LITMIR.BIZ

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is not absolutely perfect. So certain is this, though often overlooked, that a person would perhaps learn faster with chalk, upon a black board, than with the best goose-quill ever sharpened.

      I do not make these remarks to show that it is of no consequence whether scholars have good or bad pens, but only that this subject deserves very much less of the time and attention of the teacher than it usually receives. When the scholars are allowed, as they very often are, to come when they please to change their pens, breaking in upon any business—interrupting any classes—perplexing and embarrassing the teacher, however he may be employed, there is a very serious obstruction to the progress of the scholars, which is by no means repaid by the improvement in this branch.

      To guard against these evils, a regular and well-considered system should be adopted for the distribution of pens and stationary, and when adopted it should be strictly and steadily adhered to.

      3. Answering questions about studies. A teacher who does not adopt some system in regard to this subject will be always at the mercy of his scholars. One boy will want to know how to parse a word, another where the lesson is, another to have a sum explained, and a fourth will wish to show his work to see if it is right. The teacher does not like to discourage such inquiries. Each one, as it comes up, seems necessary; each one, too, is answered in a moment; but the endless number and the continual repetition of them consume his time and exhaust his patience.

      There is another view of the subject which ought to be taken. Perhaps it would not be far from the truth to estimate the average number of scholars in the schools in our country at fifty. At any rate, this will be near enough for our present purpose. There are three hours in each session, according to the usual arrangement, making one hundred and eighty minutes, which, divided among fifty, give about three minutes and a half to each individual. If the reader has, in his own school, a greater or a less number, he can easily correct the above calculation, so as to adapt it to his own case, and ascertain the portion which may justly be appropriated to each pupil. It will probably vary from two to four minutes. Now a period of four minutes slips away very fast while a man is looking over perplexing figures on a slate, and if he exceeds that time at all in individual attention to any one scholar, he is doing injustice to his other pupils. I do not mean that a man is to confine himself rigidly to the principle suggested by this calculation of cautiously appropriating no more time to any one of his pupils than such a calculation would assign to each, but simply that this is a point which should be kept in view, and should have a very strong influence in deciding how far it is right to devote attention exclusively to individuals. It seems to me that it shows very clearly that one ought to teach his pupils, as much as possible, in masses, and as little as possible by private attention to individual cases.

      The following directions will help the teacher to carry these principles into effect. When you assign a lesson, glance over it yourself, and consider what difficulties are likely to arise. You know the progress which your pupils have made, and can easily anticipate their difficulties. Tell them all together, in the class, what their difficulties will be, and how they may surmount them. Give them directions how they are to act in the emergencies which will be likely to occur. This simple step will remove a vast number of the questions which would otherwise become occasions for interrupting you. With regard to other difficulties, which can not be foreseen and guarded against, direct the pupils to bring them to the class at the next recitation. Half a dozen of the class might, and very probably would, meet with the same difficulty. If they bring this difficulty to you one by one, you have to explain it over and over again, whereas, when it is brought to the class, one explanation answers for all.

      As to all questions about the lesson—where it is, what it is, and how long it is—never answer them. Require each pupil to remember for himself, and if he was absent when the lesson was assigned, let him ask his class-mate in a rest.

      You may refuse to give particular individuals the private assistance they ask for in such a way as to discourage and irritate them, but this is by no means necessary. It can be done in such a manner that the pupil will see the propriety of it, and acquiesce pleasantly in it.

      A child comes to you, for example, and says,

      "Will you tell me, sir, where the next lesson is?"

      "Were you not in the class at the time?"

      "Yes, sir; but I have forgotten."

      "Well, I have forgotten too. I have a great many classes to hear, and, of course, great many lessons to assign, and I never remember them. It is not necessary for me to remember."

      "May I speak to one of the class to ask about it?"

      "You can not speak, you know, till the Study Card is down; you may then."

      "But I want to get my lesson now."

      "I don't know what you will do, then. I am sorry you don't remember.

      "Besides," continues the teacher, looking pleasantly, however, while he says it, "if I knew, I think I ought not to tell you."

      "Why, sir?"

      "Because, you know, I have said I wish the scholars to remember where the lessons are, and not come to me. You know it would be very unwise for me, after assigning a lesson once for all in the class, to spend my time here at my desk in assigning it over again to each individual one by one. Now if I should tell you where the lesson is now, I should have to tell others, and thus should adopt a practice which I have condemned."

      Take another case. You assign to a class of little girls a subject of composition, requesting them to copy their writing upon a sheet of paper, leaving a margin an inch wide at the top, and one of half an inch at the sides and bottom. The class take their seats, and, after a short time, one of them comes to you, saying she does not know how long an inch is.

      "Don't you know any thing about it?"

      "No, sir, not much."

      "Should you think that is more or less than an inch?" (pointing to a space on a piece of paper much too large).

      "More."

      "Then you know something about it. Now I did not tell you to make the margins exactly an inch and half an inch, but only as near as you could judge?"

      "Would that be about right?" asks the girl, showing a distance.

      "I must not tell you, because, you know, I never in such cases help individuals; if that is as near as you can get it, you may make it so."

      It may be well, after assigning a lesson to a class, to say that all those who do not distinctly understand what they have to do may remain after the class have taken their seats, and ask: the task may then be distinctly assigned again, and the difficulties, so far as they can be foreseen, explained.

      By such means these sources of interruption and difficulty may, like the others, be almost entirely removed. Perhaps not altogether, for many cases may occur where the teacher may choose to give a particular class permission to come to him for help. Such permission, however, ought never to be given unless it is absolutely necessary, and should never be allowed to be taken unless it is distinctly given.

      4. Hearing recitations. I am aware that many attempt to do something else at the same time that they are hearing a recitation, and there may perhaps be some individuals who can succeed in this. If the exercise to which the teacher is attending consists merely in listening to the reciting word for word some passage committed to memory, it can be done. I hope, however, to show in a future chapter that there are other and far higher objects which every teacher ought to have in view in his recitations, and he who understands these objects, and aims at accomplishing them—who endeavors to instruct his class, to enlarge and elevate their ideas, to awaken a deep and paramount interest in the subject which they are examining, will find that his time must be his own, and his attention uninterrupted while he is presiding at a class. All the other exercises and arrangements of the school are, in fact, preparatory and subsidiary to this. Here, that is, in the classes, the real business of teaching is to be done. Here the teacher comes in contact with his scholars mind with mind, and here, consequently, he must be uninterrupted and undisturbed. I shall speak more particularly on this subject hereafter

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