Early at the school.-Why ?-It should be habitual. day, at an early hour, so as to see and become acquainted with the scholars as they come in, one by one. He may take an interest with them in all the little arrangements connected with the opening of the school. The building of the fire, the paths through the snow, the arrangement of seats, calling upon them for information or aid, asking their names, and, in a word, entering fully and freely into conversation with them, just as a parent, under similar circumstances, would do with his children. All the children thus addressed will be pleased with the gentleness and affability of the teacher. Even a rough and ill-natured boy, who has perhaps come to the school with the express determination of attempting to make mischief, will be completely disarmed by being asked pleasantly to help the teacher fix the fire, or alter the position of a desk. Thus by means of the half hour during which the scholars are coming together, the teacher will find, when he calls upon the children to take their seats, that he has made a large number of them his personal friends. Many of these will have communicated their first impressions to others, so that he will find himself possessed, at the outset, of that which is of vital consequence in opening any administration—a strong party in his favor." room. It will be well for the teacher, for several days, both in the morning and afternoon, to be early at the schoolHe can thus continue his friendly intercourse with the pupils, and effectually prevent any concerted action among them at that hour to embarrass his government. Many a school has been seriously injured, if Roguery promoted.-A day's work.-" What shall I do?" not broken up, by the scholars' being allowed to assemble early at the school with nothing to occupy them and no one to restrain them. Having so convenient an opportunity for mischief, their youthful activity will be very likely to find egress in an evil direction. Many a tale of roguery could be told fo inded upon the incidents of the schoolroom before school hours, if those who have good memories would but reveal their own experience;-roguery that never would have occurred, had the teacher adopted the course here suggested. SECTION I.-PLAN OF THE DAY'S WORK. It will be remembered by many of the readers of this volume, that in former times numerous teachers were accustomed to work without a plan, attempting to do their work just as it happened to demand attention, but never taking the precaution to have this demand under their own control. If one scholar or class was not ready to recite, another would be called; and there being no particular time for the various exercises, the school would become a scene of mere listlessness; and the teacher would hardly know how to find employment for himself in the school. I shall make this point clearer by an example. Having occasion, in an official capacity, to visit a school which had been kept by a young teacher some two weeks, she very naturally asked-" What shall I do first, this afternoon ?" "Yes, m'm."-Veto.-A hard time.-A hint given. "Do precisely as you would if I had not come in,” was the reply. She looked a little perplexed. At length she doubtingly asked," Is the geography lesson ready?" "Yes, m'm"-" No, m'm"-" Yes, m'm,"-was the ambiguous reply from the class. There was so much of veto in the looks of the young geographers, that it amounted to prohibition. "Well, are the scholars in Colburn's arithmetic ready?" This was said with more of hope; but the same equivocal answer was vociferated from all parts of the room. The teacher, placing her finger upon her lip, looked despairingly; but recollecting one more resort, she said," Is the grammar class ready?" Again came the changes on "Yes, m'm," and "No, m'm." The teacher gave up, and asked what she should do. She was again told to go on as usual for that afternoon. It was a tedious afternoon to her as it was to her visitor. She at length called one of the classes, unprepared as many of them said they were, and the exercise showed that none but those who said "Yes, m'm", were mistaken. The whole afternoon seemed to be one of pain and mortification to all concerned; and I fancied I could almost read in the knitted brow of the teacher a declaration that that should be her last school. At the close of the afternoon, a single hint was suggested to her,-viz., that she should make out a list of her scholars' duties, and the times when they should be Improvement.-A case supposed.-Classification. expected to recite their several lessons. She was told that it would be well to explain this plan of her day's work to her school in the morning, and then rever again ask whether a class was ready. The hint was taken; and on subsequent visitations the several classes were ever ready to respond to the call of their instructor. Now this matter is no unimportant one to the teacher. Indeed I judge of a teacher's ability very much by the wisdom and tact with which he apportions his time for his own duties, and divides the time of his scholars between their studies and recitations. In order to aid the young teacher in forming a plan for himself, I subjoin a scheme of a day's duties, adapted to a school of the simplest grade. Suppose a school to consist of thirty scholars, and that the teacher finds by inquiry and by examination that there may be four grand divisions; the first, which he designates [A,] may unite in pursuing Reading, Grammar, Mental Arithmetic, Written Arithmetic, and Writing. The second, [B,] can pursue Reading, Spelling, Writing, Geography, Mental and Written Arithmetic. The third, [C,] attend to Reading, Spelling, Mental Arithmetic, Writing, and Geography. The fourth, [D,] consisting of the small pupils, attend to Reading, Spelling, Tables, and sundry slate exercises. Now it is very desirable that as much time should be devoted to recitation as can be afforded to each class. It may be seen at once, that in certain studies, as geography, mental arithmetic, and spelling-the teacher Preliminary considerations.-A scheme. can as well attend to fifteen at once as to seven. In these studies, unless the disparity in age and attainment is very great, two divisions can very properly be united. All can be taught writing at once, thus receiving the teacher's undivided attention for the time. Besides, it is necessary to reserve some little time for change of exercises, and also for the interruptions which must necessarily occur. The recesses are to be provided for, and some time may be needed for investigation of violations of duty, and for the punishment of offenders. All this variety of work will occur in every school, even the smallest. Now, if the teacher does not arrange this in accordance with some plan, he will be very much perplexed, even in a small school; and how much more in a large one! He will do well very carefully to consider the relative importance of each exercise to be attended to, and then to write out his scheme somewhat after the following model. It must not be forgotten that studying is also to be provided for, and that it is just as important that the pupils should be regular in this as in recitation. Indeed, without such regularity he cannot expect ac ceptable recitations. 15 |