Part 2 — DIVISION VI (continued 2)

CONSTRUCTIVE TREATMENT

When a child tells on his classmates, he is usually either over-conscientious or out of sympathy with them. Miss Field might quietly have accepted the paper, and thus have avoided increasing the estrangement between Sigrid and her classmates. She should then have set about finding the cause of Sigrid’s isolation, and devised ways of making her one of the group. She should have known that Sigrid’s pitiful paper was a bid for the approbation and love which her isolation denied her; it was the blind feeling for common ground with another human being, which Sigrid missed because her relations with the other children were not healthful.

641

COMMENTS

It is usually the out-of-the-set child who tattles; when his relations with the set are normal, he will not practice tale-bearing. Tattling which grows out of pure love of mischief or pure malevolence is very rare.

ILLUSTRATION (EIGHTH GRADE)

Visiting Poolroom

Several boys from the London eighth grade were reported to be frequenting the poolroom. The question was who planned and led the fellows in breaking the school rules and the State laws.

The teacher easily ascertained that three particular boys were in the company, but there were others and the chief offender was not yet named.

Superintendent McMadsen took hold of the situation. He met the three boys and said:

“Now we are not planning any sort of punishment, even though the law permits it. We want everybody to speak frankly and talk the matter over freely. You boys are old enough to be summoned as witnesses and made to tell who was with you in the poolroom. But that isn’t the best way.

“The proper thing to do is for you and me to come to an agreement as to what we should do about this matter in the future. Then I want you to tell the other boys also to come to me and talk the matter out.”

The matter lay for a week before the last boy appeared. The talks were brief, but the moral victory of individual action on the issue was worth the patient delay.

642

CASE 120 (EIGHTH GRADE)

Portia Armstrong attended the moving picture show one evening and said to her teacher next day:

Proposes Joy Rides

“Ben Sawyer and some of the boys sat just behind us girls and said, ‘Say, girls, let’s steal out and take a joy ride like that some night.’”

“O, Portio, what did you let him talk to you for? Never repeat anything such a boy says. I think it’s ridiculous the way girls and boys talk nowadays. I simply don’t want to hear of any such foolish going-on.”

Portia took her teacher at her word. She told her nothing of what the boys said to the girls after that.

CONSTRUCTIVE TREATMENT

In your abhorrence of tattling, do not permit yourself to lose an opportunity to safeguard an inexperienced girl. Say to Portia, “How did the girls answer the question? Were any of them tempted to do such an unwise thing?” Lead Portia on in the conversation until you discover her own attitude toward the right or wrong of indulging herself in such forbidden pleasures. Leave her finally with a strong suggestion in favor of right conduct firmly lodged in her mind. You may say in closing, “You will do all you can do, won’t you, to prevent any of the girls from thoughtlessly entering into engagements which they may regret all their lives? Can’t you girls plan some way to make the boys understand that you have too much self-respect even to be amused at such proposals? It will be a good 643lesson for the boys as well. Apparently they have not a very high opinion of the girls.”

COMMENTS

Miss Anthony, by her own shortsightedness, robbed Portia of a teacher’s wisdom and counsel, and herself of a chance to gain insight into the social dangers of her pupils. Even if Portia does not specially need counsel at the present moment, she is liable at any time to have her scruples overruled by the stronger combined influence of the social group of which she is a member. Besides, Portia’s good influence with the group may be greater than your own. She reaches them directly, you only indirectly.

ILLUSTRATION (HIGH SCHOOL)

Miss Henderson in the same school made better use of her opportunities.

Vile Notes

Mary Macknet, who was in first year high school, told Miss Henderson of a scandalous note that had been dropped on the desk of a loud, forward girl by a daring boy.

Miss Henderson said, “I’m too disturbed by what you say to go on with my work. Let’s sit down and talk about it. How shocking that such an insult should happen to a girl! I’m glad that you told me about it because now we can plan how to act in regard to it.

“You say you have hardly ever spoken to the girl? Well, make no change in your treatment of her. Some foolish girls will encourage her through ignorance and sympathy. Do not follow their example. 644Refuse to discuss the note episode with any of the girls. If any of them begin to talk to you about it, say, ‘It’s too disgraceful even to talk about. Is the next algebra lesson hard?’”

