Part 2 — DIVISION VIII

The aim of the teacher should be to obtain reverence for law; the law of the game, the law of competition, the law of the school, the law of the state, and ultimately the law of his own life development, and the law of God.

—Hughes.

745

CASES ARISING OUT OF THE REGULATIVE INSTINCTS

1. Differing Ideals Lead to Conflict in the Regulation of Conduct

By regulative instinct is meant the tendency on the part of every normal human being to conform to custom, reason, principles, law. It includes voluntary obedience to authority imposed upon the individual from without, but it is more than that; it is an inward recognition that such obedience is fitting and obligatory. It impels even further. It leads the individual to impose upon himself laws and standards of action even in the absence of outward authority. It is thus a tacit recognition of moral law and of religious obligation.

Not much reflection on the teacher’s part will be needed to convince him that if the outward authority to which the child has been subjected at home has been arbitrary, vacillating, tyrannical, or fitful, the child’s ideals as to what is right and what is wrong will have become sadly jumbled long before he enters school, where the teacher has the difficult task of straightening out the tangles. Or again, if the standards of action, which the child more or less unconsciously imposes upon himself, happen to conflict with the teacher’s ideals of what right conduct on the 746pupil’s part should be, then, also, is there likelihood of a clash between teacher and pupil.

Too often when this occurs the teacher is satisfied to secure outward conformity to regulation without, at the same time, attempting to change the inward ideal. In such a case there is the anomalous condition of apparent obedience to a rule in which the child does not believe. The body yields to coercion but the mind rebels. Half the child obeys, the other half inwardly disobeys.

How disintegrating to the real moral life of a child such a double-faced procedure must be, can best be realized by the teacher if he imagines himself placed in a similar position where he is compelled by principal or school board to carry on a course of action which is either highly repugnant to himself or which he believes to be absolutely wrong. Only half-hearted responses at best will result from such coercion in the case of either pupil or teacher. The question, then, of how to secure the obedience of the whole child, not merely the physical half, becomes one of great seriousness. Obviously it can never be accomplished by methods which systematically arouse antagonism toward the person who commands. The true method of control must seek to substitute a better ideal for the crude one held by the child. Coercion may sometimes be necessary, but the teacher should not feel that the act of obedience is completed until the mind of the child has been swayed to voluntary submission.

In the treatment of the regulative instincts which follows, the chapter on Obedience, strictly speaking, should be included; because of the great importance 747of the subject of obedience it has been given a Division, by itself (Part I). While, however, the more abstract phases of the subject are dealt with in that chapter the present treatment aims to be more concrete. Furthermore, what immediately follows has reference mainly to the lower grades, because there the child’s school habits are formed, but the teacher who is on the alert for principles that are fundamental will be quick to perceive that whatever laws are basal in the control and discipline of children in primary grades, are equally so for older pupils because they are laws that apply to all humanity.

With these preliminary remarks, we pass, then, to the consideration of methods of regulation of conduct in the primary grades and especially in the first.

2. Importance of the First Year in Regulation of Conduct

It is safe to say that the most important school year of the child’s life is the first year. The good taught then may blossom into noble manhood and womanhood. The wrong taught then may influence a young life in such a way as to make it a burden to society later on.

Each of the higher grades has a share in molding and shaping the child, but the foundation will be laid in his first school year. It then becomes the duty of upper grade teachers to build wisely upon that foundation. The first grade teacher may have done her work in the best possible way only to have 748the results torn down in a very few weeks in the second grade.

Nowhere in the child’s twelve school years is a more proficient teacher needed. She need not be deeply versed in the sciences generally, in mathematics, or in history, but she must have other knowledge greater than any of the sciences. The unfolding soul of a child is God’s greatest mystery; the science that deals with developing life is the science that the primary teacher must know. The little minds of her pupils are like strangers in a strange land. The teacher is the guide. Her responsibility is of the greatest.

(1) The first day. Important as is the first year, the first day of school is equally so. Not merely the first day of the first year, but the first day of every school year. That “first day” impression that the teacher makes, often has a far-reaching influence. Very frequently it is a day of confusion for both pupil and teacher, neither knowing just exactly what is to be done. There is no surer way to complexities than to open school without detailed plans.

(2) Detailed plans. The simpler the plans the better, but every detail of the daily program, lesson, assignments, seating, etc., should be worked out carefully beforehand.

The teacher should meet the pupils with a friendly greeting and without any hesitancy assign them to their seats, adding such other instructions as are necessary. However, not too many instructions should be given; better none than too many.

If parents accompany the pupils, they should be 749treated with consistent courtesy and their questions answered firmly. It is always best to say as little as possible to parents, never forgetting, however, to be polite. As soon as school is begun, the teacher may tell a story that will attract the children to her and leave a good impression. Following the story, lesson assignments should be made. All assignments and instructions should be simple and plain. If it is necessary to do some school work, the tasks should be short and so simple as to be entirely within the ability of the children. Take great care to leave with them at the close of their first day the feeling of power to do what will be required of them. In closing the session mention some delightful bit of work, that “we will do tomorrow.”

In rural schools the first day is even more perplexing than in village or city schools, because, in the rural school, one teacher has all the grades. Plans for study, recitations and recesses should all be made so that any question asked about any phase of the school work can readily be answered. As in the city school, older pupils should be promptly assigned to their seats; to allow them to select their own is poor policy and almost always results in trouble later in the year. If the teacher knows the names of the pupils, it is a good plan to have the names on cards placed on the seats in which the teacher wishes to have the pupils seated. The smaller pupils should also be shown to their seats and assistance given them in getting their books into the desk in an orderly manner. After school is called to order the work for the day should begin at once. The teacher may give an opening talk if he 750thinks that is best. However, it is advisable not to do that. At this stage of the work it is very prudent for the teacher to avoid making set rules or even feigning authority. Be unassuming. As in the city school, work on the first day should be simple. The pupils have had no preparation and cannot respond in recitations. Sometimes teachers ask the pupils to prepare the lessons first, but they are in new surroundings and not used to study; it is better to make assignments and explanations, then fill the remainder of the day with “busy work,” songs and stories. But whatever the teacher does must be so done that the pupils will feel that he is in earnest. Try to send the children home that night with the impression that this term’s work is going to be a very interesting and happy one.

In the first grade, children tire easily and consequently lose interest. Therefore, they should have frequent changes from one activity to another. The lessons should be short, followed by “busy work,” then a play period, or simply gymnastics. If gymnastics are used the exercises should be varied. There is such a wide range of possible exercises that it is easy for any teacher to have plenty of gymnastic drills or simple games, allowing much activity, which will interest pupils for many months. None of the exercises of the first grade should be carried so far as to tire the pupils.

From the foregoing, it is apparent that a well devised daily schedule is important. It must be workable. There must be no gaps in it wherein the teacher gives the children idle moments. Material for use 751during the day should always be arranged before school opens in the morning.

3. Regulating the Movements of the Pupils

One of the most necessary duties of the teacher at the beginning of the year is to train the children to habits of regulated and quiet movements when passing in and out of the school-room, going to the blackboard, coming forward to the recitation seats, passing material for busy work, or during any other concerted action. The first day is a particularly opportune time for drill in quiet movement, not only because no lessons have been made ready and, therefore, the teacher is entirely free to take as much time as is desirable without feeling that he is encroaching upon other lessons, but also because such exercises impress upon the children the necessity for quiet movement at a time when their minds are not prepossessed with other subjects. The suggestion is likely to lodge firmly in mind at this time, partly because of the prominence given to the thought and partly because of the absence of conflicting interests on this first day. Furthermore, in drilling the children from the start to recognize the signals and to obey them, the teacher is taking a long step toward securing control of his room. Of course, he must not expect the children to learn the whole lesson in one day. Even adults require “drill” before they can respond perfectly to regulated movements. To first grade children the signals and directions are absolutely meaningless until the meaning is taught. Nevertheless, even first grade children 752can be taught easily to be quiet and orderly, and if the drills are given as little games, competitive or otherwise, they will look upon the whole thing as play and hence will respond heartily.

Suppose, for example, that the inexperienced teacher who enters the school-room saying to herself, “What in the world can I do to keep all these wriggling children in order for a whole day!” should have some of the following drills (abridged from Hillyer’s “Child Training”^[3]) at command to use whenever the children begin to be disorderly or seem not to comprehend directions.

(1) Simple directions. Say to the children, “I want to see if you can do what I tell you, just when I tell you, and just the way I tell you.” Then give the order: “Stand up.”

Some may obey promptly, some may obey more slowly, some may hesitate, look around to see what the others are going to do, and finally, but tardily, rise. Some may pay no attention to the order at all, but look blankly around or at something else, exactly as if they had been excepted from the command.

