The Teacher Part 26

The number was found to be so great, that the scholars admitted that something ought to be done.

"What shall I do?" asked he. "Can any one propose a plan which will remedy the difficulty?"

There was no answer.

[Transcriber's Note: The footnote marker for the following footnote is missing.]

[Footnote D: The above, and one or two of the succeeding articles have been before published, in periodicals.]

"The easiest and pleasantest way to secure punctuality, is for the scholars to come early of their own accord, upon principle. It is evident from the reports, that many of you do so; but some do not. Now there is no other plan which will not be attended with very serious difficulty, but I am willing to adopt the one which will be pleasantest to yourselves, if it will be likely to accomplish the object. Has any one any plan to propose."

There was a pause.

"It would evidently," continued the teacher, "be the easiest for me to leave this subject, and do nothing about it. It is of no personal consequence to me, whether you come early or not, but as long as I hold this office, I must be faithful, and I have no doubt the school committee, if they knew how many of you were tardy, would think I ought to do something to diminish the evil.

"The best plan I can think of, is that all who are tardy should lose their recess."

The boys looked rather anxiously at one another, but continued silent.

"There is a great objection to this plan from the fact that a boy is sometimes necessarily absent, and by this rule he will lose his recess with the rest, so that the innocent will be punished with the guilty."

"I should think, sir," said William, "that those who are _necessarily_ tardy, might be excused."

"Yes, I should be very glad to excuse them, if I could find out who they are."

The boys seemed to be surprised at this remark, as if they thought it would not be a difficult matter to decide.

"How can I tell?" asked the master.

"You can hear their excuses, and then decide."

"Yes," said the teacher, "but here are fifteen or twenty boys tardy this morning; now how long would it take me to hear their excuses, and understand each case thoroughly, so that I could really tell whether they were tardy from good reasons or not?"

No answer.

"Should you not think it would take a minute apiece?"

"Yes sir."

"It would undoubtedly, and even then I could not in many cases tell. It would take fifteen minutes at least. I cannot do this in school-hours, for I have not time, and if I do it in recess, it will consume the whole of every recess. Now I need the rest of a recess, as well as you, and it does not seem to me to be just that I should lose the whole of mine, every day, and spend it in a most unpleasant business, when I take pains, myself, to come punctually every morning. Would it be just?"

"No sir."

"I think it would be less unjust to deprive all of their recess who are tardy, for then the loss of a recess by a boy who had not been to blame, would not be very common, and the evil would be divided among the whole, but in the plan of my hearing the excuses, it would all come upon one."

After a short pause one of the boys said that they might be required to bring written excuses.

"Yes that is another plan," said the teacher, "but there are objections to it. Can any of you think what they are? I suppose you have all been, either at this school, or at some other, required to bring written excuses, so that you have seen the plan tried; now have you never noticed any objection to it?"

One boy said that it gave the parents a great deal of trouble at home.

"Yes," said the teacher, "this is a great objection; it is often very inconvenient to write. But that is not the greatest difficulty; can any of you think of any other?"

There was a pause.

"Do you think that these written excuses are, after all, a fair test of the real reasons for tardiness? I understand that sometimes boys will tease their fathers or mothers for an excuse, when they do not deserve it, 'Yes sir,' and sometimes they will loiter about when sent of an errand before school, knowing that they can get a written excuse when they might easily have been punctual."

"Yes sir, Yes sir," said the boys.

"Well, now, if we adopt this plan, some unprincipled boy would always contrive to have an excuse, whether necessarily tardy or not; and besides, each parent would have a different principle and a different opinion as to what was a reasonable excuse, so that there would be no uniformity, and consequently no justice in the operation of the system."

The boys admitted the truth of this, and as no other plan was presented, the rule was adopted of requiring all those who were tardy, to remain in their seats during the recess, whether they were necessarily tardy or not. The plan very soon diminished the number of loiterers.

4. HELEN'S LESSON. The possibility of being inflexibly firm in measures, and at the same time gentle and mild in manners and language, is happily ill.u.s.trated in the following description, which is based on an incident narrated by Mrs. Sherwood.

"Mrs. M. had observed even during the few days that Helen had been under her care, that she was totally unaccustomed to habits of diligence and application. After making all due allowance for long indulged habits of indolence and inattention, she one morning a.s.signed an easy lesson to her pupil, informing her at the same time, that she should hear it immediately before dinner. Helen made no objections to the plan, but she silently resolved not to perform the required task. Being in some measure a stranger, she thought her aunt would not insist upon perfect obedience, and besides in her estimation, she was too old to be treated like a child.

"During the whole morning, Helen exerted herself to be mild and obliging; her conduct towards her aunt was uncommonly affectionate. By these, and various other artifices, she endeavored to gain her first victory. Meanwhile, Mrs. M. quietly pursued her various avocations, without apparently noticing Helen's conduct. At length dinner hour arrived; the lesson was called for, and found unprepared. Mrs. M. told Helen she was sorry she had not got the lesson, and went on to explain one or two sentences more fully, and concluded, by saying that she hoped it would be learned before tea-time.