CASE 121 (SEVENTH GRADE)

Broken Show-case

Two boys in a wild chase dashed in at the front door, turned to the left and crashed into a show-case belonging to a historical exhibit.

The ward school principal went to the seventh grade room and made inquiries.

“Who smashed that show-case?” No one answered. Then roll call was ordered and each pupil questioned, “Did you break the show-case?” This brought no further light on the matter, so the principal tried a broadside:

“Does anybody here know who broke the show-case?” Nellie Arbaugh’s hand went up.

“What do you know?”

“All about it.”

“Tell me who it was.”

“I don’t want to get anyone into trouble,” was Nellie’s stammering reply.

Refusal to “Tell”

“You’ll have to tell if I get hold of you,” was the menacing rejoinder.

“I don’t see how I can,” replied the perplexed girl.

The child related her experience at home in order to lighten the load of her troubles.

“I didn’t tell because I didn’t want to be mean to the other pupils.”

“Would you report a murderer if you saw him when committing a crime?”

645“Yes; but school is different. No boy or girl in school would tell unless he wanted to be mean. The boys and girls who are naughty want to be let alone. They’ll settle with the teacher their own way. If the teachers want to ask some questions I suppose it’s all right. But they shouldn’t compel answers. What shall I do, mother?”

“Don’t lie, child. If you don’t see that you ought to tell on another pupil don’t do it. Prove your goodwill, but turn aside these troublesome questions.”

CONSTRUCTIVE TREATMENT

Instead of this farce the principal of this ward school could make this announcement:

“It is customary in this school for pupils to make good the damage done in a case like this. If the cost of repairs is too large for them they may come to the office anyway and we will hit upon some plan of getting around the difficulty.

“Now I know that seventh graders are responsible for this accident. I have traced that down to a certainty. But I don’t want to know who actually smashed the case. Please order Mr. Selfredge, the hardware man, to make the repairs, and then you settle for the expense and that will end the matter according to the standards of gentlemen.”

COMMENTS

A teacher has no right to put a child into the predicament of choosing between two conflicting moral codes without explaining the situation and giving due thought to the pupil’s viewpoint. Parents will rightly 646affirm that a teacher is tactless and incompetent who runs his pupils up into a corner on the matter of tattling.

On the other hand, how strong is the appreciation of the teacher or principal who gives opportunity for a dignified moral choice! The appeal to manhood or womanhood never fails to draw forth a response. In some pupils the response is insufficient, but when a wise disciplinarian makes such an appeal he almost invariably gets the desired results.

ILLUSTRATION (SEVENTH GRADE)

A drawing teacher appeared in a seventh grade room twice a week. It came her turn to suffer from a school prank—pepper scattered on the floor produced an uncontrollable epidemic of sneezing.

There was not the least clue to the offender, but the teacher was too proud to thrust the matter into other hands, so she made this announcement:

“You can see very well that this sort of thing is intolerable. We must see that no one reports this. I want to ask the seventh grade to hold a special class meeting and dispose of the trouble the best they know how.”

The superintendent was notified of the plan, consented to it, and in fact waited with interest to see who was made chairman of the meeting. To his dismay the neatest scamp of the forty pupils was made chairman. After the superintendent retired, the chairman with great dignity shut and locked the door, and put the key in his pocket just in time to prevent the departure of two timid souls.

647For an hour and a half the conference continued with almost unflagging interest. At the end the door opened and the valiant chairman met the superintendent just emerging from a nearby position and reported:

“That’s all been fixed up. It ain’t goin’ to happen again.”

CASE 122 (HIGH SCHOOL)

Property Destroyed

The celebration of the decision of the school board to erect a new building caused the Culpeper High School principal no little anxiety. The bonfire was built on the schoolgrounds, it was started without permission and some property belonging to the neighbors was destroyed—three serious offenses. Mr. Peters called in the senior class and said to each member privately.

“Did you witness the bonfire? Did you help build it?” There was no previous agreement, yet each pupil kept totally silent as to the information desired. Their only reply was:

“Our class did it but I can’t say who.” As a consequence, hours of time were wasted and strained relations existed between pupils and teachers. Saddest of all there was no positive lesson in good discipline.

