24 
 
278 REPORTS OF CASES. 
 
 self-reproach, conclude to abandon your resolution. " Oh ! it does no 
 good to make resolutions," you say ; " I never shall keep them." 
 
 Now, if you would have the business of making resolutions a 
 pleasant and interesting, instead of a discouraging, disquieting one, 
 you must proceed in a different manner. Be definite and distinct in 
 your plan, decide exactly what you will do, and how you will do it 
 when you will begin and when you will end. Instead of resolving 
 to " rise earlier," resolve to rise at the ringing of the sunrise bells, or 
 at some other definite time. Resolve to try this, as an experiment, 
 for one morning, or for one week, or fortnight. Decide positively, if 
 you decide at all, and then, rise when the time comes, sleepy or not 
 sleepy. Do not stop to repent of your resolution, or to consider the 
 wisdom or folly of it, when the time for acting under it, has once 
 arrived. 
 
 In all cases, little and great, make this a principle, to consider 
 well before you begin to act, but after you have begun to act, never 
 stop to consider. Resolve as deliberately as you please ; but be sure 
 to keep your resolution, whether a wise one or an unwise one, after 
 it is once made. Never allow yourself to re-consider the question 
 of getting up, after the morning has come, except it be, for some 
 unforeseen circumstance. Get up for that time, and be more careful 
 how you make resolutions again. 
 
 17. TOPICS, c. The plan of the Topic Exercise, as 
 we called it, is this. Six or seven topics are given out, 
 information upon which is to be obtained from any source, 
 and communicated verbally before the whole school, or 
 sometimes before a class formed for this purpose, the next 
 day. The subjects are propose'd both by teacher and 
 scholars, and if approved, adopted. The exercise is in- 
 tended to be voluntary, but ought to be managed in a way 
 sufficiently interesting to induce all to join. 
 
 At the commencement of the exercise the teacher calls 
 upon all who have any information in regard to the topic 
 assigned, suppose, for example it is Alabaster, to rise. 
 Perhaps twenty individuals out of forty rise. The teacher 
 may, perhaps, say to those in their seats, 
 
 " Do you not know any thing of this subject? Have you 
 neither seen nor heard of Alabaster, arid had no means of 
 ascertaining any thing in regard to it? If you have, you 
 ought to rise. It is not necessary that you should state a 
 fact altogether new and unheard of, but if you tell me its 
 color, or some of the uses to which it is applied, you will 
 be complying with my request." 
 
 After these remarks, perhaps a few more rise, and pos- 
 
REPORTS OP CASES V, 279 
 
 sibly the whole school. Individuals are"then called upon 
 at random, each to state only one particular in regard to 
 the topic in question. This arrangement -is made so as to 
 give all an opportunity to speak. If any scholar, after hav- 
 ing mentioned one fact, has something still farther to com- 
 municate, she remains standing till called upon again. As 
 soon as an individual has exhausted her stock of informa- 
 tion, or if the facts that she intended to mention are stated 
 by another, she takes her seat. 
 
 The topics at first most usually selected, are the common 
 objects by which we are surrounded; for example, glass, 
 iron, mahogany, &c. The list will gradually extend itself, 
 until it will embrace a large number of subjects. 
 
 The object of this exercise is to induce pupils to seek 
 for general information in an easy and pleasant manner, as 
 by the perusal of books, newspapers, periodicals, and con- 
 versation with friends. It induces care and attention in 
 reading, and discrimination in selecting the most useful 
 and important facts from the mass of information. As 
 individuals are called upon, also, to express their ideas 
 verbally, they soon acquire by practice, the power of ex- 
 pressing their ideas with clearness and force, and commu- 
 nicating with ease and confidence the knowledge they 
 possess. 
 
 18. Music, c. The girls of our school often amused 
 themselves in recess by collecting into little groups for 
 singing. As there seemed to be a sufficient power of 
 voice and a respectable number who were willing to join 
 in the performance, it was proposed one day, that singing 
 should be introduced as a part of the devotional exercises 
 of the school. 
 
 The first attempt nearly resulted in a failure; only a 
 few trembling voices succeeded in singing Old Hundred, 
 to the words, " Be thou," &c. On the second day, Peter- 
 borough was sung with much greater confidence on the 
 part of the increased number of singers. The experiment 
 was tried with greater and greater success for several 
 days, when the Teacher proposed that a systematic plan 
 should be formed, by which there might be singing regu- 
 
280 REPORTS OF CASES. 
 
 larly at the close of school. It was then proposed, that 
 a number of Singing books be obtained, and one of the 
 scholars, who was well acquainted with common tunes, be 
 appointed as chorister. Her duty should be, to decide 
 what particular tune may be sung each day, inform the 
 Teacher of the metre of the hymn, and take the lead in the 
 exercise. This plan being approved of by the scholars, 
 was adopted, and put into immediate execution. Several 
 brought copies of the Sabbath School Hymn Book which 
 they had in their possession, and the plan succeeded be- 
 yond all expectation. The greatest difficulty in the way 
 was to get some one to lead. The chorister, however, 
 was somewhat relieved from the embarrassment which 
 she would naturally feel in making a beginning, by the 
 appointment of one or two individuals with herself, who 
 were to act as her assistants. These constituted the lead- 
 ing Committee, or as it was afterwards termed, Singing 
 Committee. 
 