If there is much irregularity in obeying correctly and at once, it may be necessary to say, “All children stand up,” or, “All of you stand up,” and this may have to be supplemented by the explanation, “When I say, ‘Stand up,’ I mean you, John and Mary, as well as the others.” Then give the order: “Sit down.”

Repeat these orders, “Stand up,” “Sit down,” half a dozen or more times, until all the children understand 753what is wanted and obey promptly, quietly, and without hesitating or lagging.

Have them first imitate you, while you execute the order, as directed. This is training by imitation. Then have them carry out the order from the command alone. Give the order, but do not execute it yourself, or better still, tell the children to close their eyes and keep them closed while you give the order and they obey. This is to prevent imitation of others in the class. They are not trained until they can obey promptly without seeing either the teacher or another child whom they can imitate.

Further directions may be: “Look up, down.” “Face right side, left side.” “Place your hands on top of your head, under your chair, behind your back.”

Afterwards, practice them individually, giving more attention to those who are unfamiliar with the terms used or are slow to carry them out.

(2) Simple orders. Give the first direction to a child and wait his precise fulfilment, asking the class if the child has followed the direction in every particular, or if he has failed and in what respect he has failed.

Each time an order is executed the children should be called upon to suggest where an improvement is needed, as, for example: “John banged the door.” “He didn’t shut it quietly.” “He made too much noise in going to the door.” “He asked which door,” or “He hesitated,” “Took too long,” and so on.

(3) Simple deferred orders. Prepare a list of orders as in the preceding drill and tell the children 754you will give each one an order, but is it not to be executed until you give the word. Then read the list of orders, putting the name of a child before each order, and when you have finished, say, “Now, do what I have told you.”

(4) Negative orders. The burden of much of the instructions to teachers and parents is “Don’t say don’t.” Nevertheless, for purposes of discipline, practice in obeying negative commands is highly important, as most laws and rules from the Decalogue down, are prohibitions: “Thou shalt not.”

Face the children away from you and tell them you are going to practice them in obeying the order, “Don’t look.” Tell them that when you have given the order, they are not to look around, under any circumstances, no matter even if a contradictory order is given, until you call “Time.” Then give the order and behind their backs try different devices to entice them into looking. Tell a story and pretend to illustrate it, saying, for instance, “Jack and Jill went up a hill, like this” (stamp about or make noisy gestures), “to fetch a pail of water, like this” (make chalk marks on the blackboard, as if drawing) “and broke his crown, like this” (drop a book or something heavy), and so on. Suddenly speak into the ear of one, saying, “Look here,” tap another on the shoulder excitedly, and so on.

(5) Double orders. Make a list as in drill 3, but with two orders for each child, thus: “John, hand me that book, and put this on the table.” Use in the same way as in drill 2.

755(6) Prohibitions. Tell the children you are going to practice them still further in obeying “Don’ts.” Then, give the order: “Don’t make any sound until I call ‘Time.’”

Allow them to move their heads, arms, feet; even to move about, though this privilege should be forfeited by any one failing in the slightest degree to observe the command. Watch and listen for the faintest sound and have them do the same, but only the teacher must call attention to any voluntary or involuntary breaking of silence. At the end of five minutes call “Time.” Discuss with the children what they could do to observe the command better or more easily and repeat the exercise.

Then tell them to get into a comfortable position, one that they can maintain indefinitely, as they are to remain not only silent but motionless. Ask them to pretend that they are to have their pictures taken, that the slightest motion, shifting of position or twitching—breathing and blinking of the eyes excepted—will spoil the picture, and say, “Now, don’t move till I call ‘Time.’”

Call “Time” at the end of two minutes, as this is a very severe ordeal. Further practice, however, should make them able to hold this position for five minutes longer.

Tell the children you are going to command, “Don’t talk,” and then are going to try to surprise them into talking or asking a question, but they must say nothing under any circumstances. Tell them they are supposed to be mutes, without the power of speech—as dumb as the animals.

756Then give the command, “Don’t talk,” but continue to talk yourself, telling either a story or something about which children would ordinarily ask questions, and if this does not succeed, abruptly ask one of the children a question, trying to take him off his guard or to startle him into a reply.

Any wide-awake teacher will readily perceive how these drills can be gradually extended to include the concerted movements of the whole school, furnishing both relief from more fatiguing school work and pleasure in the performing, while, at the same time reducing the chaotic movements of untrained children to quiet, restful, intelligent, coöperative school-room procedure.

The following case illustrates the difficulties of attempting to secure the more complex forms of regulated conduct without having first given sufficient drill on obedience to directions.

CASE 138 (FOURTH GRADE)

Dismissing Classes

It was the custom in the Rockford school for the children in the first four grades to put on their wraps when the first bell rang for dismissal and then to return. A second bell was rung as a signal for passing.

At this time, Miss Walker, the fourth grade teacher, had the habit of going out into the hall. Her pupils then fairly flew out of the room and down the stairs leading outside.

“Don’t crowd so, children. Why don’t you march in an orderly fashion? There, Jimmie Blaine, you almost knocked Hilda down. Now do be more careful the next time.”

757But Jimmie was too far down the steps to hear these last words.

CONSTRUCTIVE TREATMENT

Two bells should be rung for dismissal. Let the first be a signal for the children to pass to the dressing-room for their wraps. Let them pass in single file, second row following the first, and so on. Let the second bell be a signal for leaving the room. Here again, the seating should determine the places in line. Stand at the door leading out into the hall. Then give the signal for passing. “First row, second, third,” and so on. See that no child violates this rule.

When the children are once thoroughly familiar with the order and with the meaning of the signals, the first pupil in each row may be entrusted with the leadership of that row and the signals may thus be dispensed with.

Fire drills should be held at least once a month. Make the occurrence as unexpected as possible. The regular method of formation of the lines should be rigidly followed.

When the gong rings, each teacher should immediately drop the work at hand and say,

“Attention! One, two, three!”

The word “Attention!” signifies a definite attitude of body and mind. The work at hand should be immediately dropped, the head raised and the hands at rest, while waiting for the next command. Do not give the second command until you have the undivided attention of every child in the room.

758“One” signifies to turn in the seat; “two” to rise; and “three” to pass.

In case it is your week for corridor duty, take your stand immediately at the head of the stairs.

The lines of the four upper grades should be already formed on the second floor and stairs leading to the floor below, ready to follow the lines of the first floor, or signal from the teacher on duty there.

It should take no longer than five minutes to vacate a building holding fourteen hundred pupils.

COMMENTS

Miss Walker could not expect order in the line when she had taught no definite procedure. The only thought in the minds of the children in her room was to get out of the room as quickly as possible; the manner of doing it was a matter of no consideration to them.

Children are naturally un-orderly; it is the teacher’s duty to train them. In this case, she should draw up an order of marching that the children could follow habitually and without confusion.

ILLUSTRATION (SEVENTH GRADE)

Dismissing School

The bell rang for dismissal in the Bronx Park Grammar School. Miss Forbes, the seventh grade teacher, took her place at the door of her room leading out into the hall.

“Rise!”

“Pass! First row, second, third!” etc.

One row after another filed out of the room in perfect order. She stood where she could see the line 759march down the stairs out-of-doors. At the same time she watched the line formation in the room. Before the last row had passed out of the room, she had taken a second stand at the head of the stairs leading out of the building. Looking back she saw the last child in the last row close the door of her room.

After her children, came those of the eighth grade, while on the other side of the staircase the third grade followed the second and the second followed the first.

Then the four upper grades came down the stairs, from the second floor, the boys on one side, the girls on the other.

Just two minutes had passed from the time the bell rang for dismissal until the last child left the building.

The foregoing method of line formation may be used on every occasion. By keeping a rigid form of discipline in moving lines up or downstairs, the children may be depended upon to march quickly and in good order in case of fire. This matter of perfect handling of the orders of march cannot be too strongly emphasized. Any lack of firmness in such regime will be sure to bring disastrous results in a fire.

CASE 139 (SIXTH GRADE)

Passing to Classroom

It was just eleven o’clock—time for Miss Finch’s sixth grade class to pass from her room to one further down the hall where they were to have their music lesson.

“You may pass, children.”

“Albert, I’ll help you with your problem now if you will come up to my desk.”

760The children literally fell over one another to get out of the room.

Miss Finch was interrupted in her work with Albert by a great confusion of laughing and talking in the hall.

She hurried to the door and saw the boys pushing each other out of line, bumping into the girls, and, in a word, doing everything but what they should have done, namely, march quietly and in an orderly way down the hall to the room in which they were to have their music lesson.

