SCHOOL MANAGEMENT.
BY
ALFRED HOLBROOK,
PRINCIPAL OF NORMAL SCHOOL, LEBANON, OHIO; AUTHOR OF NORMAL
METHODS OF TEACHING.
LEBANON, OHIO:
PUBLISHED BY JOSIAH HOLBROOK.
1871.








LECTURE: ON SCHOOL MANAGEMENT.
Delivered at the Normal Institute, at Lebanon, Ohio,
July 8, 1868.
BY ALFRED HOLBROOIL
LECTURE L
QUALIFICATIONS OF TEACHERS.
The lecture this morning is introductory to the course
on School Management.
I shall first discuss the
QUALIFICATIONS OF TEACHERS.
Under this head, I shall illustrate by examples the most
important qualification, COMMON SENSE.
It is the popular dictum that if a man is fit for nothing else
he will resort to- teaching for a livelihood. But if he could
find any other employment he would never teach. There are
of course some exceptions to this popular opinion, and a few
persons sensible: enough, to esteem the teacher, but I am
speaking of the feeling which, Fellow Teachers, sways the
multitude, and which too far neutralizes your influence and
perverts and debases your power. Do I speak too strongly;
when I say, that a large majority, even of intelligent people,
think that the Profession of Teaching receives all such per
sons as have tried other kinds of business and failed, or whc
are too lazy to work, and yet imagine with a little knowledge
of Grammar and Arithmetic, enough to pass through the flint
mill of a county examination, they can teach, if afterward
3




4                     LECTURE I.
they can only "find a school not taken up?" Yes, teach at
some price!
Did you ever feel depressed, Teacher, when you presented
yourself before a board of Directors, yes, degraded by the
power of this prejudice which characterizes you as a n(Lody,
so that you hardly dared demand decent wages for your
services?
This being the state of popular sentiment, I nevertheless
wish to show that the true position of the teacher, is one of
the highest dignity, and one to which men of pure and earnest ambition can well aspire.
I hesitate not to affirm that the qualification necessary to
give success in any calling, common sense, is demanded in larger measures in Teaching than in any other profession. Furthermore, I dare assert, that the really successful teacher, male
or female, can succeed at any other business for which he or
she feels a predilection. He who can succeed according to my
standard, moderately, in Teaching, can succeed according to
the worlds' standard, eminently, in almost any other business,
to which he shall feel himself called. You see, I take this
popular opinion by the throat, and I intend to hold it there,
and am determined to put it down, so far as a firm purpose
and a kind Providence will permit.
We, Teachers, will have to work for ourselves and with each
other, against this wide-spread error, and the way we will do it,
Teachers, is to make ourselves more worthy, more efficient; and
then we shall not complain of a want of appreciation, or of
low salaries.
I will now proceed to develop a few positions and rela-'ions in which teachers more than others require that inestimable article, COMMON SENSE,
The adaptation of means to ends is wisdom. Wisdom is
nothing more nor less than common sense. The Teacher
above all others requires this power.
I. Common Sense will indicate itself, by adaptation to
circumstances.
There is no business which at its commencement requires
so g -eat versality of adaptation, as that of the Teacher.




SCHOOL MANAGEMENT.                 5
I will give one or two examples, in proof. If a teacher who
has been raised in a village, takes a school in the country, and
carries his village airs with him, they will certainly militate
against his success, and well enough, will it be said by the
boys, if not by the girls, " He hasn't common sense."
If, on the other hand, he comes from the country and
brings his rusticity with him to the village; his homespun
costume, and his awkward manners, if not speedily doffed,
will inevitably arouse a spirit of insubordination and contempt, which all the book knowledge in the world will neither
control nor subdue. But common sense may do both, or rather
it would have foreseen and forestalled the difficulty. You may
say the difficulty is country breeding, but I say country breeding is the best kind of breeding; and the trouble is, want of
common sense.
I will go a little further and take a college graduate, as
an example. I knew such a one, who went to New Orleans,
and won the position of Principal of the High School, with
eight or ten able competitors in the race. His qualifications,
so far as a knowledge of books was concerned, were superior
to any of his antagonists, but in the matter of dress, he showed a niggardly spirit, and a disregard to the demands of his
position; so much so, that with other slovenly attire he
wore an old glazed-top cap that originally cost about seventyfive cents, and which was so badly dilapidated that his hair
projected through the crown. He certainly showed a want of
common sense; he hadn't enough of that article to carry on
the business of teaching; and he lost his place, as was right
and proper, he should.
Again, if a Teacher who has been educated in a High School,
attempts to carry out the usages, and the methods in which he
was trained, in the management of a common school, failure
will be the result, of course.
Again, if you attempt to carry out the particular methods
of instruction by which you have been trained here, expecting children of ten, twelve, or fifteen years of age to receive
the same benefits you have received, in the same length of
time, it will all prove a sad mistake, and will demonstrate