CONSTRUCTIVE TREATMENT

A better method is to let the matter rest so far as the class as a whole is concerned. In a casual way, say to the class president:

“The bonfire built by the senior class involved some 648little expense for material. I have an itemized list of the articles destroyed and what seems to be a just estimate of value. I’ll turn it over to you for adjustment.

“I want to ask you to present this question to the class at your regular meeting next Friday: ‘Shall we secure permission hereafter when we want to have a bonfire?’ The answer is ‘yes’ or ‘no.’ I want the answer, if you please, at the close of your meeting. I say this because the board of education insists that I bring word to them of your action.”

COMMENTS

The stories of student escapades of by-gone days have left a reputation that later pupils must live down. In fact, the pranks of today are, on the whole, not so serious as those of the past, although teachers many times are over-anxious about student conduct.

It is safe to assume that there is no criminality in the ordinary public school pupil. By treating the breach of decorum of school rules as, in a way, accidental, the actual restraint of pupils from serious excesses is much more certain.

The opportunity of passing upon the nature of a misdeed in school is a most valuable one, in view of the larger need of private judgment of community activities which is required of every citizen. Teachers are in the wrong when they demand that every prominent act of disobedience shall be referred to them for final action. The natural right of private judgment is defended by the usual horror of tattling. Consequently, a teacher who sees all these facts will 649guard against infringement of pupils’ rights at this point.

ILLUSTRATION (HIGH SCHOOL)

Life in the Pemberton High School seemed stale to Charles Rembrandt. He secured two faithful aids and planned an event that would add some “pep” to life.

High School Tricks

Si Jones milked at 4:30 a.m. and was off to work by 5:30. The three boys procured two pairs of old pants and an old blanket and stealthily slipped into Si’s barn after Si’s disappearance and before daylight. In twenty minutes’ time the cow was “dressed.” The rope seemed to be securely tied, so the boys quickly departed one by one, not leaving any clue to their identity.

Old Blossom labored with her togs with some moderation for an hour or two, but when they began to come to pieces her desperation rose to excitement and violence.

When the children were gathering for school, the climax was reached, for Blossom tore away from her stall, broke out of the barn and yard and went dashing down toward town. Her flight was a triumph of sensation, as you may well believe.

Si Jones returned late in the afternoon, hunted up his cow and kept silence. The next morning he met one of the high school teachers.

“Did you know what the boys did to my cow yesterday?”

“Yes, and they are going to get a good hard penalty of some sort, just as soon as we find out who they are.”

650“Just see here,” said Jones in a confidential way. “I want you to leave that matter in my hands.”

As Si was working on his fence, Tom Scanlan edged up toward him and remarked:

“What tore your fence down, Mr. Jones?”

“Why, my Jersey broke out yesterday; didn’t you see her? Nearly everybody else did. And she’s nearly ruined.”

Tom looked off a moment and said: “I told Charley not to do it.”

During the conversation several hints cropped out and Si knew enough to start his campaign.

Several of the boys came around in groups, but Jones kept his own counsel, gathering items all the while.

Days later he met Charles alone.

“I have been waiting for you to talk to me, Charles, about my Jersey cow.”

“We didn’t mean to have your cow get away, Mr. Jones.”

“Well, I’m spending ten dollars on repairs. I’ve decided to tear this old fence down and build a better one. I’ve got to do it out of working hours. You say there were two others with you. If you fellows will give me a lift on this job, I’ll be mighty glad to have it. If you’ll do that, we’ll call it square.”

“We’ll do it, Mr. Jones. I’ll get the boys this afternoon and we’ll be there when you come home.”

This saved the boys and protected Si Jones for years to come, and the school teacher learned a lesson from a laboring man on how to avoid raising the tattling issue.

First Grade

651(5) Swearing and vile language. Swearing or the use of offensive and vulgar language can be very troublesome among even small children. One boy who swears or uses bad language can teach an entire school to do the same. In homes where such language is employed, the children will use it away from home, and unfortunately, in unguarded moments, will use it on the school grounds or in play and other activities. At the outset the teacher must learn that in such instances she cannot effect a cure. All she can do is to prevent it on the school grounds and in school. There is but one way to do that, namely, to supervise all activities at the school.

