The Teacher

"I am satisfied, that those who have inadvertently fallen into this practice are sorry for it, and that if I should leave it here, no more cases of it would occur, and this is all I wish. At the same time, they who have done this, will feel more effectually relieved from the pain which having done wrong must necessarily give them, if they individually acknowledge it to me. I wish therefore that all who have done so, would write me notes stating the facts. If any one does not do it, she will punish herself severely, for she will feel for many days to come, that while her companions were willing to acknowledge their faults, she wished to conceal and cover hers. Conscience will reproach her bitterly for her insincerity, and whenever she hears the sound of the door bell, it will remind her not only of her fault, but of what is far worse her willingness to appear innocent when she was really guilty."

Before the close of the school I had eight or ten notes acknowledging the fault, describing the circumstances of each case, and expressing promises to do so no more.

It is by such methods as this, rather than by threatening and punishment, that I manage the cases of discipline which from time to time occur, but even such as this, slight as it is, occur very seldom. Weeks and weeks sometimes elapse without one. When they do occur they are always easily settled by confession and reform. Sometimes I am asked to forgive the offence. But I never forgive. I have no power to forgive. God must forgive you when you do wrong, or the burden must remain. My duty is, to take measures to prevent future transgression, and to lead those who have been guilty of it, to God for pardon. If they do not go to him, though they may satisfy me, as principal of a school, by not repeating the offence,—they must remain unforgiven. I can forget, and I do forget. For example, in this last case, I have not the slightest recollection of any individual who was engaged in it. The evil was entirely removed, and had it not afforded me a convenient illustration here, perhaps I should never have thought of it again,—still it may not yet be forgiven. It may seem strange that I should speak so seriously of God's forgiveness for such a trifle as that. Does he notice a child's ringing a door bell in play? He notices when a child is willing to yield to temptation, to do what she knows to be wrong, and to act, even in the slightest trifle, from a selfish disregard for the convenience of others. This spirit he always notices, and though I may stop any particular form of its exhibition, it is for Him alone to forgive it and to purify the heart from its power. But I shall speak more particularly on this subject under the head of Religious Instruction.

II. ORDER OF DAILY EXERCISES

There will be given you when you enter the school a blank schedule, in which the divisions of each forenoon for one week are marked, and in which your own employments for every half hour are to be written. A copy of this is inserted on page 196.

This schedule, when filled up, forms a sort of a map of the week, in which you can readily find what are your duties for any particular time. The following description will enable you better to understand it.

Opening of the School

The first thing which will call your attention as the hour for the commencement of the school approaches in the morning, is the ringing of a bell, five minutes before the time arrives, by the regulator, who sits at the curtained desk before the Study Card. One minute before the time, the bell is rung again, which is the signal for all to take their seats and prepare for the opening of the school. When the precise moment arrives, the Study Card is drawn up, and at the sound of its little bell, all the scholars recline their heads upon their desks and unite with me in a very short prayer for God's protection and blessing during the day. I adopted the plan of allowing the scholars to sit, because I thought it would be pleasanter for them, and they have in return been generally, so far as I know, faithful in complying with my wish that they would all assume the posture proposed, so that the school may present the uniform and serious aspect which is proper, when we are engaged in so solemn a duty. If you move your chair back a little, you will find the posture not inconvenient, but the only reward you will have for faithfully complying with the general custom is the pleasure of doing your duty, for no one watches you, and you would not be called to account should you neglect to conform.

After the prayer we sing one or two verses of a hymn. The music is led by the piano; and we wish all to join in it who can sing. The exercises which follow are exhibited to the eye by the following diagram.

MOUNT VERNON SCHOOLSCHEDULE OF STUDIES.                                      1833Miss

First Hour.—Evening Lessons(See plan; page 196.)

We then, as you will see by the schedule, commence the first hour of the day. It is marked evening lessons, because most, though not all, of the studies are intended to be prepared out of school. These studies are miscellaneous in their character, comprising Geography, History, Natural and Intellectual Philosophy, and Natural History. This hour, like all the other hours for study, is divided into two equal parts, some classes reciting in the first part, and others in the second. A bell is always rung five minutes before the time for closing the recitation, to give the teachers notice that their time is nearly expired, and then again at the time, to give notice to new classes to take their places. Thus you will observe that five minutes before the half hour expires, the bell will ring; soon after which the classes in recitation will take their seats. Precisely at the end of the half hour, it will ring again, when new classes will take their places. In the same manner notice is given five minutes before the second half of the hour expires, and so in all the other three hours.