LECTURE I.
a want of common sense, and such, I think, as can hardly exist
in any one before me.
Again, in this school we have no rules; suppose you at
tempt this plan in almost any other, you might make a fail
ure; and you might have success, if you were witty enough.
But in the majority of districts, the most witty —the best
teachers would not attempt it. They might aspire to it, but
would scarcely be willing to announce such a plan, on opening school, for the first time.
II. Common Sense will indicate wtself, in not overtasking
or undertasking scholars by the amount of labor required of
them.
There is particular necessity for the exercise of this qualification, where there is so much to do, and so little time to do
it in. Besides this, there are in the same class, say in G(eography, those who have studied it for two or three years and
those who have studied it only for two or three terms. Here is
a difficulty, in so arranging the lessons that the most advanced
will not slide into mischief for the want of sufficient study,
while the less advanced will be discouraged by the impossibilities demanded of them. It requires not a little contrivance
and watchfulness, in other words, active Common Sense to
avoid or overcome these difficulties. You may say, "Cut the
class into two," I say, "Don't do it." You have only a half
hour, out of the six, at the most, to hear this recitation. You
will need all of that. There is not time in fifteen, nor in
twenty minutes, to interest a class. It requires half an hour
at least, to manage a class in Geography with any degree of
success. But I shall show, in some future lecture, how Common Sense will overcome this difficulty and many others.
III. Common Sense will indicate itself, in not permitting
the teachier to enact rules which he cannot see carried out.
Some Directors, who may wish to employ you, will have a
long list of written or printed rules for the government of
their school, and will expect you to enforce them.:I advise
you not to promise any such thing. I would say that I would
try to govern the school in the spirit of these rules, and to
carry them out as well as I was able, but would not be willing
to accept such a code, with the expectation that I should en



SCHOOL MANAGEMENT.                 7
force them to the letter. To make the case a little plainer,
suppose your Directors impose a rule, among others, prohibiting swearing. Your scholars are scattered over the district,
some in town, and some in the country. If you had omniscience itself you could not prevent swearing. It would be
utterly vain to try it, especially, if you had a rigid rule against
it. Of course.  would raise a voice of kindly admonition and
earnest remonstrance against it, presenting the evils of indulg.
ence on one side and the advantages of abstinence on the
other. I would do almost anything to prevent it, save attempting to enforce a law which would only prove a provocation to the commission of the sin.
I will, after a while, show, how you may lead your scholars
by united action of their own, to accomplish what is desired
in this direction, without involving yourself in an impossibility
or absurdity.
IV. Common Sense will indicate itself by not imposing
study, or confinement in the school room, as a punishment.
Now, I wouldn't be surprised if there were a dozen or more
curly-headed young men present who are ready to say, "I
never would have studied at all, if I had not been kept after
school and compelled to." The wonder, to my mind is, that
they learned anything, with such management working
against them. I wish to lay down this general principle that
whatever is forced upon us, however good or bad, in itself, will
become repulsive, the moment we discover the pressure; and
the more stringent the coercion, the more hateful will be the
requisition. Suppose you force candy on a child, how long
will the child love candy?  Let us take another example.
Here is a young man who has arrived at the age of maturity,
and is beginning to think about making arrangements for life.
But his father who still claims authority over him, says, "John,
I want you to attend to that business immediately." A certain
young lady lives over the way, and John has been consider:
ing an alliance, with her for some time. But the father
says, "I want you to arrange matters, and push it through.
There is no use in dallying any longer. You have wasted
time enough. If you can't close up the business before long,
I shall help you."  What is the result  John, if he has