CONSTRUCTIVE TREATMENT

Every time your class has occasion to pass from the room, take the same stand by the door, leading into the hall. Then say, “First row, please pass! Second, third!” etc. When the last line has left the room, take another permanent stand in the hall, where you watch the children to see that they keep in a straight line and march in an orderly fashion from room to room.

If one or two should “forget” to be quiet, speak to them while in line. “John, remember the rule for marching in absolute order.”

COMMENTS

Every teacher must remember that her presence should mean order. If the children are accustomed to see Miss Finch in the same place every time they pass from the room, they will consciously or unconsciously realize what she expects from them—perfect order.

Miss Finch could not expect a room full of healthy, 761wide-awake children to pass from one room to another without noise, when her own attitude conveyed anything but a suggestion of quietness. She put the others entirely out of her mind when she told Albert she would help him with his problem.

It is not necessary to take the stand of a policeman, but your attitude should be one of expectancy that all will pass quietly and in order. It should not, however, be necessary to speak of the matter before the whole class, unless in commendation of the fine reputation which “our school bears for its quiet good order.”

ILLUSTRATION (HIGH SCHOOL)

Passing to Classroom

The bell rang in the East Aurora High School for the beginning of the first period. Miss Wilcox took her accustomed stand by the door of her section room. Thirty-five young men and women filed out on their way to the first class of the day.

They passed the next classroom door, where Miss Michael, the mathematics teacher, stood. Her attitude was pleasant but firm. She was expecting order.

After turning the corner of the building, they were met by Miss Aldrich, the science teacher, into whose room they marched, still in single file.

To one boy, who had been especially troublesome in line at the beginning of the year, she said, “Splendid, Joseph, you are getting so that you can turn as square a corner as a cadet.”

The next case is a good illustration of what a teacher should not do in attempting to secure regulated conduct. The story is its own sufficient comment.

762

CASE 140 (EIGHTH GRADE)

Keeping in Line

“Here, come back here, you fellows,” called Mr. Girdlestone, the teacher, to two lads going up the steps ahead of the lines. “What’s the matter with you?”

The boys came back down the stairs, but as Mr. Girdlestone turned around the older boy again started up the steps.

“Didn’t I tell you to come back here till your line formed, John?” cried the teacher, angrily, as he grabbed the pupil by the collar.

“I guess you won’t shake me,” responded the boy angrily as he caught the teacher’s arm.

A scene of confusion followed, but the youth got his shaking and went sullenly about his work.

At the close of the day the pupil was called to the office.

“I fear I must punish you more severely for your conduct in resisting my correction, John,” began the teacher, firmly. “Come down stairs with me and we will try to settle this affair.”

“I guess you will have to ketch me first,” returned John, with triumph in his voice, as he ran down the other stairs.

Mr. Girdlestone was able to block his way of going home, but unable to lay hands on the pupil.

“You may take your punishment or not get a chance to go home tonight,” insisted the teacher.

“Well, you fire me, then,” suggested John quickly.

“I don’t intend to suspend you,” replied the teacher. “I don’t want to.”

“Go ahead and fire me. I’m just lookin’ for a 763chance to quit school, anyway,” returned the boy, sullenly.

“John,” said the head of the school, firmly but kindly, “come on with me and let’s talk this affair over. Maybe we can settle it in that way.”

After considering for a few moments, during which he eyed his teacher narrowly, John finally came along.

“Now,” said Mr. Girdlestone, as they reached the office again, “I guess we were both just a little to blame in this matter. I guess we both lost our heads and were too hasty in our conduct. I am willing to assume my share of the blame and apologize to you for my hastiness.”

“All right,” replied the pupil, in a subdued tone, “I know I didn’t do what I ought to in this scrape. I got mad when you took hold of me, but I’m ready to straighten the thing up now.”

“Very well,” responded the teacher, kindly. “Let’s shake hands on this affair and try to do better in the future.”

“All right,” said John, smiling, “I guess it will be a lesson to me.”

John continued his school work with more interest in the future and a few years later graduated from the high school.

4. Some Things That Complicate Regulation of the School

(1) Tardiness. Tardiness in the first grade cannot be intentional on the child’s part, nor should it give the teacher any annoyance. It cannot be the pupil’s 764fault. Whenever a first grade pupil comes tardy the teacher should ask in a kindly manner for the reason. As a rule it will be some excusable cause, one which the parents have imposed. The teacher should then consult the parents. If they will start the children to school soon enough, they will not often be tardy. Not every case of tardiness can be prevented, however; even teachers sometimes find themselves late on account of some unavoidable incident.

(2) Absences. Sometimes first grade pupils choose to be absent from school for a day and often for several days. When the teacher goes to find out the cause, she learns that the pupil is afraid of the teacher, does not like to study, or there is some similar reason, and he has begged to remain at home. The parents have consented to the request. It is then the teacher’s duty to assure the parents that she will do all she can to win the child to the school. Her visit often stops the truancy if the teacher shows that kindly and courteous disposition that all teachers should possess. Often when the parents tell a child that the teacher is kind and good it has a tendency to overcome his reluctance.

There are very few first year pupils who will absent themselves from school without their parents’ consent.

With respect to older pupils, however, as long as there are schools, so long there will be truancy. When the teacher has made his school and school work interesting and tried to be kind and courteous, he has done very much toward abolishment of the truant. There are many cases of truancy that teachers have succeeded in stopping, but an investigation of the school revealed 765the fact that the teacher was alive to his work; every pupil knew that absentees would be missed; further, that the teacher would ask for a reason for absence. They knew that every detail of the school was interesting and that they missed something when away from it. In other words, it was far more fun to be in school than out of it.

If ever our readers feel that coercion is necessary to get regular attendance, don’t punish, but try this plan instead: talk to the class about some trip you want to take with your pupils, perhaps to a woods. Play upon their imagination as to what they would like to do on that trip, what you will take along, etc., and ask everybody to stand who is in favor of taking the trip. Then say, “All right, be seated. There is another thing to be said about this trip. Only those who work well will be permitted to go with us. We are going to have a great time and I hope everyone will get the chance to go, but only those who have been regular in attendance will receive an invitation.”

(3) Careless work. The first few weeks in the first grade are trying times for the teacher. All habits that she wishes the little ones to acquire, she must carefully teach. Much patient explanation is necessary. Often the work of the pupils will seem careless, simply because the children do not know how to do better. Then, too, what seems careless to the teacher may seem very good to the child. The teacher must not judge too hastily. If some children do get through their tasks before the others do, because of careless work, do not find fault but in subsequent lessons see that the most interesting work is given to those children, 766then act upon the principle of suggestion, by saying how fine it would be to do the work in a certain way. The child will at least make an attempt. Whatever is done should be approved by the teacher. The teacher who sympathizes with the pupils, helps them, and directs their crude efforts, following each attempt on their part with approval and a spirit of expectancy, always encouraging, never discouraging, will soon have no careless work among her pupils.

(4) Mischief. Another point that the first year teacher must learn is that all mischief committed in primary grades is not premeditated. Healthy children are full of energy. This energy seeks an outlet, and in consequence, mischief may result. To leave childhood’s energies undirected and undeveloped is a sure source of trouble. In correcting mischief in primary grades, harsh language should not be used. The kindest explanation of the mischief and its results is the correct way of dealing with childish misdeeds. The child has never pondered over mischief and has not thought ahead what the results may be. Therefore, it is not malicious until wrong methods of control make it so. By making prominent in his mind the right activities you will just so far keep in the background the wrong activities and his surplus vigor will thus be stimulated in the proper direction.

(5) Dislike for study. Fondness for study and good habits in studying on the part of pupils will greatly simplify the teacher’s control of the school.

There often develops a tendency in pupils to dislike certain branches. Especially is this true in the upper grades. Such a dislike may often be traced back to 767the primary grades, where the study habits and likes or dislikes for school work are first instilled into the child. It is vitally essential that the teacher foster in her pupils that attitude toward school work that will send the child to the second grade liking his work and well trained in the habit of study. It would seem impossible that a dislike for subjects that are not taught in the primary grades could be traced back, even indirectly, to wrong teaching in those grades. But the chances are that somewhere in the child’s progress towards the upper grades or the high school were sown the seeds that developed into dislike of certain branches. If so, the first grade teacher should take her share of the blame. She must guard against any methods of teaching that will cause any child to dislike to study. It is quite certain that if first grade pupils finish their year’s work liking the teacher and the school and if they have acquired the habit of study and like it, that teacher has done her full duty.

