The Teacher Part 22

In all the former part of the day the scholars are divided into _cla.s.ses_, 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 attended 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 portion 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 remain as long as the superintendent retains them. Sometimes they adjourn almost immediately; perhaps after having simply attended to the distribution of pens for the next day; at other times they remain during the hour, attending 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 exercises. 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 G.o.d's protection in a short prayer. As the scholars raise their heads from the posture of reverence they have a.s.sumed, they 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 _cla.s.ses_, and for their general supervision, into _sections_, as has been intimated in the preceding chapter. The head of a _cla.s.s_ is called a _Teacher_, and the head of a _section_ a _Superintendent_. The same individual may be both the Teacher of a cla.s.s, 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 cla.s.ses meet and recite during the first three hours of the school, and the sections a.s.semble on the fourth and last.

We shall give each a separate description.

1. CLa.s.sES.

The object of the division into cla.s.ses 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 a.s.signed, a teacher appointed, and the exercises begin. In this way a large number of cla.s.ses have been formed, and the wishes of parents or the opinion of the Princ.i.p.al, and in many cases that of the pupil, determines how many and what shall be a.s.signed to each individual. A list of these cla.s.ses, with the average age of the members, the name of the teacher, and the time of recitation, is posted in a conspicuous place, and public notice is given whenever a new cla.s.s 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 discretion a great deal, in regard to your studies. I do not mean I expect you to _decide_, but to _reflect_ upon them. Look at the list, and consider what am most useful for you. Propose 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 as 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 cla.s.ses 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 cla.s.ses 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 cla.s.ses, so as to fill up, perhaps, her whole schedule with recitations, 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 examined, that it may be ascertained whether the individual has joined too many cla.s.ses, 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 constant occupation _in school_, and as much more as her parents may desire. By this plan of the cla.s.ses, 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 cla.s.s goes on regularly and systematically, 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 cla.s.ses, according to their age, or abilities, or progress in study, so that all will or may have full employment for their time.

When you first enter the school, you will, for a day or two, be a.s.signed to but few cla.s.ses, for your mind will be distracted by the excitement of new scenes and pursuits, and the intellectual effort necessary for _joining_ a cla.s.s 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 a.s.signed 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 cla.s.ses, is almost boundlessly 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 a.s.semble in the last hour of the school. It is necessary that I should fully describe the system of sections, as it const.i.tutes a very important part of the plan of the 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 operation 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 individual, 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,--a.s.sisting her to discover and to correct her faults,--and removing any sources of difficulty or causes of discontent, which may gradually come in her way. These, and a mult.i.tude of similar points const.i.tuting 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 cla.s.ses are, but according to _age and general maturity of mind_. Each one of these sections is a.s.signed 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 devolve 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 schedules,--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 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 a.s.sisting them to become acquainted in school,--if they are friendless and alone, to find companions for them, and to endeavor in every way, to make their time pa.s.s 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 characters 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 a.s.signed for composition, or proposed for free discussion in writing or conversation, or, the Superintendents may write themselves, and read to the section the instructions they wish to give.

5. Though the Superintendents as such, have necessarily speaking, no _teaching_ to do, still they ought particularly 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 pupils are going on successfully in cla.s.ses in school, in these branches, or they may attend to them in the Section, provided 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 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 inst.i.tution to which they belong can afford. They are to keep a careful and faithful record of their plans and of the history of their respective Sections, and to endeavor, as faithfully and as diligently, 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 cla.s.s in Arithmetic, her duty is not to undertake, by her own authority, to remove her to a lower one, for, as Superintendent, she has no authority over Arithmetic cla.s.ses; nor should she go the opposite extreme of saying, "I have no authority over Arithmetic cla.s.ses, and therefore I have nothing to do with this case." She ought to go to the teacher of the cla.s.s to which her pupil had been unwisely a.s.signed, converse with her, obtain her opinion, then find some other cla.s.s 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 cla.s.ses recite then, but the Sections meet, if the Superintendents wish, and attend to such exercises as they provide. Each Section has its own organization, its own officers 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 Sections are distinguished by using paper for Section purposes, with a light blue tinge. To the middle Sections is a.s.signed 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 doc.u.ments of the Section.

This account, though it is brief, will be sufficient to explain to you the general principles of the plan. You will soon become acquainted with the exercises and arrangements of the particular Section to which you will be a.s.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 a.s.sistance in their power in carrying into effect the plans of the school, and promoting its prosperity, I gradually adopted the plan of a.s.signing to various officers and committees, a number of specific duties, relating to the general business of the school. These offices have gradually multiplied as the school has increased, and as business has acc.u.mulated. The system has, from time to time, been revised, condensed, and simplified, 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 I intend here is to give a general view of the plan, such as is necessary for the scholars at large.

There are then, _five 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 a.s.sist 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 stationary.

5. CURATORS. To secure neatness and good order in the apartments.

The Secretaries and Accountants are appointed by the Princ.i.p.al, 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 a.s.sistants.

These nominations must be approved at a teacher's meeting, 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 another. Each of these departments ought often to a.s.semble 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 head of the department acting as secretary for this purpose.

The following may be given as an example of the manner 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 a.s.sist 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 guardian upon the paper, and opposite to it, his place of business. 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."