LECTURE I.
never been impudent before, will be so this time, and will
reply.  "Father, I can manage my own affairs." And the
more the father will, the more John won't.
lThe soul thirsts for knowledge, and nothing yields such
rich delight as its acquisition; but when forced, it is worse
than uncoated pills crammed into the resisting child. Now,
teachers, you: may object, that my view of Common Sense
s contrary to universal usage. All that I have to say is, "All
the worse then for universal usage. It is time that it should
be reformed by one of the plainest dictates of Common
Sense."
V. Another indication of Common Sense is, in not referring to personal defects.
If, for instance, one of your pupils is cross-eyed and you
should make any allusion to the fact; it would not only
show a want of sense, but a want of heart, and you ought not
to succeed; you are out of your place, if you are occupying
the position of a teacher.
Do you understand me? One of your little boys, perhaps,
is lame. It is not his fault but his sad misfortune. He suffers
enough from the ever present calamity without being taunted
with it, as if a crime. If it is not sensible, kind, or christian ever
to refer to defects in pupils; it is sheer folly, and abominable
wickedness to refer to any delinquencies in friends, parents, or
other relations. I need not dwell here, surely; but suppose
one of your pupils has a father in the state prison. Would it
not be splendid policy, sometime, when you are provoked by
his waywardness, to say "You are a chip off the old block, and
ought to be in the state prison where your father is." Yet
such things are done. Not precisely in such terms but in
the same spirit. In my mind, such teachers are terribly defective, themselves, somewhere. They don't continue to curse
the school room long, thank Heaven. They say "I don't like
the business.*>
VL  The net indication of Common Sense is in not
riding a hobby.
Take for example, Singing Geography. Teachers formerly
came around with their big out-line maps and claimed to
teach all that was necessary to be known about Geography in




SCHOOL MANAGEMENT.                   9
a week or two, in all the tunes from Old Mear to Fishers' Hornpipe, from Coronation to Money-Musk. The children remember
the tunes and whistle them to the present time, perhaps. But
what discipline or development was attained by singing.
"Connecticut, Hartford and New Haven,
Connecticut, Hartford and New Haven."
It does not take much Common Sense to discover that
such  hobgoblin performances  don't do  much, in favor
either of knowledge or virtue.
Grammar and Mental Arithmetic are too often hobbyridden. But of all, the last and worst ridden is "Object
Lessons." In another connection I will show you that every
good teacher from the Great Teacher, down, has found "objects"
such as materials, machinery, apparatus, cabinets, incidents
and accidents indispensable to his success in every department; but "Object Lessons" as object lessons in the rigmarole of the imported "Training Schools" is too great an offense
to Common Sense to tickle the public love of humbuggery
much longer.
Now turning the grindstone, and possibly the creaking of
the gudgeon are necessary to the sharpening of the axe.:
"Teaching object lessons," is too much like applying the edge
of the axe to the grindstone for the benefit of the turning
and the creaking. Why, my father, Josiah Holbrook, had thousands of children in Boston and New York, engaged in collecting cabinets of common and uncommon things and studying natural science in a natural system, thirty years ago. He
invented and introduced Holbrook's apparatus into thousands
of schools and thus hundreds of thousands of children were
taught science pratically and were led to develop their
perceptive and reflective faculties, as well as their physical
energies.
But object lessons have come from Europe since, and since
Barnum  took the lead in importing similar articles for a
nine days' wonder.
Don't be alarmed, I have over a dozen object lesson books,
and several sets of object lesson cards, in my posession, and
think "I know whereof I affirm."
Do not suppose I wish to decry the use of objects of any