It is a first requisite of the teacher to exhibit a cheerful and optimistic disposition in the school-room. She must teach the little ones reading and numbers, language and story telling, writing and drawing, with such an ardor and love for her work that the children can only think that their teacher likes these subjects better than anything else. She must expect every child to love his work. If the second grade teacher and the others in the higher grades will teach in the same manner there will be no pupils in the upper grades or the high school who have a distaste for even one branch, much less have a dislike for study in general. 768A true teacher will never make her pupils feel that she has a dislike for school work or any part of it.

(6) Dull children. Many a teacher has had her difficulties and perplexities with the dull child. In large cities special teachers are employed to teach dull and abnormal children. Books have been written dealing with them. Still the problem remains unsolved. Much has been done for them, but by no means has all been said about what can and should be done for such children under these conditions. The rural and village teacher cannot expect to send the perplexing pupils to a special teacher and as a rule such children are found in every school.

One thing, however, she must make sure of—that is, whether the dull child is such because he is subnormal, or because of some physical defect, or because of poor health. Poor food may cause a child to be dull. Bad ventilation is often the cause of dullness in the school-room. The teacher is responsible for keeping his room well ventilated. If the dullness is due to ill-health, the coöperation of the parents must be sought. If the child is dull because he is subnormal, the teacher must do the best he can, and that is very little indeed. One thing he must not do—he must not worry. It is not his fault. The situation will be made easier if the teacher will secure the superintendent’s or a director’s permission to let the dull child drop some of the school work. The teacher should give the child the same attention he gives the others; then his full duty has been done. Never should a teacher intimate to any one of the pupils or to the child himself, that he thinks him dull.

769Many times such a pupil can be very mischievous. Whenever that is the case the teacher should apply the devices and methods used upon other children for particular annoyances. But just here is where the greatest difficulty presents itself, for the fundamental element in all methods is interest, and the dull child can not be interested. Many times he can be interested in manual work of some kind when he can not be made to care for the more abstract work which other children do with ease.

No attempt will be made to discuss further the abnormal child. The author feels that it is only protecting the other children and the teacher both to have abnormal children, as well as children dull because of ill-health and mental defect, removed from the school and placed in institutions established for such pupils. Such a course may cause parents to become indignant, but better that than to worry the teacher overmuch and make him less efficient for the other pupils, when he can not help the child in any way. Nor has he been schooled to teach such children. They should be handed over to specialists who are free to adopt such methods as are best for the individual child, but not necessarily so for the whole school.

(7) Retarded pupils. In many states where there are no compulsory school attendance laws, pupils often come into the first grade at eight to ten years of age. This also may happen where the child has been ill. Sometimes thoughtless teachers make retarded pupils feel odd and out of place, even unwelcome. The teacher must remember that the school is a public institution and every child has a full right to all of 770its benefits. Not much more can be said to the teacher than to add: treat the retarded and overgrown pupils just like the others. If they do well in their work, recognize their skill; if they are mischievous or cause trouble, meet it as in the case of any other pupil. The retarded or overgrown pupil must not be made to feel either that he should be advanced, or on the other hand that he has neglected his work, and for that reason is out of place in the first grade when he should be in the third or fourth. He must not be slighted or treated differently from other pupils because he is larger or older, unless it be to place some little responsibility upon him like caring for the window plants or assisting the teacher to pass materials for school work—duties which may be regarded somewhat in the light of special privileges.

(8) The “smart” pupil. What constitutes the “smart” pupil is hard to define, but every teacher knows him when he appears. The pupil that is of this type is not hard to control. To notice every little exhibition of smartness tends to make it worse. As a rule, the pupil is not so bad or so mean as to cause any particular disturbance—he is only annoying. To ignore him is the best cure and one that will in a very short time cure the worst case in the first grade. When such a pupil has said something that does not become a good pupil, the teacher should begin to converse about something entirely different and more interesting.

(9) Wrong influence of parents. In this age of poor parent control, there are more children in the public schools whose misdemeanors are the direct result 771of home influences than of all other factors combined.

The prudent teacher of the first year needs often to solicit the aid of parents in righting a spoiled child, and often she must convince them that they are wrong in their methods of rearing their children. If the teacher cannot enlist the aid of parents, then she must fight her battle single-handed. But there is no need for discouragement. The child will love one who loves him. A lovable and wise teacher often succeeds where a parent fails. Parents are often alarmingly short-sighted when it comes to training their children. It is not an imaginary condition but one all too real, that in many homes the children are, in actuality, the controlling forces. It is distressing to see how helpless parents can be, and what American parents are enduring from their children. From such poorly regulated homes come the “spoiled” children to the first grade teacher, and in many instances all the meanness such children can perpetrate is considered “cute” by the over-indulgent parents.

In dealing with the badly trained child, the teacher must avoid any use of force. That would only antagonize him. The teacher should be firm, but kind, treating him just as he treats the others; if he does good work, commending him for it. She need not even notice many of his outbreaks—he will soon discontinue them. Often he is spoiled because the parents have paid too much attention to his every whim and fancy. When he learns that he can not worry the teacher, and that she will not contend with him in his trivial desires, he will cease to annoy her. Last of all, the 772teacher can fill in the gaps of idleness in the child’s time by keeping him interested and busy.

If the child is saucy, the teacher must avoid telling the pupil that he “must not be saucy”; such a method will make the pupil aware of the fact that being saucy is distasteful to the teacher, and he will resort to that method whenever his spirits are ruffled. The better thing to do is to ignore him altogether, and proceed with the work at hand, as though nothing had occurred. The teacher should not display the least emotion by look or expression, for the child usually watches the teacher to note the effect of his sarcasm or imprudent statement. When he finds out that he is ignored, he will resort less to his annoying habit. If the child tries to tease her, she can casually and without any use of force, draw him away into some interesting game or activity. Or the teacher may call the pupil by name and say, “Come here a moment, I have something for you to do.” She may have a new game ready and have this pupil be the leader. This will draw his attention from teasing. In other words, substitute some other and more interesting activity. A few weeks of such control will remedy the annoyance.

It is a good plan with such a pupil to send him on an errand every now and then, when he is in a good mood, making the request in a confidential tone, and saying to him on his return, “You are so kind for doing that. Thank you ever so much.” This will tend to get him in the habit of doing favors for you and will increase his friendliness toward you. Another way to establish more firmly his willingness to be friendly is to make it a point to talk to him before 773school or at recess about something in which you know he will be very much interested—about his favorite pastime or sport.

There is no boy or girl who does not have some hobby, and after you have made an earnest attempt to find out what that interest is and have begun to make use of it in getting the pupil’s confidence, you will have put into practice a great principle in discipline. Any new idea which you can present regarding the hobby will greatly help you to gain the confidence of the pupil. By a confidential tone and by showing you are in sympathy with his interests, you can gradually win his confidence. Whatever you do, do not appear to notice when a pupil is disrespectful to you. If he has shown disrespect in the past, simply set about at once to gain his confidence. If he ever mimics any gesture you have made, do not take it seriously because, nine times out of ten, you would get poor results. Either appear not to notice it at all or, if you do notice it, assume that it did not bother you in the least.

To punish a child for anything whatsoever, suggests to him precisely the thing which we do not want to suggest. Whatever we want a child to be, we must put the suggestion into his mind, that he already is that very thing and approve him for whatever he does in that direction.

The principle of initiative in coöperation should be used from the first in case of a pupil that is extremely disobedient because of home or outside influence. Many a teacher has invited such a pupil into his home for a dinner or supper, and has entertained him with the best the home afforded. In doing so he made the 774pupil understand that he was interested in him. Often a walk or a drive which gives occasion for a confidential talk will establish friendly relations between pupil and teacher. A teacher must not cease to try to win the unfriendly pupil. One such in a school can work great harm. The teacher must strive to make friends of all his pupils.

Approve the child’s lessons and efforts. Whether it be numbers, or reading, busy work, or drawing, the teacher must notice the effort and progress, and by a pleased countenance and well chosen words encourage the pupil. Whenever the teacher has a favor to bestow, she should see that the unfriendly pupil gets his share of the favor. If she is having a little play or song or game, she may appoint him as the main character. She should frequently walk with him part or all of the way home. Such treatment will win the child in a very short time, and what is better, it will usually win the parents.

In case a disaffected child is unusually stubborn and absolutely refuses to obey you, avoid the use of any commands to him until after you have entirely gained his confidence. You may continue to command and request other pupils around the stubborn child, but simply refrain from asking that one to do anything. Make up your mind that you are going to cater to this stubborn pupil for two or three days in order to win his absolute confidence and thus lay a foundation for more satisfactory conduct in the future.