At the end of the first hour, the Study Card will be let half down, five minutes, and you will perceive that the sound of its bell will immediately produce a decided change in the whole aspect of the room. It is the signal, as has been before explained, for universal permission to whisper, and to leave seats, though not for loud talking or play, so that those who wish to continue their studies may do so without interruption. When the five minutes has expired, the Card goes up again, and its sound immediately restores silence and order.

Second Hour.—Languages(See plan.)

We then commence the second hour of the school. This is devoted to the study of the Languages. The Latin, French, and English classes recite at this time. By English classes I mean those studying the English as a language, i. e. classes in Grammar, Rhetoric, and Composition. The hour is divided as the first hour is, and the bell is rung in the same way, i. e. at the close of each half hour, and also five minutes before the close, to give the classes notice that the time for recitation is about to expire.

First General Exercise(See Plan.)

You will observe then, that there follows upon the schedule, a quarter of an hour marked G. That initial stands for General Exercise, and when it arrives each pupil is to lay aside her work, and attend to any exercise which may be proposed. This quarter of an hour is appropriated to a great variety of purposes. Sometimes I give a short and familiar lecture on some useful subject connected with science or art, or the principles of duty. Sometimes we have a general reading lesson. Sometimes we turn the school into a Bible class. Again the time is occupied in attending to some general business of the school. The bell is rung one minute before the close of the time, and when the period appropriated to this purpose has actually expired, the Study Card, for the first time in the morning, is let entirely down, and the room is at once suddenly transformed into a scene of life and motion and gaiety.

First Recess(See plan.)

The time for the recess is a quarter of an hour, and as you will see, it is marked R. on the schedule. We have various modes of amusing ourselves and finding exercise and recreation in recesses. Sometimes the girls bring their battledoors to school. Sometimes they have a large number of soft balls, with which they amuse themselves. A more common amusement is marching to the music of the piano. For this purpose, a set of signals by the whistle has been devised, by which commands are communicated to the school.

In these and similar amusements the recess passes away, and one minute before it expires the bell is rung, to give notice of the approach of study hours.

At this signal the scholars begin to prepare for a return to the ordinary duties of school, and when at the full expiration of the recess, the Study Card again goes up, silence, and attention, and order is immediately restored.

Third Hour—Mathematics(See plan.)

There follows next, as you will see by reference to the schedule, an hour marked Mathematics. It is time for studying and reciting Arithmetic, Algebra, Geometry and similar studies. It is divided as the previous hours were, into two equal parts, and the bell is rung as has been described, five minutes before the close, and precisely at the close of each half hour.

Second General Exercise.—Business(See plan.)

Then follows two quarter hours, appropriated like those heretofore described, the first to a General Exercise, the second to a Recess. At the first of these, the general business of the school is transacted. As this business will probably appear new to you, and will attract your attention, I will describe its nature and design.

At first you will observe a young lady rise at the secretary's desk, to read a journal of what was done the day before. The notices which I gave, the arrangements I made,—the subjects discussed and decided,—and in fact every thing important and interesting in the business or occurrences of the preceding day—is recorded by the secretary of the school, and read at this time. This journal ought not to be a mere dry record of votes and business, but as far as possible, an interesting description in a narrative style, of the occurrences of the day. The Secretary must keep a memorandum, and ascertain that every thing important really finds a place in the record, but she may employ any good writer in school to prepare, from her minutes, the full account.

After the record is read, you will observe me take from a little red morocco wrapper, which has been brought to my desk, a number of narrow slips of paper, which I am to read aloud. In most assemblies it is customary for any person wishing it, to rise in his place, and propose any plan, or as it is called, "make any motion" that he pleases. It would be unpleasant for a young lady to do this, in presence of a hundred companions, and we have consequently resorted to another plan. The red wrapper is placed in a part of the room, accessible to all, and any one who pleases, writes upon a narrow slip of paper anything she wishes to lay before the school, and deposits it there, and at the appointed time, the whole are brought to me. These propositions are of various kinds. I can perhaps best give you an idea of them, by such specimens as occur to me.

"A. B. resigns her office of copyist, as she is about to leave school."

"Proposed, that a class in Botany be formed. There are many who would like to join it."

"When will vacation commence?"

"Proposed, that a music committee be appointed, so that we can have some marching in recess."

"Proposed that school begin at nine o'clock."

"Mr. Abbott. Will you have the goodness to explain to us what is meant by the Veto Message."

"Proposed that we have locks upon our desks."