On the other hand, a child that comes from a home where the use of offensive language is prohibited, is easily controlled. Close supervision will usually eliminate the practice at school. If the teacher’s attitude coincides with that of the home, the difficulty is easily overcome.

She can not hope to cure all children who indulge in swearing, but many will heed her admonitions, and if she uses all her influence against swearing and vulgar language and supervises her pupils in all their activities, she has done her duty.

(6) Obstructed expression—Stammering and stuttering. Stuttering is not a misdemeanor, neither are such characteristics of a child as awkwardness, slowness, or some slight deformity. However, the other pupils often are thoughtless and make fun of the child that stutters or who in some other way is unlike his playmates, until he can do no work satisfactorily and perhaps, finally, stops school. Thus, whatever is 652done to help the child will lessen the necessity of disciplining other pupils.

First Grade

Although stuttering is not an immoral act, it is a very trying difficulty when it presents itself to the teacher in the first grade. It is known that stuttering is due to an improper control of certain muscles, and that anything which excites or draws attention to the afflicted child will cause him to stutter more than usual. It is in the first grade that the habit becomes exaggerated; that is, a child that stutters very little when he enters school may have the difficulty intensified during his first year in school. This is due to the large amount of attention given to the child by the other pupils and by the teacher.

The very first caution for the teacher is positively to pay no apparent attention at all to a child’s stuttering. If a teacher can do this, it will have a marked effect upon the other pupils in making them pay less heed to it and in due time they will become accustomed to the peculiarity and not notice it at all. If other children are inclined to laugh or tease, the teacher should remain serious and the attention of the children should immediately be directed to another pupil whom she will call upon to recite.

A stuttering child must have plenty of exercise and fresh air. He should not be required to sit too long in school. In the middle of the sessions, the teacher, may ask him to get her something from out-of-doors or have an arrangement with him that he may leave the room at a certain time each day and return in so many minutes. The latter is not so good a plan, and if used, must be used carefully.

653The second requirement for a child that stutters is a good physical condition: that means, he must have good food and clothing. This the teacher cannot provide, but she can be the means by which the child may secure the same. No parents surely are so thoughtless regarding the welfare of their children that they will not join a teacher in effecting a cure for stuttering. The teacher can explain the methods she intends to use and then ask the parents to see that the child has good food and clothing and is kept in a good physical condition. If a teacher can cure the stuttering of a first grade child, she is accomplishing a good for his entire life; one that will win life-long gratitude.

The teacher must guard the child against exciting situations, especially those in which he must say something. Under such conditions he would certainly stutter. He can be allowed to enter into exciting games providing he will not need to talk. The teacher as much as possible should cut short the conversation which is likely to cause stuttering.

It is quite necessary that the teacher should watch very closely to see that the child gets no chance to indulge in lengthy conversations. Whenever the teacher talks with him,—and the teacher should talk often with a stuttering child,—she should conduct her part of the conversation in such a way that it will require only short responses from the child. Even then, if he should begin to stutter, the teacher should repeat the response with him to the close of the sentence, and then drop the conversation. A child that stutters will often succeed in speaking a 654sentence if someone else repeats the sentence with him. The teacher can do much effective work with the child by thus repeating with him the replies he wishes to make.

For the sake of the teacher who may be confronted with a child that stutters, definite directions are given regarding specific subjects,—so definite that if carried out, the child will be materially aided and in most cases cured.

The teacher must have the very best methods at hand and understand their application in order to help a child that stutters. She must remember that every method she uses will be of no avail if the child knows that she is “using a method.” Therefore, in whatever she does there should be no ostentation.

In the first grade there is little work that requires oral recitations other than the first crude attempts at reading, numbers and language. In busy work, drawing and writing, the child need say nothing.