By cater, we do not mean to allow the pupil to get ahead of you—not at all. But it may be necessary to be a little forbearing. Present absolutely nothing to 775him in a personal way except what you know will be intensely interesting. As we said before, find out what the pupil likes to do at home, on the playground, what he likes best to talk about, and then make it a point to converse about those things frequently when alone with him. Show great enthusiasm in talking along the line of his interests. If he refuses to recite, get his confidence and then ask questions, beginning with such as you are sure he can answer in just a word or two.

(10) Neighborhood conditions. Sometimes a teacher’s work is greatly hampered because of an unkindly spirit existing between the parents of her pupils. Mothers often “get even” with their neighbors by influencing their children against a neighbor’s son or daughter who happens to be in school. Or a teacher may have used some unwise methods on a child, or punished in a manner not satisfactory to the parents. The parents retaliate by influencing their children against the teacher.

Both situations will respond to the same treatment. By no means must the teacher appear to resent this opposition. It is every teacher’s duty to treat such pupils just as kindly as circumstances permit. If the teacher is determined to win such parents he will succeed, and in time they will become the best of friends. In all cases where such a difficulty continues to exist and is annoying, it is the teacher’s fault. To gain the mother’s love, is to gain the child’s love also.

Sometimes gossip or misunderstanding causes parents to oppose the teacher very bitterly. In such a 776case it is expedient that the teacher go to see the parents and have matters understood, assuring them she will use every means to do what is right and that the parents’ assistance will be of great value.

5. Submission to the Ringleader

(1) Lower grades. Even in the kindergarten certain children in every class stand out as leaders. In classes above the kindergarten this characteristic of leadership appears more and more strongly. If the leader throws his influence alongside that of the teacher, well and good. The teacher has thus a strong ally. If the leader arrays himself against the teacher, then the teacher’s own influence is weakened and in many cases seriously crippled. In the lower grades such an antagonistic attitude on the part of a single pupil may not be a very serious matter, but in the higher grades, and especially in high school, where the clan spirit dominates, a single pupil may turn an otherwise successful term into a failure. It is highly important then for the teacher to understand how best to overcome an unwholesome leadership on the part of the pupil.

There is but one basis upon which the teacher can operate such principles of control as will secure the hearty coöperation of the pupils. That basis is the possession of their confidence. The teacher must have the confidence of her pupils. It must be a confidence that is deep and sympathetic. It cannot be superficial. The pupil is a keen judge and will detect a superficial attitude of the teacher. But the teacher who feels in 777her heart a love for every boy and girl, a love that desires to do the best for them, to build and strengthen their characters, can not be superficial. It has been said elsewhere, that whatever increases the confidence of pupils in the teacher lessens the necessity of outer control, and whatever lessens the confidence increases the necessity of outer control. This is an important fact and the teacher cannot too thoroughly study it. It is the teacher who loses patience with the boy, when he shows the first signs of waywardness, who fails to attain the ideal in school-room control, who consequently loses the boy’s confidence, thereby increasing the difficulty of control. Such a boy, if he is a natural leader, will form a clique of his own and place himself at its head. He and his clan will see to it that mischief does not languish in that school. The teacher wonders why the boy regards her good admonitions so lightly. He would regard and heed them, if she had not lost his confidence. What, then, shall the teacher do to regain and keep the faith and loyalty of every pupil?

No better plan can be given for the primary grades than to tell the actual experience of one teacher of forty-five boys and girls. Among these were bad boys, who quarreled, fought, used bad language and did other things that could not be tolerated in a wellordered school. One was an only child; she controlled her parents and insisted on similar privileges in the school-room. By no means were the pupils well behaved. The teacher studied her problem. In the first week of school, she bore many annoyances, but she found out who were leaders and just how annoying 778the pupils could be, and also what they were capable of doing. She knew the actual condition of the room and had laid her plans to win. On the second morning she entered her room bright and cheery. Before the bell rang she copied a pleasing and easy little song on the blackboard. As soon as the bell rang and her pupils were in their seats she told them a very interesting story, standing as she did so. Her manner was pleasing and she held the attention of her pupils throughout the story. When it was finished she turned to the song and said, “Children, let us read over this song together.” At once she started to read. Many of the children did not read, but that did not deter her, she read on. When through, she asked them to read it again with her. This time more read. At the conclusion, she faced the school and said, “How fine that was! Do read it again for me!” This time every pupil read because she had approved their reading and showed pleasure and interest in what they did. Then she asked them to help her sing. None sang with her, but that did not daunt her. A second time she sang. A few of the pupils sang with her, and when through, she exclaimed, “I really did not know you could sing so well! Why, we must sing often!” She had won every boy and girl. In fact, they did not know themselves that they could sing so well. Again they sang. This time every voice helped. True there were a dozen discords. But what did this teacher care for discords. They were not evils. It was confidence she was planting and nurturing. From the song she turned to the work of the day, but casually she dropped this remark: “I know this will be a pleasant 779day. You all look just as though you would do your best.”

Through the day the teacher kept up that spirit of cheerfulness. She approved and complimented the crude efforts of each one. There was noise. There were annoyances, but she overlooked them as best she could. She was working for a larger end. Later, when she found her plans did not win all of her pupils, she took up each case of the few remaining wayward ones and disposed of it by individual treatment.

This teacher planned an autumn outing for her pupils. One bright afternoon, when the sun silvered the country side, and softened the red, yellow and golden tints in the forest, she took her flock to the woods. There were nuts to gather, wild grapes to pick, asters and goldenrod to gather and garlands of autumn tinted leaves to weave. Toward evening, she assembled the children about her in a pretty spot in the woods, and all ate together.

Often she allowed the children to have little play parties at which she was the leader. She knew no end of “full-of-fun” games; her pupils never failed to have a good time. She took them out skating. They had snowballing bouts. Even when she wanted her room cleaned and redecorated, she invited her pupils to join her in the task and as they worked away, she wisely directed their efforts.

The teacher who is tactful can think of a hundred and one things to do to please and win her pupils.

All such affairs must be given to the pupils as expressions of the teacher’s good will. There must be that attitude toward the pupils that indicates to them 780the teacher’s love for them and her interest and consideration for them. Among such fortunate pupils there will be no hostile ringleaders. All will readily accede to the teacher’s wishes, because she lives with them and for them. Such a teacher keeps her pupils busy with those things that they enjoy doing; they have no time to think of other things, than what the teacher plans for them.

The teacher who follows this course will be the “ringleader.” She, too, will be the one whom the pupils unconsciously will imitate and follow.

CASE 141 (THIRD GRADE)

Creating a Ringleader

Georgie Bently had just been presented with a beautiful green top as a birthday present. The length of time it would spin when he wound it and gave it just the right fling was something quite wonderful. It was the dearest of all Georgie’s possessions. He took it to school and every few minutes would take it out of his pocket, feel of it caressingly and look at it admiringly. At last he ventured to wind it with the long string in his pocket, so it would “be ready” when the recess period came.

At this point in the proceedings, Miss Harriman, his teacher, caught sight of what was going on.

“Georgie Bently!” she called out, in a voice so startling that Georgie involuntarily jumped. “Haven’t I told you boys that you mustn’t play with toys and marbles in school time? Bring it right here to me, now.”

“There!” she added, as she gave it a careless toss 781into the drawer of her desk. “You can’t have it again until Friday night.”

Humiliated Georgie crept back to his seat and buried his face in his arms folded on the desk before him, in order to hide a briny tear or two. Then he amused the children near him by making faces at his teacher; but this was rather monotonous fun. He finally decided that the appropriate thing to do under the circumstances was to draw pictures of Miss Harriman, and relieve his feeling by jabbing his pencil through the eyes, mouth, etc., of the drawing. The other children saw the point and expressed their sympathy by doing likewise with similar drawings of their own production, giggling all the while as they did so, and occasionally breaking out in mirth which again called forth Miss Harriman’s expressions of disapproval.

“My children have acted like little demons today!” said the tired teacher that night, as she flung herself into the rocking chair upon reaching home. “Sometimes I wish I never had to go back again into that school-room!”

CONSTRUCTIVE TREATMENT

Go quietly to Georgie’s desk and say, “What a pretty top! Does it spin well? I’d like to see you spin it after school is done, but you know we all have to put our playthings away in school time. Can you take good care of it until the bell rings, or would you rather I would keep it for you?”

If Georgie is like most boys he will put it safely away when given a choice in conduct, and in so doing will have had an excellent lesson in self-control.

782

COMMENTS

Miss Harriman repelled George by her apparent lack of appreciation of something that to him was precious. Her control of the situation was purely external, coercive. She did nothing to rouse the boy’s power of self-control. By using the principles of approval and initiative in coöperation she would have accomplished her purpose just as effectively, and at the same time would have strengthened the boy’s self-respect and self-reliance.

