The Teacher. Abbott Jacob

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 narrating, particularly, the reading of the reports, the appointment 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 acquire 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 pupils, 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 experiment, 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 subsisting between himself and his pupils.

      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 secretary, 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 distribute 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 am 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 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 resignation 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 insubordinate; so that they will, in many instances, submit, with less good humor, to such decisions as you may consider necessary. I do not mean that this will be the case with all, but that there will be a few, who will be ungenerous 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 discontented 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 dissatisfaction, to rise.

      About one third of the scholars arose.

      "Perhaps you understood, that when I put the question to vote, I meant to abide by your decision, and that, consequently, I ought not to have reversed it, as I did, afterwards?"

      "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?"

      "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, habitually, by steady principle, and how many by impulse and feeling. You know too, what proportion have judgment and foresight necessary to consider and decide independently, such questions as continually arise in the management 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.

      "Besides," I continued, "the Trustees of this school have committed it to my charge; they hold me responsible; 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 unskilfully, 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 decide; and only in those cases where it was expressly stated, did I mean to give the final decision to them.

      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 delegates it to him; whereas in the school, the government is based on the principle, that the power, primarily and essentially, 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 scholars, for decision. In my own experience, this plan has been adopted with the happiest results. A small red morocco 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