Learning to Read

In the reading, the teacher must be careful not to have the child read too long sentences by himself. The teacher should read with him; by so doing she helps him along without the irritation of stuttering. She must read in a firm, even tone of voice. A teacher who has a harsh voice will often do more harm than good, if she doesn’t control her voice. One of the very best things to do, during the first week of school, is to have all the pupils memorize several easy songs and poems. When the teacher first calls up the class, she may say, “Now, children, we will all say our poem together.” The teacher must speak it with the pupils for the first week or two. The stuttering child 655must be watched to be sure that he repeats the poem with the others. Speaking it with the others carries the child along and he can say in concert what he could not utter alone without stuttering. Then the teacher may say to some other pupils, “Mary you and I will speak the poem together.” The teacher should choose the pupil who has memorized the poem best and who has a good voice. Next she may repeat it with Mary and the stuttering child and finally alone with the stuttering child. By this plan the afflicted child will not once suspect that an effort is being made to help him personally. Such a drill can be given at the beginning of every lesson and will materially help the stutterer. The lesson following the drill should always be simple. Care should be taken that any sentence he is asked to read or repeat is not too long and that it is clearly understood.

Nothing is better for speech drill than number work. In counting, have the child count slowly and plainly. Never require him to count farther than he knows. If he can count to ten, have him count to ten, then say, “Now, you and I will count together to twelve.” Then count with him to and including twelve. Repeat the counting; then say to the child, “Now you count to twelve by yourself.” As soon as he shows the least tendency to stutter, count with him. The counting can be prolonged little by little. Counting in concert will also be helpful.

In language work the greatest care must be exercised. It is difficult for the best of pupils in the first grade to tell a story, much more so for the stuttering 656child. Even though he may know the story, it would not be helping him to have him tell it, for just as soon as he becomes confused in thought, he will begin to stutter, and since the teacher does not know just what the child wishes to say next, she can not help him. The situation differs in this case from that of number work and reading; for the teacher can repeat what the child wants to say in those subjects knowing what comes next. However, the child must be taught something in language; he dare not be neglected. He is too young to write the story; hence it is necessary to give him special work. Special work has its drawback because the child notices that he does not do what the other children are doing and begins to feel that he is being singled out for particular work, and that is especially to be avoided; hence the teacher must use such work as can be employed for the other pupils.

The following plan has been used in the very best of primary schools, and is, perhaps, one of the most effective methods for first grade language work: a method that will secure correct and exact expression, just the thing that should be emphasized in oral English.

Pictures

The teacher selects story pictures; not gaudy or highly colored ones, but such as are simple and full of real life—“Can’t You Talk?” “Kiss Me,” “Village Blacksmith,” “Feeding the Hens,” “Friends or Foes,” “Lessons in Boat Building,” “Oversleeping,” “No Thoroughfare,” “Which Do You Like,” “Family Cares,” “Saved,” and a well chosen Madonna or two. These pictures can be obtained from the Perry 657Pictures Collection at one cent each; they come in soft grays and browns. The teacher can ask, “What do you see?” Have each child hold up his hand when he sees something. Instruct the children to begin their statements with “I see, etc.” Call first upon one of the best pupils. He will no doubt say, “I see a little girl.” Then if the stuttering child has his hand up, call upon him. He will say, “I see a dog.” He will utter this easily because he has had time to think what he wishes to say. Then the teacher may ask what the pupils think the little girl is saying. Give each pupil plenty of time to think. As the hands go up, call upon the best pupil first. Have the child begin the statement, “I think the little girl is saying....” Allow each child to express himself, including the child that stutters. Never call upon the stuttering child first. At this point the teacher may tell the class to be seated while she relates the story of the picture.

The teacher should avoid such pictures as “Washington Crossing the Delaware,” “The Landing of the Pilgrims,” “The Signing of the Declaration of Independence,” etc. They are full of action, to be sure, but too difficult for the children to understand.

Whatever the subject taught, the general rule is this: When calling on the child who stutters, let the teacher ask some question which can be easily and quickly answered. As for instance in a geography lesson: “Does Ohio lie east or west of Virginia?” Upon receiving the answer let her approve if the right answer is given, and in either case, immediately center attention upon some other pupil. You will find 658that elation over your approval will help the stutterer to get into the habit of reciting when you call upon him, especially if attention is immediately centered upon some other pupil, so that he may lose self-consciousness over his speech defect in reciting before the class.

