The Teacher Part 21

(See Plan.)

You will observe then, that there follows upon the schedule, 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 cla.s.s. 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.

_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 b.a.l.l.s, with which they amuse themselves. A more common amus.e.m.e.nt is marching to the music of the piano. For this purpose, a set of signals by the whistle has been devised, by which commands are communicated to the school.

In these and similar amus.e.m.e.nts the recess pa.s.ses 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.

_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 attention, I will describe its nature and design.

At first you will observe a young lady rise at the secretary'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 secretary 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 narrative style, of the occurrences of the day. The Secretary 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 a.s.semblies it is customary for any person wis.h.i.+ng it, to rise in his place, and propose any plan, or as it is called, "make any motion" that he pleases. It would be unpleasant for a young lady to do this, in presence of a hundred companions, and we have consequently 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 anything she wishes to lay before the school, and deposits it there, and at the appointed time, the whole are brought to me. These propositions are of various kinds. I can 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 cla.s.s 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. Abbott. 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 companions; 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 valuable suggestions in this way, from the older and more reflecting 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 papers are called, describing the way in which they would be disposed of. Most of them are real cases.

"Mr. Abbott. The first cla.s.s 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 cla.s.s 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 numbers are reported aloud to me.

It is all done in a moment.

"How many of you think you need better accommodations?"

If a majority of hands are raised, I say,

"I wish the teacher of that cla.s.s would ascertain whether any other place of recitation is vacant, or occupied by a smaller cla.s.s at that time, and report the case to me."

"Proposed, that we be allowed to walk upon the common in the recesses."

"I should like to have some plan formed, by which you can walk on the common in recesses, but there are difficulties. 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 recess is short, so many would be in haste to prepare to go out, that there would be a great crowd and much confusion in the Ante-room and pa.s.sage ways. I do not mention these as insuperable objections, but only as difficulties 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 proposes 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 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 a.s.sistance 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 ultimate decision. All the details of business are a.s.signed to teachers, or to officers and committees appointed for the purpose. By this means we despatch business very rapidly. The system of offices will be explained in another place; but I may say here that all appointments and elections are made in this quarter hour, and by means of the a.s.sistance of these officers the transaction of business is so facilitated that much more can sometimes be accomplished 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 described, the study card is dropped, and a recess succeeds.

_Fourth Hour.--Sections._

(See plan.)