You see that the variety is very great, and there are usually from four or five to ten or fifteen of such papers daily. You will be at liberty to make in this way, any suggestion or inquiry, or to propose any change you please in any part of the instruction or administration of the school. If any thing dissatisfies you, you ought not to murmur at it in private, or complain of it to your companions; thus injuring, to no purpose, both your own peace and happiness and theirs,—but you ought immediately to bring up the subject in the way above described, that the evil may be removed. I receive some of the most valuable suggestions in this way, from the older and more reflecting pupils. These suggestions are read. Sometimes I decide myself. Sometimes I say the pupils may decide. Sometimes I ask their opinion and wishes, and then, after taking them into consideration, come to a conclusion.

For example, I will insert a few of these propositions, as these papers are called, describing the way in which they would be disposed of. Most of them are real cases.

"Mr. Abbott. The first class in Geography is so large that we have not room in the recitation seats. Cannot we have another place?"

After reading this, I should perhaps say,

"The class in Geography may rise and be counted."

They rise. Those in each division are counted by the proper officer, as will hereafter be explained, and the numbers are reported aloud to me. It is all done in a moment.

"How many of you think you need better accommodations?"

If a majority of hands are raised, I say,

"I wish the teacher of that class would ascertain whether any other place of recitation is vacant, or occupied by a smaller class at that time, and report the case to me."

"Proposed, that we be allowed to walk upon the common in the recesses."

"I should like to have some plan formed, by which you can walk on the common in recesses, but there are difficulties. If all should go out together, it is probable that some would be rude and noisy, and that others would come back tardy and out of breath. Besides, as the recess is short, so many would be in haste to prepare to go out, that there would be a great crowd and much confusion in the Ante-room and passage ways. I do not mention these as insuperable objections, but only as difficulties which there must be some plan to avoid. Perhaps, however, they cannot be avoided. Do any of you think of any plan?"

I see perhaps two or three hands raised, and call upon the individuals by name, and they express their opinions. One says that a part can go out at a time. Another proposes that those who are tardy one day should not go out again, &c.

"I think it possible that a plan can be formed on these or some such principles. If you will appoint a committee who will prepare a plan, and mature its details, and take charge of the execution of it, you may try the experiment. I will allow it to go on as long as you avoid the evils I have above alluded to."

A committee is then raised to report in writing at the business hour of the following day.

"Proposed, that the Study Card be down every half hour."

"You may decide this question yourselves. That you may vote more freely, I wish you to vote by ballot. The boxes will be open during the next recess. The Vote-Receivers will write the question, and place it upon the boxes. All who feel interested in the subject, may carry in their votes, Ay or Nay. When the result is reported to me I will read it to the school."

In this and similar ways the various business brought up is disposed of. This custom is useful to the scholars, for it exercises and strengthens their judgment and their reflecting powers more than almost any thing besides; so that if interesting them in this way in the management of the school, were of no benefit to me, I should retain the practice, as most valuable to them. But it is most useful to me and to the school. I think nothing has contributed more to its prosperity than the active interest which the scholars have always taken in its concerns, and the assistance they have rendered me in carrying my plans into effect.

You will observe that in transacting this business, very little is actually done by myself, except making the ultimate decision. All the details of business are assigned to teachers, or to officers and committees appointed for the purpose. By this means we despatch business very rapidly. The system of offices will be explained in another place; but I may say here that all appointments and elections are made in this quarter hour, and by means of the assistance of these officers the transaction of business is so facilitated that much more can sometimes be accomplished than you would suppose possible. I consider this period as one the most important in the whole morning.

Second Recess(See plan.)

After the expiration of the quarter hour above described, the study card is dropped, and a recess succeeds.

Fourth Hour.—Sections(See plan.)

In all the former part of the day the scholars are divided into classes, according to their proficiency in particular branches of study, and they resort to their recitations for instruction. They now are divided into six sections as we call them, and placed under the care of superintendents not for instruction, but for what may be called supervision. Teaching a pupil is not all that is necessary to be done for her in school. There are many other things, to be attended to—such as supplying her with the various articles necessary for her use,—seeing that her desk is convenient,—that her time is well arranged,—that she has not too much to do, nor too little,—and that no difficulty which can be removed, obstructs her progress in study, or her happiness in school. The last hour is appropriated to this purpose, with the understanding, however, that such a portion of it as is not wanted by the superintendent, is to be spent in study. You will see then, when the last hour arrives, that all the scholars go in various directions, to the meetings of their respective sections. Here they remain as long as the superintendent retains them. Sometimes they adjourn almost immediately; perhaps after having simply attended to the distribution of pens for the next day; at other times they remain during the hour, attending to such exercises as the superintendent may plan. The design, however, and nature of this whole arrangement, I shall explain more fully in another place.