It is asking much from a teacher to work so patiently each day of a school year to cure a stuttering child. It is infringing upon the other pupils’ time; but teacher and pupils should all be glad to sacrifice enough to help one child for life over a defect that will make or mar his success and happiness.

A few general rules must be remembered by the teacher who attempts to remedy the defect of stuttering.

First, never call upon the child to recite suddenly. That tends to excite him and will cause him to stutter.

Secondly, a pupil can not express what he does not fully have in mind. Another child may be able to think while speaking, but the stutterer can not. To try to think while he speaks will make him stutter. Always give plenty of time to get into mind what is to be said, and then call upon him to say it. The chances are that he will express himself without stuttering. Even when the child holds up his hand, wait a few seconds so he will be sure to know what he wants to say.

Thirdly, the stuttering child will learn slowly. He should not be hurried. What he learns should all be so learned that he will have no indefinite ideas. He can not express what he does not fully understand.

Lastly, a teacher must not lose patience with a child 659that stutters. If he does not know the lesson, have him reproduce something from a past lesson, something he knows well. Approve his effort and say nothing about the lesson he did not know.

It may be added also that there is no better school exercise for a stuttering child than singing. He can sing without stuttering what he cannot express otherwise.

2. Written Expression

First Grade

(1) Scribbling and drawing on books, sidewalks, etc. As soon as children can write so as to express the simplest ideas in writing, and drawing, they begin to write and draw promiscuously in their books, on their desks, on the pavement, on fences, on buildings and anywhere they discover a surface upon which they can write. They frequently steal crayon in order to satisfy their desire to write and draw. Their names appear at odd places; in fact they have a mania for writing their names upon all their school property. The tendency is not bad in itself, but it often leads to bad results. Every pupil should know that his name is his own appellation and he should regard it as sacred. It is brazen and disrespectful to have one’s name promiscuously scattered about in writing. But there are worse phases of this habit of writing and drawing on anything within reach. A teacher may have been embarrassed to pass over the pavement, along a building or by the fence and to see her name in connection with that of some man whom the pupils believe to be her sweetheart; she may even find the same in the pupils’ books. Still another type and the worst one, 660is the writing of immoral phrases and the drawing of obscene pictures. Often little children do not know the full import of what they are doing.

It cannot be unpedagogical or a violation of any principle to teach pupils not to write their names about carelessly, not to write others’ names and bad phrases or silly statements in their books, not to draw any kind of picture in improper places, and not to deface their desks. It has been stated so many times that direct teaching of good habits can and must be done in all sincerity on the teacher’s part. There need not be one harsh or unkind word said. The talk to pupils on these matters must be given in a friendly and helpful spirit.

All parents desire that their children take good care of their school books and accessories. Still many first grade pupils fall into the habit of taking the poorest care of school property. Should there be pupils who show a tendency to misuse their books by writing in them, the teacher may tell the pupils that she is going to put the names of every pupil on the board and then for each week that a pupil takes good care of his books, she will put a star after that child’s name. When he gets a certain number of stars, perhaps four, she may allow some special privilege or it may not be amiss to give a pencil or a picture as a reward. Little folk will exert great effort to secure a small favor.

Examples of the abuse of written expression have been used so copiously in the elaboration of other cases that the subject is treated very meagerly here. The following is, however, a typical case.

661

CASE 123 (HIGH SCHOOL)

Marking Books

Something was wrong in the McLain High School; even Orpha Barbour, one of the most decorous girls in school, was ineffectually trying to keep from giggling. Mr. Coleman endeavored to locate the cause of the disturbance and saw that a book was being surreptitiously passed about and that whoever received it was vastly amused.

He demanded that the book be given to him. On the fly leaf he saw what was named “Our museum.” Under this title were caricatures of some of the students as follows: under the drawing of tall, slender Clayton Lynd was written “Spider—C. L.” Heavy-jawed Barney McCormack was designated “Bulldog—B. McC.” Then followed the monkey; the crawfish, a girl who was always ready to recant; the queen bee, the leader among the girls; the mule, a stubborn fellow; and the grasshopper, Mr. Coleman, who had made a great leap to reach an unruly boy a day or two before.

“Who did this drawing?” asked Mr. Coleman, flushed with anger.

Nobody seemed to know.

