The Teacher. Abbott Jacob

the purpose of securing 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 immediately 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 punishment, 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 communication I wrote, in large letters, on a piece of pasteboard, "Study Hours," and making a hole over the centre of it, I hung it upon a nail, over my desk. At the close of each half 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 common 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 entry;—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 unprepared in her lesson. What is it her duty to do?"

      "To go;" "Not to go;" answered the scholars simultaneously.

      "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 likely 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 submit 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 inadvertence, or from design, omitted to keep an account of 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 common and voluntary effort, I wish to have none render assistance, 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 rendered."

      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 majority 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 ascertaining 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 design, might be ascertained. These inquiries accustom the pupils to render honest and faithful accounts of themselves. They become, by such means, familiarized to the practice, and by means of it, the teacher can, many times, receive most important assistance.

      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 voluntary and free report of the result of an experiment, in which all are interested.

      Some will have been dishonest in their reports: to diminish 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 successful. 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 reported 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 whatever, 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 to such inducements as these. Upon this subject, however, 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 permanent; and though I am not much in favor of efforts to bring all teachers