By reproving George in a way that roused his antagonism she turned him into a ringleader, for the time being, the effect of which was to increase the disorder, rather than cure it.

ILLUSTRATION (PRIMARY GRADES)

Teacher Becomes Ringleader

Miss Moss went from a small town to a two-room school in a mining settlement, to teach the first four grades. The school consisted of forty-two miners’ children, and one very pretty, well-dressed girl of ten, Florence Adamson, who was the daughter of the company store-keeper. This little girl’s mother was a clever dressmaker, who kept her daughter in the smartest of frocks and the perkiest of big hair-ribbon bows. The child was bright, learned her lessons easily and had always been a leader of the other children, who regarded her as a very wonderful being indeed.

Although Florence made trouble among the miners’ children occasionally, she was always forgiven this when she “made up,” a process accomplished by the aid of a winning manner and generous bribes of allday 783suckers and gum. The children followed her wishes slavishly, adored every silly thing she did, and regarded her childish naughtiness in school as the acme of brilliance. They tried to stand in her good graces by outdoing her in whatever she did; if she whispered, they talked in undertones, and if she threw paper wads, they threw bits of coal.

Miss Moss had analyzed the situation by the end of the first week. She saw that Florence had exercised more influence than the teacher, through her ability to provide amusement for the pleasure-starved little people. Her entertainment usually took the form of covert ridicule directed toward the teacher, and she always organized and managed the playground games, in so far as there were any. Miss Moss saw that she must substitute her own wholesome leadership for the leadership of this spoiled child. She saw that she must introduce a wholesome democracy for the boss management of a skillful and unscrupulous little tyrant.

She brought back with her from her first week-end at home, several pretty waists and frocks which she had not intended to wear to school; for she saw that one element in her leadership must be the satisfaction of the starved sense of beauty which lived in these miners’ children. She brought back also some dotted Swiss sash-curtains for the windows; but these she did not put up at once. She announced on Monday morning that she had a surprise, and that she intended to let three pupils know about it that afternoon after school. She was so very mysterious about her secret that the children spent the day in speculation about 784it. Florence found her efforts at entertainment, for once, quite ignored.

Of course Florence expected to be one of the three who were to share the secret after school, but at four o’clock Miss Moss chose Edward Hare, a great, overgrown boy who should have been in the seventh grade, and Mollie Sluss, a thin, shy, little thing who always bent over a book that she could never master, and Dicey Savage, who was Florence’s most enthusiastic follower. Miss Moss did not intend that the charge should miss fire. Florence headed a crowd which gathered at the windows to peep in at the uncovering of the great secret, but Miss Moss merely directed the favored ones to put on their things and go to her boarding-house.

Here each one was given a package to carry, and the quartet returned to the schoolhouse. The first package proved to be sash-curtains; the second contained the brass fixtures; but the third was put upon the desk, with the promise that is should be opened when the curtains were up.

“Clean hands first!” said Miss Moss, and there ensued a scrubbing bee. Then the curtains were put up, with much awkward help from the children, who were unused to such tasks. When all hung in snowy beauty, then Miss Moss gathered her helpers about her, and told them fairy stories while they ate the candy that was in the box. It was really a little party, and a party is a rare thing in the life of a miner’s child.

That was Miss Moss’ beginning; three children in that school now regarded her as a source of happiness 785and entertainment, and pretty things. Florence had a rival; and in the days to come the children slowly grew to feel that Miss Moss could make them have better times than Florence could, and that pleasing Miss Moss paid better than pleasing Florence. Miss Moss had no scruples of conscience in pursuing this course, for she knew that human beings have to be won to right courses of action long before they can be made to understand abstract reasons for doing right. She knew she could not win those children by preaching to them; she knew they would listen to a sermon only after they had grown to love and trust her.

There were many steps to the process of readjusting the warped relations in that school. Florence gradually, and not at all gracefully, accepted her new position of plain lay member of the school, a person with no special privileges, and with no abnormal influence. The climax came at Christmas, when Miss Moss trained her little band to present a short cantata in which an angel told the news of the birth of the Babe to representatives of all the nations of the earth. The leading character was the angel, and here Miss Moss encountered a common difficulty; Florence was really the only child in school who could take the character well. The others were all too shy or too phlegmatic.

Miss Moss had to choose between a pretty, successful performance, one which would bring her praise and admiration, one which the company store-keeper would report in glowing terms to the company itself, and the final success of her scheme of normal adjustment. She made the shy little Mollie Sluss the angel. Mollie stepped on the end of the sheet in which she 786was draped, she forgot her part twice and could never be heard at the back of the room; she lost one of her wings at an inopportune moment, and she failed most lamentably to look like an angel. She looked more like a lost soul which is too frightened even to ask the way back to its habitat. Mollie was not a shining success as an angel, but as a means to an end she did very well.

For Mollie’s father and mother sat in the audience, and their usually heavy faces wore a look of pride as their pale little daughter blundered through her leading part. Mollie had her first taste of leadership that day; Mollie knew that Florence no longer fell heir to all the good things just because she was Florence. Florence, meekly sitting in the background among the heathen nations, accepted this new order of things at last as inevitable, and submitted to taking her fair turn with the others. Her bribes had ceased to produce results; she had been outbid by one who could offer her very place as leader, as a prize for merit.

Miss Moss showed her mastery of the situation by raising other children to prominence among the pupils and thereby calling attention and admiration away from Florence who had heretofore monopolized the applause of the children.

In doing this she gave no commands. She merely brought about naturally a transference of admiration from Florence to others.

On the day when Miss Moss selected three pupils to help her prepare her “surprise,” she acted wisely in naming those whom she wanted. Had she asked, “Who would like to help me?” many pupils would have 787offered their services and the selection of three would have caused much antagonism, since the others who offered their services would be sure she knew they wanted to help.

(2) Higher grades. In the higher grades a ringleader who arrays himself against the teacher’s authority is much more exasperating than is a similar pupil in the lower grades, not only because of his greater influence upon other pupils, but also because it is much more difficult for the teacher to make excuses for him. “They know better!” is the thought that will intrude itself into the teacher’s consciousness to make difficult any feeling of leniency toward offending pupils. What, then, shall be done? Must the teacher watch the pupil closely and whenever he discovers evil beginnings, punish the offender? No; that is the method which in the past has driven thousands out of the school, only to become permanent burdens to society and in many instances paupers and criminals.

It will be necessary for the teacher to get the confidence of such a pupil. Enlist his abilities in leadership. He will thus become a valuable assistant to the teacher in “regulating” his clique of pupils. The teacher should interest the ringleader in his work, and approve of his efforts and work whenever possible. When there is some particular task to be performed, have the ringleader do it. When a game is to be organized, make him captain or leader, and so on. There are scores of places where he can be pressed into service in such a way as to gain his good will and confidence, and at the same time in such a way as to make him an aid to his schoolmates rather than a detriment. 788When once his confidence is won he will obey every command and wish.

Stating it briefly—if the ringleader feels you are on his side and are sympathetic with him, then, just as surely as water runs down hill he will come over to your side.

If you treat a boy as though he were on the same level with yourself, you are taking the first and most important step in winning his confidence. And he will immediately see that you get fair play, especially if he is a ringleader.

Our experience with human nature tells us that a sure way to get the confidence of another person is to coöperate with that person along the line of his own interests.

If the above statements hold true of the grades, still more do they apply to the high school.

(3) High School. Disciplinary problems in the high school should be solved on the largest basis possible. The increased scope of vision enables a pupil to view a situation in the larger connections. In the grades each act tends to stand by itself. The child is taking one step at a time into a larger area. The youth begins to make leaps over larger stretches and is impatient with the pettiness of a narrow method.

Consequently a wise teacher will omit all annoying puerilities in managing high school pupils. He will expect numerous childish follies to be retained even in the high school period. In some cases a method used with a child in the grades will work effectively in the case of a high school pupil. But discrimination must be very painstaking. A childish method, unwisely 789used, dampens a pupil’s esteem for his teacher because personal pride in the pupil has been injured.

On the other hand, by using a solution that puts the issue on a broad, high level, one appeals to the maturing intelligence and sense of personal dignity. Moreover, such procedure discloses to a pupil the connections that bind a particular act to other factors.

The boys who tied a schoolmate to the railroad track first saw their deed in its isolation; under judicious leadership the place of such a deed in the life of a school community may be vividly conceived, and when so viewed may be heartily repudiated. Such a type of revulsion against an unsocial act is most healthful; a mere decision not to repeat a proscribed prank has little moral worth.

The whole machinery of a well planned school system is concerned in getting a response from pupils. Any study which proves its worthlessness by winning no general response when well handled, is to be abandoned.