 Singing now became a regular and interesting exercise 
 of the school, and the Committee succeeded in managing 
 the business themselves. 
 
 19. TABU. c. An article was one day read in a school 
 relating to the " Tabu" of the Sandwich Islanders. Tabu 
 is a term with them which signifies consecrated, not to 
 be touched to be let alone not to be violated. Thus 
 according to their religious observances, a certain day will 
 be proclaimed Tabu, that is, one upon which there is to 
 be no work, or no going out. 
 
 A few days after this article was read, the scholars ob- 
 served one morning, a flower stuck up in a conspicuous 
 place against the wall, with the word TABU in large char- 
 acters above it. This excited considerable curiosity. The 
 teacher informed them, in explanation, that the flower was 
 a very rare and beautiful specimen brought by one of the 
 scholars, which he wished all to examine. " You would 
 naturally feel a disposition to examine it by the touch; " 
 said he, "but you will all see, that by the time it was 
 touched by sixty individuals, it would be likely to be in- 
 jured, if not destroyed. So I concluded to label it, Tabu 
 
REPORTS OF CASES. 281 
 
 And it has occurred to me that this will be a convenient 
 mode of apprising you generally, that any article had bet- 
 ter not be handled. You know we sometimes have some 
 apparatus exposed, which would be liable to injury from 
 disturbance, where there are so many persons to touch it. 
 I shall in such a case, just mention that an article is Tabu, 
 and you will understand that it is not only not to be in- 
 jured, but not even touched." 
 
 A little delicate management of this sort will often have 
 more influence over young persons, than the most vehe- 
 ment scolding, or the most watchful and jealous precau- 
 tions. The Tabu was always most scrupulously regarded, 
 after this, whenever employed. 
 
 20. MENTAL ANALYSIS. Scene; a class in Arithmetic 
 at recitation. The teacher gives them an example in addi- 
 tion, requesting them when they have performed it to rise. 
 Some finish it very soon, others are very slow in accom- 
 plishing the work. 
 
 * " I should like to ascertain," says the teacher, "how 
 great is the difference of rapidity, with which different 
 members of the class work in addition. I will give you 
 another example, and then notice by my watch, the short- 
 est and longest time required to do it." 
 
 The result of the experiment was, that some members 
 of the class were two or three times as long in doing it, as 
 others. 
 
 " Perhaps you think," said the teacher, " that this dif- 
 ference is altogether owing to difference of skill, but it is 
 not. It is mainly owing to the different methods adopted 
 by various individuals. I am going to describe some of 
 these, and as I describe them, I wish you would notice 
 them carefully, and tell me which you practice. 
 
 There are then three modes of adding up a column of 
 figures, which I shall describe. 
 
 1. " I shall call the first counting. You take the first 
 figure, and then add the next to it, by counting up regu- 
 larly. There are three distinct ways of doing this. 
 
 (a.) Counting by your fingers. (" Yes sir." ) You take 
 the first figure, suppose it is seven, and the one above 
 24* 
 
282 REPORTS OF CASES. 
 
 it, eight. Now you recollect that to add eight, you must 
 count all the fingers of one hand, and all but two again. 
 So you say seven eight, nine, ten, eleven, twelve, thir- 
 teen, fourteen, fifteen." 
 
 " Yes sir," " Yes sir," said the scholars. 
 
 (b.) " The next mode of counting is to do it mentally, 
 without using your fingers at all, but as it is necessary for 
 you to have some plan to secure your adding the right 
 number, you divide the units into sets of two each. Thus 
 you remember that eight consists of four twos, and you 
 accordingly say, when adding eight to seven, " Seven; 
 eight, nine; ten, eleven; twelve, thirteen;" &c. 
 
 (c.) The third mode is, to add by threes, in the same 
 way. You recollect that eight consists of two threes and 
 a two; so you say, seven; eight, nine, ten; eleven, 
 twelve, thirteen; fourteen, fifteen." 
 
 The teacher here stops to ascertain how many of the 
 class are accustomed to add in either of these modes. It 
 is a majority. 
 
 2. " The next general method is calculating. That is, 
 you do not unite one number to another by the dull and 
 tedious method of applying the units, one by one, as in the 
 ways described under the preceding head, but you come to 
 a result more rapidly by some mode of calculating. These 
 modes are several. 
 
 (a.) Doubling a number, and then adding or subtracting 
 as the case may require. For instance in the example 
 already specified; in order to add seven and eight, you 
 say, "Twice seven are fourteen and one are fifteen;" 
 ("Yes sir," " Yes sir,") or " Twice eight are sixteen, and 
 taking one off, leaves fifteen. ("Yes sir.") 
 
