The Teacher. Jacob Abbott
Читать онлайн книгу.
not object to securing influence by conferring office in such a case. If difficulties arise from the operation of such a measure, the plan can easily be modified to avoid or correct them. If it is successful, it may be continued, and the principle may be extended, so as in the end to affect very considerably all the arrangements and the whole management of the school.
Or, let us imagine the following scene to have been the commencement of the introduction of the principle of limited self-government into a school.
The preceptor of an academy was sitting at his desk, at the close of school, while the pupils were putting up their books and leaving the room. A boy came in with angry looks, and, with his hat in his hands bruised and dusty, advanced to the master's desk, and complained that one of his companions had thrown down his hat upon the floor, and had almost spoiled it.
The teacher looked calmly at the mischief, and then asked how it happened.
"I don't know, sir. I hung it on my nail, and he pulled it down."
"I wish you would ask him to come here," said the teacher. "Ask him pleasantly."
The accused soon came in, and the two boys stood together before the master.
"There seems to be some difficulty between you boys about a nail to hang your hats upon. I suppose each of you think it is your own nail."
"Yes, sir," said both the boys.
"It will be more convenient for me to talk with you about this to-morrow than to-night, if you are willing to wait. Besides, we can examine it more calmly then. But if we put it off till then, you must not talk about it in the mean time, blaming one another, and keeping up the irritation that you feel. Are you both willing to leave it just where it is till to-morrow, and try to forget all about it till then? I expect I shall find you both a little to blame."
The boys rather reluctantly consented. The next day the master heard the case, and settled it so far as it related to the two boys. It was easily settled in the morning, for they had had time to get calm, and were, after sleeping away their anger, rather ashamed of the whole affair, and very desirous to have it forgotten.
That day, when the hour for the transaction of general business came, the teacher stated to the school that it was necessary to take some measures to provide each boy with a nail for his hat. In order to show that it was necessary, he related the circumstances of the quarrel which had occurred the day before. He did this, not with such an air and manner as to convey the impression that his object was to find fault with the boys, or to expose their misconduct, but to show the necessity of doing something to remedy the evil which had been the cause of so unpleasant an occurrence. Still, though he said nothing in the way of reproof or reprehension, and did not name the boys, but merely gave a cool and impartial narrative of the facts, the effect, very evidently, was to bring such quarrels into discredit. A calm review of misconduct, after the excitement has gone by, will do more to bring it into disgrace than the most violent invectives and reproaches directed against the individuals guilty of it at the time.
"Now, boys," continued the master, "will you assist me in making arrangements to prevent the recurrence of all temptations of this kind hereafter? It is plain that every boy ought to have a nail appropriated expressly to his use. The first thing to be done is to ascertain whether there are enough for all. I should like, therefore, to have two committees appointed: one to count and report the number of nails in the entry, and also how much room there is for more; the other to ascertain the number of scholars in school. They can count all who are here, and, by observing the vacant desks, they can ascertain the number absent. When this investigation is made, I will tell you what to do next."
The boys seemed pleased with the plan, and the committees were appointed, two members on each. The master took care to give the quarrelers some share in the work, apparently forgetting, from this time, the unpleasant occurrence which had brought up the subject.
When the boys came to inform him of the result of their inquiries, he asked them to make a little memorandum of it in writing, as he might forget the numbers, he said, before the time came for reading them. The boys brought him, presently, a rough scrap of paper, with the figures marked upon it. He told them he should forget which was the number of nails, and which the number of scholars, unless they wrote it down.
"It is the custom among men," said he, "to make out their report, in such a case, fully, so that it would explain itself; and I should like to have you, if you are willing, make out yours a little more distinctly."
Accordingly, after a little additional explanation, the boys made another attempt, and presently returned with something like the following:
"The committee for counting the nails report as follows:
Number of nails. … 35
Room for more. … 15."
The other report was very similar, though somewhat rudely written and expressed, and both were perfectly satisfactory 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 main object of the adoption of such measures as this. 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. And such measures as the above 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 intrusted 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, thus directing him precisely what to say, or even writing it for him, and then merely requiring him to copy it into the book provided for the purpose. Afterward he will give the pupil less and less assistance, till he can keep the record properly himself. The record of each day will be read on the succeeding day at the hour for business. The teacher will perhaps have a committee 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, indeed, 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. This danger may be avoided in the following 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 behindhand in his studies, say to him kindly, "You have not time to get your lessons, and I am afraid it is owing to the fact that you spend so much time in helping me. Now if you wish to resign your office, so as to have 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,