The Teacher. Abbott Jacob

life, and give up in despair, just because their faculties will not sustain a six-fold task. There are multitudes who, in early life, attempted teaching, and, after having been worried, almost to distraction, by the simultaneous pressure of these multifarious cares, gave up the employment in disgust, and forever afterwards wonder how any body can like teaching. I know multitudes of persons to whom the above description will exactly apply.

      I once heard a teacher who had been very successful, even in large schools, say that he could hear two classes recite, mend pens, and watch his school, all at the same time; and that, without any distraction of mind, or any unusual fatigue. Of course the recitations in such a case must be 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 arrange 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 mentioned in succession, and see how each can be disposed of, so as not to be a constant source of interruption and derangement.

      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 possibly be admissible in a very small school; that is, in one of ten or twelve pupils. I am convinced, however, that it is very bad here. No vigilant watch, which it is possible for any teacher to exert, will prevent a vast amount of mere talk, entirely foreign to the business of the school. I tried this plan very thoroughly, with high ideas of the dependence which might be placed upon conscience and a sense of duty, if these principles are properly brought out to action in an effort to sustain the system. I was told by distinguished teachers, that it would not be found to answer. But predictions of failure in such cases only prompt to greater exertions, and I persevered. But I was forced at last to give up the point, and adopt another plan. 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 communication with each other, on subjects entirely foreign to the business of the school. A more experienced teacher would have predicted this result; but I had very high ideas of the power of cultivated conscience; and in fact, still have. But then, like most other persons who become possessed of a good idea, I could not be satisfied without carrying it to an extreme.

      Still it is necessary to give pupils, sometimes, the opportunity to whisper and leave seats. Cases occur where this is unavoidable. It cannot therefore be forbidden altogether. How then, you will ask, can the teacher regulate this practice, so as to prevent the evils which will otherwise flow from it, without being continually interrupted by the request for permission?

      By a very simple method. Appropriate particular times at which all this business is to be done, and forbid it altogether 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 establish the new order of things, where a school has been accustomed to another course; but where this is once done, I know no one plan so simple and so easily put into execution, which will do so much towards relieving the teacher of the distraction and perplexity of his pursuits.

      In making the change, however, it is of fundamental importance that the pupils should themselves be interested in it. Their 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 accustomed to require his pupils to ask and obtain permission, every time they wish to speak to a companion, is induced by these remarks to introduce this plan. He says accordingly to his school:

      "You know that you are now accustomed to ask me whenever you wish to obtain permission to whisper to a companion, or to leave your seats: now I have been thinking of a plan which will be better for both you and me. By our present plan, you are sometimes obliged to wait before I can attend to your request. Sometimes I think it is unnecessary, and deny you, when perhaps I was mistaken, and it was really necessary. At other times, I think it very probable, that when it is quite desirable for you to leave your seat, you do not ask, because you think you may not obtain permission, and you do not wish to ask and be refused. Do you, or not, experience these inconveniences from our present plans?"

      The boys would undoubtedly answer in the affirmative.

      "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 question; therefore I do not like our plan, and I have another to propose."

      The boys are all attention to know what the new plan is. It will always be of great advantage to the school, for the teacher to propose his new plans from time to time to his pupils in such a way as this. It interests them in the improvement of the school, exercises their judgment, establishes a common feeling between teacher and pupil, and in many other ways will assist very much in promoting the welfare of the school.

      "My plan," continues the teacher, "is this:—to allow you all, besides the recess, a short time, two or three minutes perhaps, every hour;" (or every half hour, according to the character of the school, the age of the pupils, or other circumstances, to be judged of by the teacher,) "during which you may all whisper or leave your seats, without asking permission."

      Instead of deciding the question of the frequency of this general permission, the teacher may, if he pleases, leave it to the pupils to decide. It is often useful to leave the decision of such a question to them. On this subject, however, I shall speak in another place. It is only necessary, here, to say, that this point may be safely left to them, since the time is so small which is to be thus appropriated. Even if they vote to have the general permission to whisper every half hour, it will make but eight minutes in the forenoon. There being six half hours in the forenoon, and one of them ending at the close of school, and another at the recess, only 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 minutes rest every hour, instead of two 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 individual 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 latter may be much interested in carrying the plan into effect. We must not rely, however, entirely upon their interest in it. All that we can expect from such an effort to interest them, as I have described and recommended, is to get a majority on our side, so that we may have only a small minority, to deal with by other measures. Still we 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