So much for the essential feature of school duty, that is, winning an acceptance and reaction for the lessons taught. But all the more this holds good in respect to the personal relation between teacher and pupil. If a teacher makes no effort to secure a personal response toward himself he can not hope to educate his pupils; he may feed an awakened intellect; this alone can not suffice—coöperation must appear in the teacher’s plans for the pupil’s good.

790

CASE 142 (HIGH SCHOOL)

Failure to Utilise Leadership

When Carl Lindstrom went to Bentley township to teach for a year and so earn money with which to pursue his law course, he had no fear of meeting resistance, for this community was one of culture and good tradition, in which the children expected to do well in school and later to go to college. Carl himself was always popular at college, and he had no idea of being anything else in any community that he might grace with his presence.

Before the first week was up, he had lost this happy confidence. Charles Moxler was the cause of the new distrust of himself which Carl felt; and Charles was regarded as a model of boyhood in the whole countryside. He was fifteen years old, large and handsome, with charming manners and marked ability. He learned his lessons seemingly without much effort, and was a good violinist and a daring horseman. His attitude toward Carl irritated the teacher from the first, for he was not used to the easy, condescending tolerance with which Charles regarded him. Charles never refused to comply with any direct request; he obeyed the letter of the law without quibble. Nevertheless, Carl disliked him.

Charles seemed to have more influence with the students than the teacher had, and this influence seemed to the sensitive teacher to be exerted in a way to belittle his own authority. He resolved that when a chance came he would show everyone who was master in that school. The easy air of superiority of Charles nettled him so that one day he made an issue, resolved to reduce the insolent boy to his proper place. Charles, 791who had a loud and resonant voice, was telling a group of pupils of a football game he had seen the Saturday before.

“Charles,” said Carl Lindstrom, “do try to talk more quietly. You can be heard clear to the corner.”

“All right, sir!” sang out Charles, with easy good-nature. The other pupils, especially the girls, with whom he was a great hero, giggled, and Charles continued his story in a low monotone. But it was an exciting story, and soon he was talking as loudly as before, while the rest joined in his hearty laughter at the incident he was relating. Carl, sitting outside the circle of fun and fellowship, felt his authority seriously threatened, as indeed it was.

“Charles Moxler, take your seat!” he called out, suddenly, surprised himself at the irritation in his voice. “If once asking isn’t enough, I shall have to take other means. There is no sense in your talking so loud, and when I ask you to do a thing, I mean it! The rest of you may either take your seats or go out-of-doors.”

The pupils scattered, rather sullenly. School began a few moments later, and Charles studied with unusual application. When the algebra class was called, he came forward with the rest to recite. When his turn came to demonstrate at the board, he stepped forward, placed his problem on the board, and then began to explain in a voice so low that no one could hear without straining.

Carl had a mind to correct him, but, remembering his pupil’s popularity and having some caution in his make up, he refrained. Charles continued during that 792day, and throughout the week, to address his teacher in softly modified tones, so patently artificial that they aroused the amusement of all the young people who heard them. His manner was punctiliously respectful; Carl could find no point of attack. He felt helpless and imposed upon, and he was very conscious of the amused smiles of his pupils and of their scarcely concealed pity and contempt for him. Had he been able to laugh it off as a good joke, all would have been well, but Carl’s sense of humor did not extend to his own affairs.

This condition of things lasted for some time. At last, Charles, either repenting his revenge or tiring of the effort involved, resumed his natural voice and manner, and acted in a more manly way toward his teacher. But Carl’s year had been badly spoiled. He knew he had made a mistake, but knew not just where to look for it. How could one deal with a pupil who seemed to have more leadership than one’s self? How could he have avoided that humiliation and helplessness? What had he failed to do? Whose fault was it?

ILLUSTRATION (HIGH SCHOOL)

The next year he returned to college and Parker Ames, a classmate, fell heir to the school in Bentley Township. When Parker came back to college for commencement, Carl, in cap and gown, hurried to him to ask him about his year.

Coöperation with Leader

“Greatest place ever, isn’t it?” said Parker Ames. “I surely did enjoy those people, and I hope the youngsters know a little more for my being there. Great School!”

793“Did you have Charles Moxler?” asked Carl, thinking to hear a tale of woe similar to his own.

“I should say I did!” Parker’s enthusiasm expanded visibly. “He was the best one there, wasn’t he? He was my right-hand man in everything I did. I wanted to get up a festival to raise money for the Belgian sufferers, and Charles simply wore himself out working the thing up. We became mighty good friends, I tell you; he was as good as a grown up any day. He had such a hold on everybody’s heart, you know, that all one had to do was to get him interested in a thing, and the whole country simply followed right along.”

“He had an awfully loud voice,” said Carl.

“Big as his heart and smooth as his manners!” assented Parker.

Carl is still thinking about it.

CASE 143 (HIGH SCHOOL)

Ringleaders at Their Worst

Instances of the operation of mob psychology in schools are comparatively rare, but they occasionally occur in industrial communities, where the walk-out method of gaining ends is kept prominently before pupils. Such an occurrence took place in the oil district of a Middle West state, where the social conditions are poor and the schools are not yet well organized. Mr. Frank, a new principal, found that his predecessor had gained and kept a certain degree of popularity by making concessions to his pupils and patrons which had greatly lowered the scholastic and other standards of the school.

794Mr. Frank resolved to sacrifice personal popularity if necessary to the efficiency of his school, and among the reforms adopted was that of doing away with a Friday afternoon holiday which had been allowed to all pupils who had had perfect attendance and punctuality all week. This weekly half-holiday, which reduced the working hours of the school one-tenth, Mr. Frank considered a bad thing. He said nothing about his plans to his pupils, but his rather rigid views on other matters led them to suspect that he might return to the old plan of five full days’ work; hence, they came to him frequently during the first week to ask if the Friday half-holiday would be continued.

“Wait and see,” he would reply; “I’ve not decided yet.”

“You’d better,” replied one group of high school boys. “We’ve had it for three years, and if you want us to work for you and like you, just keep it up.”

This attitude of the boys settled the matter for Mr. Frank, who called the board together and announced his position. They agreed that the giving of the holiday so frequently was a bad thing, and told him that they would “stand back of him if he could make it go,” which meant that they themselves were waiting to see what he would do with a bad situation. The board members were tradesmen who were afraid of offending the families of the school pupils by initiating such a reform themselves, but were willing to stand by someone else who would do so.

The grade teachers sympathized with his desire to bring up the standard of the school, and promised to do as he directed. There was no trouble in the grades 795when the discontinuance was announced. In the high school, anticipating a general epidemic of truancy if he announced his revolutionary policy before the noon recess, Mr. Frank told his fifty-five pupils to come back at one o’clock, as he had a matter of general interest to explain to them.

Thinking that some new scheme not effectively different from the old one might be forthcoming the fifty-five gathered as they were told. Mr. Frank noted, as the bell rang, that they had left on their coats and carried their caps in their hands.

He told them first, as soon as they were quiet in their seats, that there would be no Friday afternoon half-holiday. He said that perfect attendance was expected unless illness prevented it, and that no reward would be given for it. After a full explanation of his reasons he said that afternoon classes would begin in five minutes.

The effect was electrical. Sam Poultney, a bully of nineteen, who led the high school boys, sprang to his feet. He was a boy not without ability, a boy of undisciplined will and great physical courage. He faced Mr. Frank now, fearlessly, perhaps sincerely feeling that he defended a real right.

“No, they won’t!” he exclaimed. “You made us come to school this afternoon by a dirty trick, and we’re not going to stay. You can’t take our holiday away from us that we earned by being here all week and not tardy once. Come on, all of you!” and he started for the door.

Mr. Frank saw a quick and vivid example of the working of mob impulse. As the great, confident 796leader of the high school boys made for the door, the whole school rose and followed him, until a stream of angry pupils surged toward him as he stood staunchly before the only exit. Just as Sam reached the platform near which he stood, Mr. Frank’s quick wit saved the day. He knew that the action of a mob is largely unconscious and wholly emotional and instinctive, and he appealed to instinct skillfully—the instinct of self-preservation.

“Stop! Oh, stop!” he called, his white face set sternly. “Don’t you see what you’re doing?” He looked with wild eyes to the back of the room, as though he saw a fearful spectre there. The crowd of excited pupils, wholly under the control of whatever leader might show himself strongest, followed his eyes, turned around, and looked where he looked. Sam turned with the rest, and in the second of his hesitating inquiry, Mr. Frank gained the upper hand. His voice was raised in authority; his anger—for he was righteously angry—gave a threat to his words that the pupils felt and heeded.