Mr. Coleman turned to the front of the book—an algebra—and found it belonged to Victor Tucker.

“Victor Tucker, did you draw these disgraceful pictures?”

“No, sir.”

“Do you know who did it?”

“I’d rather not answer,” said Victor.

“You are suspended, sir, until you do answer,” 662said Mr. Coleman. Then turning to address all of the students, he said, “I shall keep a close watch for marked-up books hereafter, and shall punish every pupil who puts extraneous markings of any kind in any of his textbooks.”

CONSTRUCTIVE TREATMENT

Mr. Coleman should have laughed at the caricatures and said, “These are well done—now let us take up something else.” Do not lay down a law or make a rule covering “all future cases.” He should utilize these artistic gifts in the school routine and so make them educative instead of obstructive to good school order.

COMMENTS

Rules are often a dare to pupils. The bold ones take pleasure in seeing if they cannot break the rules without being caught, or sometimes even openly disobey to see if the prescribed penalty will be administered. Approval of good conduct is more efficacious than condemnation of bad behavior.

An up-to-date teacher quickly discovers all of his pupils who have an aptitude for drawing, whether it be crude or well trained. In every subject in school there is not only opportunity but also urgent need for the use of diagrams, sketches and detailed drawings to make clear many obscure points in these subjects. If the teacher will direct into approved channels these tendencies to decorate books and public places, great relief will be gained and immense profit will accrue to the pupils.

663

ILLUSTRATION (HIGH SCHOOL)

Approve the Clean Book

Prof. Pierce of Lakeville High School has the habit of picking up books from pupils’ desks and glancing through them occasionally while recitations are going on. When he finds an exceptionally clean, well kept book he says, “I like to see a neat book like this. It is a good index to the kind of boy that owns it.” He has no trouble regarding marked up textbooks.

Lower Grade

(2) Learning to write neatly. It is not an easy task to take the early steps in writing which are so highly interesting for the first grade child. Still less easy is the training in carefulness, neatness and accuracy. Much of the difficulty is due, however, to the fact that the teacher attempts too much at one time, is not sufficiently explicit in giving directions, forgets that little children learn quickest through imitation, and lastly that they constantly need the stimulus of approval for effort, and coöperation in the mastery of new and difficult tasks.

As an initial step toward overcoming any neglect in these directions we would suggest that whenever any task is assigned, you first tell the child very definitely how you want the work done. Assume that the child does not know as well as you just what you mean by the word “careful.” Show concretely just what you do mean. Take a blank piece of paper and write before him on his desk. Assign some simple, concrete thing for him to write and say, “Now, this is the way to do it.” Or, “Here is something I want you to write for me. Now I have found that a good way to do it is like this:” (then show the child your plan on paper).

Take time enough at the child’s desk to say, “Do 664you see what I mean?” “Do you understand how I want it done?” No matter what the child says, repeat your plan briefly, so that he will be sure to remember. Leave his desk smiling and say, “I’ll come back to your desk after you have finished and see how well you did it.”

Do not give the pupil a hard task. In fact, make it very easy and simple. Then go back to the pupil’s desk in ten or fifteen minutes, and make up your mind before you go back that you will not say anything at all to the pupil except to approve those parts of his work that are at all good. For example, say, “There’s a very good letter ‘O’; I am not sure that I could beat that myself, and there’s another good letter—and there’s another. Well, I should say! That’s all right. I am going to give you some more work like that tomorrow. I did not know you could do so good work.” Leave the desk while the child is feeling elated over what you have said.

Repeat the same procedure the next day. Vary the introduction somewhat, like this: “I want you to do this just as you did yesterday, except that I want this margin over here on the right side to be on a straight line. Wait till I take this ruler and show you.” Lay the ruler lengthwise of the sheet you want the pupil to write on, so that you can take your lead pencil and make a line about an inch from the right side of the page. “Now, when you have written out to this line here, then stop and begin on the next line like this:” (show the child how you write a sentence and begin on the next line). It would be well if the sentence which you use as an example were to be one 665that would express some familiar thought about the child’s immediate interests, such as his favorite sport. Leave the child’s desk as you were advised to leave it the day before and also return as before and approve that which the pupil does well, either saying absolutely nothing about the careless parts or suggest incidently that the pupil could help such and such a part by doing this or that thing to it. Be sure to end your remarks by some such expression as, “That’s good,” or “That’s fine.”

