Chapter IV · (continued 2)

I do not mean by this illustration that such a measure as this would be the only notice that ought to be taken of such an act of willful disturbance in school. Probably it would not. What measures in direct reference to the fault committed would be necessary would depend upon the circumstances of the case. It is not necessary to our purpose that they should be described here.

The teacher can awaken in the hearts of his pupils a personal attachment for him by asking in various ways their assistance in school, and then appearing honestly gratified with the assistance rendered. Boys and girls are delighted to have what powers and attainments they possess brought out into action, especially where they can lead to useful results. They love to be of some consequence in the world, and will be especially gratified to be able to assist their teacher. Even if the studies of a turbulent boy are occasionally interrupted for half an hour, that he might help you arrange papers, or rule books, or distribute exercises, it will be time well spent. Get him to co-operate with you in any thing, and he will feel how much more pleasant it is to co-operate than to thwart and oppose; and, by judicious measures of this kind, almost any boy may be brought over to your side.

Another means of securing the personal attachment of boys is to notice them, to take an interest in their pursuits, and the qualities and powers which they value in one another. It is astonishing what an influence is exerted by such little circumstances as stopping at a play-ground a moment to notice with interest, though perhaps without saying a word, speed of running, or exactness of aim, the force with which a ball is struck, or the dexterity with which it is caught or thrown. The teacher must, indeed, in all his intercourse with his pupils, never forget his station, nor allow them to lay aside the respect, without which authority can not be maintained. But he may be, notwithstanding this, on the most intimate and familiar footing with them all. He may take a strong and open interest in all their enjoyments, and thus awaken on their part a personal attachment to himself, which will exert over them a constant and powerful control.

(3.) The efforts described under the last head for gaining a personal influence over those who, from their disposition and character, are most in danger of doing wrong, will not be sufficient entirely to prevent transgression. Cases of deliberate, intentional wrong will occur, and the question will rise, What is the duty of the teacher in such an emergency? When such cases occur, the course to be taken is, first of all, to come to a distinct understanding on the subject with the guilty individual. Think of the case calmly, until you have obtained just and clear ideas of it. Endeavor to understand precisely in what the guilt of it consists. Notice every palliating circumstance, and take as favorable a view of the thing as you can, while, at the same time, you fix most firmly in your mind the determination to put a stop to it. Then go to the individual, and lay the subject before him, for the purpose of understanding distinctly from his own lips what he intends to do. I can, however, as usual, explain more fully what I mean by describing a particular case, substantially true.

The teacher of a school observed himself, and learned from several quarters, that a certain boy was in the habit of causing disturbance during time of prayer, at the opening and close of school, by whispering, playing, making gestures to the other boys, and throwing things about from seat to seat. The teacher's first step was to speak of the subject generally before the whole school, not alluding, however, to any particular instance which had come under his notice. These general remarks produced, as he expected, but little effect.

He waited for some days, and the difficulty still continued. Had the irregularity been very great, it would have been necessary to have taken more immediate measures, but he thought the case admitted of a little delay. In the mean time, he took pains to cultivate the acquaintance of the boy, to discover, and to show that he noticed, what was good in his character and conduct, occasionally to ask some assistance from him, and thus to gain some personal ascendency over him.

One day, when every thing had gone smoothly and prosperously, the teacher told the boy, at the close of the school, that he wished to talk with him a little, and asked him to walk home with him. It was not uncommon for the teacher to associate thus with his pupils out of school, and this request, accordingly, attracted no special attention. On the walk the teacher thus accosted the criminal:

"Do you like frank, open dealing, James?"

James hesitated a moment, and then answered, faintly,

"Yes, sir."

"Most boys do, and I do, and I supposed that you would prefer being treated in that way. Do you?"

"Yes, sir."

"Well, I am going to tell you of one of your faults. I have asked you to walk with me, because I supposed it would be more agreeable for you to have me see you privately than to bring it up in school."

James said it would be more agreeable.

"Well, the fault is being disorderly at prayer-time. Now, if you like frank and open dealing, and are willing to deal so with me, I should like to talk with you a little about it, but if you are not willing, I will dismiss the subject. I do not wish to talk with you now about it unless you yourself desire it; but if we talk at all, we must both be open, and honest, and sincere. Now, should you rather have me talk with you or not?"

"Yes, sir, I should rather have you talk with me now than in school."

The teacher then described his conduct in a mild manner, using the style of simple narration, admitting no harsh epithets, no terms of reproach. The boy was surprised, for he supposed that he had not been noticed. He thought, perhaps, that he should have been punished if he had been observed. The teacher said, in conclusion,

"Now, James, I do not suppose you have done this from any designed irreverence toward God, or deliberate intention of giving me trouble and pain. You have several times lately assisted me in various ways, and I know, from the cheerful manner with which you comply with my wishes, that your prevailing desire is to give me pleasure, not pain. You have fallen into this practice through thoughtlessness, but that does not alter the character of the sin. To do so is a great sin against God, and a great offense against good order in school. You see, yourself, that my duty to the school will require me to adopt the most decided measures to prevent the continuance and the spread of such a practice. I should be imperiously bound to do it, even if the individual was the very best friend I had in school, and if the measures necessary should bring upon him great disgrace and suffering. Do you not think it would be so?"