"Helen, finding she was not to come to the table, began to be a little alarmed. She was acquainted in some measure with the character of her aunt, still she hoped to be allowed to partake of the dessert as she had been accustomed to on similar occasions at home, and soon regained her wonted composure. But the dinner cloth was removed, and there sat Helen, suffering not a little from hunger; still she would not complain; she meant to convince her aunt that she was not moved by trifles.

"A walk had been proposed for the afternoon, and as the hour drew near, Helen made preparations to accompany the party. Mrs. M. reminded her of her lesson, but she just noticed the remark by a toss of the head, and was soon in the green fields, apparently the gayest of the gay. After her return from the excursion, she complained of a head-ache which in fact she had; she threw herself languidly on the sofa, sighed deeply, and took up her History.

"Tea was now on the table, and most tempting looked the white loaf. Mrs.

M. again heard the pupil recite, but was sorry to find the lesson still imperfectly prepared. She left her, saying she thought an half hour's study would conquer all the difficulties she found in the lesson.

"During all this time, Mrs. M. appeared so perfectly calm, composed, and even kind, and so regardless of sighs and doleful exclamations, that Helen entirely lost her equanimity and let her tears flow freely and abundantly. Her mother was always moved by her tears, and would not her aunt relent? No. Mrs. M. quietly performed the duties of the table, and ordered the tea-equipage to be removed. This latter movement brought Helen to reflection. It is useless to resist, thought she, indeed why should I wish to. Nothing too much has been required of me. How ridiculous I have made myself appear, in the eyes of my aunt, and even of the domestics.

"In less than an hour, she had the satisfaction of reciting her lesson perfectly; her aunt made no comments on the occasion, but a.s.signed her the next lesson, and went on sewing. Helen did not expect this; she had antic.i.p.ated a refres.h.i.+ng cup of tea, after the long siege. She had expected that even something nicer than usual would be necessary to compensate her for past sufferings. At length, worn out by long continued watching and fasting, she went to the closet, provided herself with a cracker, and retired to bed to muse deliberately on the strange character of her aunt.

"Teachers not unfrequently threaten their pupils with some proper punishment, but when obliged to put the threat into execution, contrive in some indirect way, to abate its rigor and thus destroy all its effects. For example, a mother was in the habit, when her little boy ran beyond his proscribed play-ground, of putting him into solitary confinement. On such occasions, she was very careful to have some amusing book, or diverting plaything in a conspicuous part of the room, and not unfrequently a piece of gingerbread was given to solace the runaway. The mother thought it very strange her little boy should so often transgress, when he knew what to expect from such a course of conduct. The boy was wiser than the mother; he knew perfectly well how to manage. He could play with the boys beyond the garden gate, and if detected, to be sure he was obliged to spend a quiet hour in the pleasant parlor. But this was not intolerable as long as he could expect a paper of sugar-plums, a cake, or at least something amply to compensate him for the loss of a game at marbles."

5. COMPLAINTS OF LONG LESSONS. A college officer a.s.signed lessons which the idle and ignorant members of the cla.s.s thought too long. They murmured for a time, and at last openly complained. The other members of the cla.s.s could say nothing in behalf of the professor, awed by the greatest of all fears to a collegian, the fear of being called a "_fisher_," or a "_blueskin_." The professor paid no attention to the pet.i.tions and complaints which were poured in upon him, and which, though originated by the idle, all were compelled to vote for. He coldly, and with uncompromising dignity, went on the excitement in the cla.s.s increased, and what is called a college rebellion, with all its disastrous consequences to the infatuated rebels, ensued.

Another professor had the dexterity to manage in a different way. After hearing that there was dissatisfaction, he brought up the subject as follows:--

"I understand, gentlemen, that you consider your lessons too long.

Perhaps I have overrated the abilities of the cla.s.s, but I have not intended to a.s.sign you more than you can accomplish. I feel no other interest in the subject, than the pride and pleasure it would give me, to have my cla.s.s stand high, in respect to the amount of ground it has gone over, when you come to examination. I propose, therefore, that you appoint a committee in whose abilities and judgment you can confide, and let them examine this subject and report. They might ascertain how much other cla.s.ses have done, and how much is expedient for this cla.s.s to attempt; and then, by estimating the number of recitations a.s.signed to this study, they can easily determine what should be the length of the lessons."

The plan was adopted, and the report put an end to the difficulty.

6. ENGLISH COMPOSITION. The great prevailing fault of writers in this country, is an affectation of eloquence. It is almost universally the fas.h.i.+on to aim not at striking thoughts, simply and clearly expressed, but at splendid language, glowing imagery, and magnificent periods. It arises, perhaps, from the fact that public speaking is the almost universal object of ambition, and consequently, both at school and at college, nothing is thought of but oratory. Vain attempts at oratory, result in nine cases out of ten, in grandiloquence and empty verbiage;--common thoughts expressed in pompous periods.

The teacher should guard against this, and a.s.sign to children such subjects as are within the field of childish observation. A little skill on his part will soon determine the question which kind of writing shall prevail in his school. The following specimens, both written with some skill, will ill.u.s.trate the two kinds of writing alluded to. Both were written by pupils of the same age, twelve; one a boy, the other a girl.

The subjects were a.s.signed by the teacher. I need not say that the following was the writer's first attempt at composition, and that it is printed without alteration.