Lower Grades

(3) Learning to Draw. Not infrequently it happens that a pupil comes into school who has never learned to draw and who, feeling his inability to accomplish the task set for him in the drawing lesson, refuses to make any attempt to do so. Especially is this true if the picture is to be drawn from imagination. In such a case it is best to begin with copying. When this art is learned, drawing from imagination will be a comparatively easy step.

For example, choose a very simple picture for the child to reproduce on another piece of paper. It is a good plan for a teacher to have at least a dozen or more pictures in one drawer of his desk all the time, because many pupils like to draw and copy pictures and it is an excellent way to get them interested in other work. Present the picture of some ordinary scene. Tell the pupil before he begins that you are going to make a collection of pictures which your pupils draw. The picture need not have much life in it to start with, but right here we make use of the child’s imagination to wonderful advantage. Suppose the picture, which you have in hand, shows a tree or two, a house, a 666couple of bushes or any kind of natural objects whatsoever. Talk to the pupil in this fashion, pointing to different parts of the picture with your pencil and have your face near the picture, indicating interest and enthusiasm as you talk: “Now, right behind this tree here, I want you to draw a boy, sticking his head out from behind the tree. And right over here, where I make this little cross mark, I want you to draw a little girl hiding behind this bush. We will suppose they are playing ‘Hide and Seek.’ Right over here, between this tree and the house, draw a boy’s hat. Maybe he has lost it while he was running to hide. You know how to make a hat. Just like this:” (draw a very simple hat, merely making a straight line and a semi-circle connecting two points in it.) “Maybe you can draw a better one than that. I’ll come back to your desk pretty soon and see what kind of a hat you drew and also that little boy sticking his head out from behind the tree. Is your pencil sharp enough?”

The child will say that his pencil is all right. Then leave him at once and in ten or fifteen minutes return. Go back with this one thought in mind, that you will say nothing at all except that which is complimentary. For example, say, “Well, I should say you can draw. I believe you made a better hat than I did. Now this afternoon, I am going to give you something else to draw. Maybe a pony with a boy on his back and a girl riding in the pony cart. You are going to be good at drawing things for me, I know. I want to keep all of your drawings after you have finished them for me.”

In case the child should interrupt and ask to draw 667the pony right away instead of waiting until afternoon, answer by saying, “I will have the picture ready for you after dinner and then I will bring it to you.”

Of course, it is not necessary to use the exact words we have suggested, or to use the same pictures or even to use pictures at all. The important point is to offer something that is at once interesting in order to get the pupil started in drawing. Do not insist much upon regular lessons during the first day or two in which your chief problem is to get the pupil’s confidence.

After the child has learned to like to do the things which you suggest present more difficult, or even purely imaginative, subjects for drawing.

Use the same method in getting the child to take an interest in other subjects than drawing—that is, give him very small tasks, then approve and compliment him on his ability. This will bring good results with any pupil who is normal.

As a transition step between mere copying and drawing wholly from the imagination, and also to give the timid child confidence enough to come to the blackboard to draw in the presence of other children, the following might be tried.

Having the confidence of the little pupil, go to his desk just before school closes in the evening and say, “I would like for you to stay just a moment after school. I want to tell you something.”

After most of the pupils have marched out, return to his desk, begin to talk enthusiastically about a picture which you have. Tell him to follow you and you will try to draw it. Then after reaching the blackboard 668and picking up a piece of crayon, say, “Now, I am going to draw this man’s face and I want you to draw his eyes.” Let it take you about a minute to draw the outline of the man’s face, talking all the time about how well you like to draw pictures, then say, “Now let’s see if you can draw his eyes. Make a mark right there” (point to a spot). “Good! Now draw his other eye. Good! Now his ear. Make a mark right here” (point to a spot). “My, that’s fine. See, what a fine man you drew.” Start to leave the blackboard and say, “I’m going to have you draw for me again.”

Repeat this process every day until you feel sure that the child will go to the blackboard and work in the presence of yourself and the class.

669