"Yes, sir," said James, seriously, "I suppose it would."

"I wish to remove the evil, however, in the pleasantest way. Do you remember my speaking on this subject in school the other day?"

"Yes, sir."

"Well, my object in what I said then was almost entirely to persuade you to reform without having to speak to you directly. I thought it would be pleasanter to you to be reminded of your duty in that way. But I do not think it did you much good. Did it?"

"I don't think I have played so much since then."

"Nor I. You have improved a little, but you have not decidedly and thoroughly reformed. So I was obliged to take the next step which would be least unpleasant to you, that is, talking with you alone. Now you told me when we began that you would deal honestly and sincerely with me, if I would with you. I have been honest and open. I have told you all about it so far as I am concerned. Now I wish you to be honest, and tell me what you are going to do. If you think, from this conversation, that you have done wrong, and if you are fully determined to do so no more, and to break off at once, and forever, from this practice, I should like to have you tell me, and then the whole thing will be settled. On the other hand, if you feel about it pretty much as you have done, I should like to have you tell me that too, honestly and frankly, that we may have a distinct understanding, and that I may be considering what to do next. I shall not be offended with you for giving me either of these answers, but be sure that you are honest; you promised to be so."

The boy looked up in his master's face, and said, with great earnestness,

"Mr T. I will do better. I will not trouble you any more."

I have detailed this case thus particularly because it exhibits clearly what I mean by going directly and frankly to the individual, and coming at once to a full understanding. In nine cases out of ten this course will be effectual. For four years, with a very large school, I found this sufficient in every case of discipline which occurred, except in three or four instances, where something more was required. To make it successful, however, the work must be done properly. Several things are necessary. It must be deliberate; generally better after a little delay. It must be indulgent, so far as the view which the teacher takes of the guilt of the pupil is concerned; every palliating consideration must be felt. It must be firm and decided in regard to the necessity of a change, and the determination of the teacher to effect it. It must also be open and frank; no insinuations, no hints, no surmises, but plain, honest, open dealing.

In many cases the communication may be made most delicately and most successfully in writing. The more delicately you touch the feelings of your pupils, the more tender these feelings will become. Many a teacher hardens and stupefies the moral sense of his pupils by the harsh and rough exposures to which he drags out the private feelings of the heart. A man may easily produce such a state of feeling in his schoolroom, that to address even the gentlest reproof to any individual, in the hearing of the next, would be a most severe punishment; and, on the other hand, he may so destroy that sensitiveness that his vociferated reproaches will be as unheeded as the idle wind.

If, now, the teacher has taken the course recommended in this chapter—if he has, by his general influence in the school, done all in his power to bring the majority of his pupils to the side of order and discipline—if he has then studied, attentively and impartially, the characters of those who can not thus be led—if he has endeavored to make them his friends, and to acquire, by every means, a personal influence over them—if, finally, when they do wrong, he goes plainly, but in a gentle and delicate manner, to them, and lays before them the whole case—if he has done all this, he has gone as far as moral influence will carry him. My opinion is, that this course, faithfully and judiciously pursued, will, in almost all instances, succeed; but it will not in all; and where it fails, there must be other, and more vigorous and decided measures. What these measures of restraint or punishment shall be must depend upon the circumstances of the case; but in resorting to them, the teacher must be decided and unbending.

The course above recommended is not trying lax and inefficient measures for a long time in hopes of their being ultimately successful, and then, when they are found not to be so, changing the policy. There should be, through the whole, the tone and manner of authority, not of persuasion. The teacher must be a monarch, and, while he is gentle and forbearing, always looking on the favorable side of conduct so far as guilt is concerned; he must have an eagle eye and an efficient hand, so far as relates to arresting the evil and stopping the consequences. He may slowly and cautiously, and even tenderly, approach a delinquent. He may be several days in gathering around him the circumstances of which he is ultimately to avail himself in bringing him to submission; but, while he proceeds thus slowly and tenderly, he must come with the air of authority and power. The fact that the teacher bases all his plans on the idea of his ultimate authority in every case may be perfectly evident to all the pupils, while he proceeds with moderation and gentleness in all his specific measures. Let it be seen, then, that the constitution of your school is a monarchy, absolute and unlimited; but let it also be seen that the one who holds the power is himself under the control of moral principle in all that he does, and that he endeavors to make the same moral principle which guides him go as far as it is possible to make it go in the government of his subjects.