Close of the School

As the end of the hour approaches, five minutes notice is given by the bell, and when the time arrives, the study card is half dropped for a moment before the closing exercises. When it rises again the room is restored to silence and order. We then sing a verse or two of a hymn, and commend ourselves to God's protection in a short prayer. As the scholars raise their heads from the posture of reverence they have assumed, they pause a moment till the regulator lets down the study card, and the sound of its bell is the signal that our duties at school are ended for the day.

III. INSTRUCTION AND SUPERVISION OF PUPILS

For the instruction of the pupils, the school is divided into classes, and for their general supervision, into sections, as has been intimated in the preceding chapter. The head of a class is called a Teacher, and the head of a section a Superintendent. The same individual may be both the Teacher of a class, and the Superintendent of a section. The two offices are, however, entirely distinct in their nature and design. As you will perceive by recalling to mind the daily order of exercises, the classes meet and recite during the first three hours of the school, and the sections assemble on the fourth and last. We shall give each a separate description.

1. CLASSES

The object of the division into classes is instruction. Whenever it is desirable that several individuals should pursue a particular study, a list of their names is made out, a book selected, a time for recitation assigned, a teacher appointed, and the exercises begin. In this way a large number of classes have been formed, and the wishes of parents or the opinion of the Principal, and in many cases that of the pupil, determines how many and what shall be assigned to each individual. A list of these classes, with the average age of the members, the name of the teacher, and the time of recitation, is posted in a conspicuous place, and public notice is given whenever a new class is formed. You will therefore have the opportunity to know all the arrangements of school in this respect, and I wish you to exercise your own judgment and discretion a great deal, in regard to your studies. I do not mean I expect you to decide, but to reflect upon them. Look at the list, and consider what am most useful for you. Propose to me or to your parents, changes, whenever you think any are necessary; and when you finish one study, reflect carefully, yourself, on the question what you shall next commence.

The scholars prepare their lessons when they please. They are expected to be present and prepared at the time of recitation, but they make the preparation when it is most convenient. The more methodical and systematic of the young ladies, mark the times of study as well as of recitation upon their schedules, so that the employment of their whole time at school is regulated by a systematic plan. You will observe too, that by this plan of having a great many classes reciting through the first three hours of the morning, every pupil can be employed as much or as little as her parents please. In a case of ill health, she may, as has often been done in such cases at the request of parents, join one or two classes only, and occupy the whole forenoon in preparing for them, and be entirely free from school duties at home. Or she may, as is much more frequently the case, choose to join a great many classes, so as to fill up, perhaps, her whole schedule with recitations, in which case she must prepare all her lessons at home. It is the duty of teachers to take care, however, when a pupil pleads want of time as a reason for being unprepared in any lesson, that the case is fully examined, that it may be ascertained whether the individual has joined too many classes, in which case some one should be dropped, and thus the time and the employments of each individual should be so adjusted as to give her constant occupation in school, and as much more as her parents may desire. By this plan of the classes, each scholar goes on just as rapidly in her studies, as her time, and talents, and health will allow. No one is kept back by the rest. Each class goes on regularly and systematically, all its members keeping exactly together in that study, but the various members of it will have joined a greater or less number of other classes, according to their age, or abilities, or progress in study, so that all will or may have full employment for their time.

When you first enter the school, you will, for a day or two, be assigned to but few classes, for your mind will be distracted by the excitement of new scenes and pursuits, and the intellectual effort necessary for joining a class is greater than that requisite for going on with it, after being once under way. After a few days you will come to me and say, perhaps, (for this is ordinarily the process:)

"Mr. Abbott, I think I have time for some more studies."

"I will thank you to bring me your schedule," I say in reply, "so that I can see what you have now to do."

By glancing my eye over the schedule in such a case, I see in a moment what duties have been already assigned you, and from my general schedule, containing all the studies of the school, I select what would be most suitable for you, after conferring with you about your past pursuits, and your own wishes or those of your parents in regard to your future course. Additions are thus made, until your time is fully occupied.

The manner of recitation in the classes, is almost boundlessly varied. The design is not to have you commit to memory what the book contains, but to understand and digest it,—to incorporate it fully into your own mind, that it may come up in future life, in such a form as you wish it for use. Do not then, in ordinary cases, endeavor to fix words, but ideas in your minds. Conceive clearly,—paint distinctly to your imagination what is described,—contemplate facts in all their bearings and relations, and thus endeavor to exercise the judgment and the thinking and reasoning powers, rather than the mere memory, upon the subjects which will come before you.