“Turn around and go to your seats this instant!” he commanded. “Sam, walk to your seat! Turn around, all of you. If I hear one word—”

He stood like an avenging angel, a slight man, facing a mob of angry pupils, and the dignity and confidence of his attitude won the day. Sam started to mutter threats and objections, but stopped when Mr. Frank took one step toward him. Two or three girls began to cry; then first one pupil and then another took his books out slowly. The assistant, a girl fresh from college, stood at one side of the room, bravely stifling 797a temptation to indulge in hysterics. When he could trust his voice, Mr. Frank said:

“The senior English class may pass.” The class passed very meekly into their recitation room, and Miss Spangler closed the door after her as she went in with them. It was a sullen group of boys and girls, however, that stayed with her that afternoon.

CONSTRUCTIVE TREATMENT

In making so great a change in school policy as that proposed by Mr. Frank, first secure the undoubted backing of the school board. Make no announcement until your course of action is fully arranged with them and finally decided upon. If this can not be done early in the week, follow the custom of the former principal for the first week in giving the half holiday. This last arrangement has two advantages. (1) It gives the teacher a longer time to secure the confidence of his pupils and (2) it gives the chance of making the announcement before Friday afternoon comes, so that it loses somewhat its element of shock, thereby lessening the danger of a crisis.

Have a thoroughly worked out plan in mind of some pleasure which you can offer as a substitute for the one you are taking away. Propose this just before you make the announcement regarding Friday afternoon. If the pupils’ minds are full of the thought of some pleasure ahead, there is less room for the feeling of rebellion to creep in.

About Wednesday of the second week, ask the pupils to put away books five or ten minutes before the usual time, as you have an important announcement to 798make. When all are in a position of attention, say, with the air of one who has a pleasant surprise to offer, “I’ve been wondering if we couldn’t think up some jolly fun for Saturdays, for those whose attendance has been perfect through the week. I understand there are some very interesting remains of Indian settlements about fifteen miles north of here. We’ve just been studying about the inhabitants of the country in the period when the colonists came. It would be a good time to visit those remains of their old homes. Most of you have autos, or have friends who would lend you theirs. Suppose we get up a high school party tomorrow. If we do, we’ll just make a day of it—take our lunches along, roast our potatoes and make our coffee down on the lake shore, and some of you might like to take your fish poles along, or rifles, if you have them. Possibly we could bag a few prairie chickens for tomorrow’s dinner. The school board met last Wednesday evening and decided that we were to have school on Friday afternoons after this, but I believe this trip would be more fun than having Friday afternoon free. It leaves the girls out for this week, but next week we’ll think up something that they will enjoy. Sam, I’ll appoint you, and if you need any help you may choose one other boy, to see if we can get autos enough. Each of us will bring lunch for one and we’ll serve it all together.”

Get the minds of your pupils to working on the new plan immediately and thus drain off into harmless constructive action the emotions that otherwise would vent themselves in mischief or rebellion.

799The particular form of pleasure here outlined is suggested by the location of the incident narrated above, namely in the Middle West. But each teacher would, of course, choose the plan best suited to his own location and the likings and circumstances of his own school. Some teachers, for example, might prefer to have movie entertainments for Friday evening, correlating the pictures exhibited with the school subjects studied. Or a social gathering on Friday evening might be more appealing in some schools—something good to eat, a little music, a few games and a good time all round. The papers the children have prepared during the week might be exhibited on a long table for parents to examine. The girls would take great pride in helping to serve refreshments.

COMMENTS

Such situations as faced Mr. Frank in the oil town are growing less common as time passes; in frontier towns they occurred frequently. Sometimes they occur still; and blessed is that school whose teacher, in such a crisis, possesses quick wits, a knowledge of psychology, and dauntless courage.

Mr. Frank did well to check the pupils as he did, when once the school had reached the state of insubordination indicated in the story above, but he was very seriously at fault in allowing the school to reach that stage. His arbitrary handling of the situation undoubtedly was a victory, but it was the kind of victory which assuredly would breed contempt and resentment and plotting to “get even” with the man who had tricked the pupils into an extra half day of study.

800In depriving the pupils of what they regarded as a great privilege he should have had a substitute plan which would have eased somewhat the disappointment of the pupils. In this plan he should have retained his rightful place as leader and thus by coöperating heartily in the pleasure of the pupils, should have fully demonstrated to them that he desired only their welfare.

So regulating a school as to prevent a crisis is a higher type of administrative ability than allowing crises to come, and then meeting them with drastic measures, even though they seemed successful.

Occasionally it happens, even in good schools, that a student commits an act so serious as to justify his being turned over to the juvenile or other court. In such a case the principal may sometimes find it to his advantage to coöperate with the court in trying to reclaim an unusually bad and daring boy.

ILLUSTRATION (HIGH SCHOOL)

Extreme Cases

Paul Thompson and Stephen Longman lived in a rapidly growing frontier town in the West. They had the name of being reckless boys, and all through their school days had caused more or less trouble to their teachers and classmates. The boys especially disliked Mr. Black, the teacher who had charge of the assembly study room. He was strict in his requirements and very severe in reprimands, and these boys had frequent occasions to feel the force of both. One evening when Mr. Black was scheduled to give a lecture to the school, Stephen said to Paul, “Let’s stiffen up Blackie’s backbone a bit, he’s too limp.”

801“What d’yer mean?” questioned Paul.

“When he gets well to going tonight, you go to one door of the assembly room and yell ‘Fire!’ at the top of your voice and I’ll go to the other and do the same. Let’s see how long he’ll keep his dignity.”

The program was carried out to the letter. Suddenly, in the midst of the lecture, rang out the cry, “Fire! Fire!”

The frightened students rose in a body and rushed for the door. In vain Mr. Black tried to control their movements. His voice was drowned in the uproar. In the desperate scramble for the doors that followed, many were injured, one or two so seriously as to require hospital treatment. Several others fainted. All were shocked and, of course, the meeting was broken up. It was soon discovered that the whole thing was a joke, but the harm was done. It could not be undone.

“There is only one thing more I can do for you, boys,” said the principal, as he talked with them in his office the next day. “Your offense is so serious that it is necessary to turn you over to the courts. I am going to make one more effort to help you, however, in the hope that it may save you from a term in the Reformatory. I have asked the judge to pronounce your sentence, then place you on probation, thus allowing you to finish your school course. Your only alternative is to be given over unreservedly to the courts. Which do you prefer?”

“We prefer to stay here. We never meant that all those people should get hurt, Mr. Wells,” said Stephen. “We just thought we’d scare them a little.”

802“We will go now over to the court house. I have already arranged with Judge Sinclair to meet you there.”

Judge Sinclair listened to the boys’ story with great seriousness, and after pointing out to them the legal aspects of their misdemeanor, said, “As a special favor to your principal, with whom I have already conferred, I shall give you one more chance. I have appointed Professor Black your probation officer, with absolute authority over you.

“The court decides that you shall discipline yourself by submitting implicity to the commands of others, and it is only through this severe discipline that you will become men. The probation I shall order is not going to be for your pleasure. You will submit to rough fare and to all the privation and discipline of prison without going to prison. You will be punished with hard work and regular living until you grow to like it.”

The probation was to be considered broken if the boys:

Used liquors or tobacco in any form.

Entered a poolroom or saloon.

Disobeyed the probation officer.

Attended a movie, or went out nights without the probation officer’s consent.

The officer was enjoined to see that the boys worked hard in school and made all their grades. They must stay at home evenings and conduct themselves quietly at all times. They were recommended to go to church twice every Sunday.

803The probation period was to continue until the court issued further orders.

The serious consequences of their rash sport, the severity of the judge, and the narrow escape from the reformatory, sobered the boys. They kept their probation and graduated two years later, having won back at last the forfeited respect of their teachers and classmates.

6. Submitting to Conventionalities

Probably a good many persons older than the two boys named below would be puzzled to explain many of the conventions which they, nevertheless, implicity obey. It is one of the curious manifestations of the regulative instinct that we yield such humble submission to what are oftentimes meaningless customs. On the other hand, this imitative sort of regulation of one’s habits may often lay a foundation for desirable conduct where a rational method applied in the beginning would have failed utterly. The danger is that when the questioning period arrives there may be only superficial answering of the oft-repeated question, “Why?”

CASE 144 (FIFTH AND SIXTH GRADES)

Why Remove Hats?

Leonard and Karl Rosenbush were two sturdy little rationalists of ten and twelve years. They despised poetry, utterly rejected fairy stories, and took a strictly scientific view of life generally. They belonged to a family of culture and refined tradition, and their 804attitude amused their father greatly, while it reduced their mother to despair. She was often unable to give them the reasons they demanded for what she had always accepted without a question.