 (b.) Another way of calculating is to skip about the 
 column, adding those numbers which you can do most 
 easily, and then bringing in the rest as you best can. 
 Thus, if you see three eights in one column, you say three 
 times eight are twenty-four, and then you try to bring in 
 the other numbers. Often in such cases, you forget what 
 you have added and what you have not, and get confused, 
 ("Yes sir,") or you omit something in your work, and 
 consequently it is incorrect 
 
REPORTS OP CASES 28$ 
 
 (c.) If nines occur, you sometimes add ten, and then 
 take off one, for it is very easy to add ten. 
 
 (d.) Another method of calculating, which is, however, 
 not very common, is this. To take our old case, adding 
 eight to seven, you take as much from the eight to add 
 to the seven as will be sufficient to make ten, and then it 
 will be easy to add the rest. Thus, you think in a minute, 
 that three from the eight will make the seven a ten, and 
 then there will be five more to add, which will make 
 fifteen. If the next number was seven, you would say 
 five of it will make twenty, and then there will be two 
 left, which will make twenty-two. This mode, though it 
 may seem more intricate than any of the others, is in fact 
 more rapid than any of them, when one is little accustom- 
 ed to it. 
 
 These are the four principal modes of calculating which 
 occur to me. Pupils do not generally practice any one of 
 them exclusively, but occasionally resort to each, accord- 
 ing to the circumstances of the particular case." 
 
 The teacher here stopped to inquire how many of the 
 class were accustomed to add by calculating in either of 
 these ways, or in any simpler ways. 
 
 3. f( There is one more mode which I shall describe: 
 it is by Memory. Before I explain this mode I wish to ask 
 you some questions which I should like to have you an- 
 swer as quick as you can. 
 
 How much is four times five ? Four and five ? 
 
 How much is seven times nine ? Seven and nine. 
 
 Eight times six? Eight and six? 
 
 Nine times seven? Nine and seven?" 
 
 After asking a few questions of this kind, it was per- 
 ceived that the pupils could tell much more readily what 
 was the result when the numbers were to be multiplied, 
 then when they were to be added. 
 
 " The reason is," said the teacher, " because you com- 
 mitted the multiplication table to memory, and have not 
 committed the addition table. Now many persons have 
 committed the addition table, so that it is perfectly familiar 
 to them, and when they see any two numbers, the amount 
 which is produced when they are added together comes to 
 
284 REPORTS OP CASES 
 
 mind in an instant. Adding in this way is the last of the 
 three modes I was to describe. 
 
 Now of these three methods, the last is undoubtedly the 
 best. If you once commit the addition table thoroughly, 
 you have it fixed for life; whereas if you do not, you have 
 to make the calculation over again every time, and thus 
 lose a vast amount of labor. I have no doubt that there 
 are some in this class who are in the habit of counting, who 
 have ascertained that seven and eight for instance/ make 
 fifteen, by counting up from seven to fifteen, hundreds of 
 times. Now how much better it would be, to spend a little 
 time in fixing the fact in the mind once for all, and then 
 
 when you come to the case, seven and eight are say 
 
 at once " Fifteen," instead of mumbling over and over 
 again, hundreds of times, " Seven, eight, nine, ten, eleven, 
 twelve, thirteen, fourteen, fifteen." 
 
 The reason then, that some of the class add so slowly, 
 is not probably because they want skill and rapidity of ex- 
 ecution, but because they work to a great disadvantage, 
 by working in the wrong way. 1 have often been surpris- 
 ed at the dexterity and speed with which some scholars 
 can count with their fingers, when adding, and yet they 
 could not get through the sum very quick at least they 
 would have done it in half the time, if the same effort had 
 been made in travelling on a shorter road. We will there- 
 fore study the addition table now, in the class, before we 
 go on any farther." 
 
 The foregoing narratives, it is hoped, may induce some 
 of the readers of this book to keep journals of their own 
 experiments, and of the incidents which may, from time 
 to time come under their notice, illustrating the principles 
 of education, or simply the characteristics and tendencies 
 of the youthful mind. The business of teaching will excite 
 interest and afford pleasure, just in proportion to the degree 
 in which it is conducted by operations of mind upon mind, 
 and the means of making it most fully so, are, careful prac- 
 tice, based upon, and regulated by, the results of careful 
 observation. Every teacher then should make observations 
 and experiments upon mind a part of his daily duty, and 
 
REPORTS OF CASES. 285 
 
 nothing will more facilitate this, than keeping a record of 
 results. There can be no opportunity for studying human 
 nature, more favorable than the teacher enjoys. The ma- 
 terials are all before him; his very business, from day to 
 day, brings him to act directly upon them; and the study 
 of the powers and tendencies of the human mind is not 
 only the most interesting and the noblest that can engage 
 human attention, but every step of progress he makes in 
 it, imparts an interest and charm, to what would otherwise 
 be a weary toil. It at once relieves his labors, while it 
 doubles their efficiency and success. 
 


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