10                    LECTURE T.
kind as means of illustration, instruction and development.
In a future lecture I will endeavor to show that they are
indisensable in greater variety and utility than many trained
object-lesson teachers, ever dreamed of, to any effective course
of instruction.
VI1. Common Sense will indicate itself in not talking
too much.
Excessive talking in the way of explaining, and lecturing,
is a too common fault of good teachers, or of those who
might be good teachers, if controlled by Common Sense in
this particular. If you have the "gift of gab," hold on to it,
and develop the power of expression in your pupils-hold on,
I say, though it be with a double-purchase bit. You not only
waste your own energies by so much talk, but repress and paralyze all ambition in your scholars. I say, hold on with a
double bit, with a gag, and if that won't do, place a slip-noose
around your neck and engage some one to tighten it for you
when necessary. Do you know that a lazy teacher does
nearly all that is done in his school? The lazier the teacher
the more he talks. The more energetic and efficient the
teacher, the less he talks, within certain limits, and the more
cheerful work will he draw out his scholars.
If there is any preference, the teacher who asks the questions by the book, and marks the special words for his scholars
to memorize for answers, is better than the lecturing teacher,
for the former furnishes something for pupils to do. The
teacher who consumes the time of his pupils in talk, will
make them more stupid and lazy from day to day. The
scholars may think and declare him a great teacher, a very
learned man, but the result of his great learning used in this
manner, will be, that his scholars will lose all ambition in
study if they ever had any, and his school will diminish in
numbers from term to term.
VIII. Common Sense will exhsibit itself in not being too
zealous in sectarianism.
Every teacher, more than any other man or woman, should
be a living, working, consistent Christian. The spirit of a
trusting believer should evince itself at all times; but to be a




SCHOOL MANAGEMENT.                11
Methodist, and simply a Methodist, a red-hot Methodist, and
use all his influence to bring everybody's children into the
Methodist Church, will not even promote Methodism. I do
not speak of the Methodists because I think them zealots
above all others; the Methodist Church if we judge by the
extent of its usefulness, is one of the best. But the same
may be said of Quakers, or Presbyterians, or zealots of any other
denomination. I have spoken of the Evangelical Churches. If
this course is bad and even here works against the teacher's interest, against the true interests of education, and religion; how
much worse is it to work for skepticism, or Universalism, where
Universalism is more feared than skepticism. So I say common sense will guide us in this matter. If I am a Methodist
I will not use my influence to persuade my scholars to become
Methodists; or if I am a Presbyterian or Baptist, I will not be
disappointed and vexed because all my scholars do not become Presbyterians or Baptists; but if I have any influence,
in this way, I will exercise it, so that the children will go
with their parents, in the way of righteousness.
IX. Again, Common Sense will indicate itself i2n not
permitting you to work in bad air.
The ceiling of most school-rooms is too low. The ceiling
of this room is low enough-about eighteen feet; but your
school-rooms are not more than two-thirds, or one-half as
high as this, and sometimes, basement of churches are used,
especially for select schools. Now, suppose, Teacher, you are
six feet two inches, and your ceiling but seven feet from the
floor, what kind of air will you necessarily breath in such a
place? If, in violation of common sense, you occupy such a
room you will lose your interest in your work, impair your
health, be likely to break down with hemorrhage of the lungs,
before a year has elapsed. Were I a physician, I would tell
you, "If your countenance is florid now, if you are plump and
fair, that you will be much more likely to suffer than if
somewhat thin and bony," but in any case, whether plump or
puny, fair or faded, pure air is cheap and plenty, and you are
silly, yes, not over cleanly, if you will suffer yourself to breath
the putrid exhalations which have been breathed over and over
by each of your fifty pupils. Think how you would like to




12                    LECTURE I.
eat food that has gone through as many mouths, with this dif
ference in its favor, that it was not poisoned in its transit.
X. Again Common Sense will indicate itself in not
working in dishonesty.
The Teacher has some peculiar temptations to act dishonestly  Iis scholars expect him to know more than others;
they may think he ought to know almost everything. But it
he lacks a proper knowledge of what he is to teach it will be
discovered soon enough.  You will find none but the
veriest quack or the most hopeless ignoramus to claim
that he knows everything. Such men as Newton and Agassiz
are the ones who most frequently say, "I don't know." If
when questions arise which you are unable to answer, you
are accustomed to put the pupils off, by some evasion or
other, you may be assured that they will ever have difficulties
ready to spring upon you, and behind your back laugh at your
simplicity. Now, the best way is to own up, and say "This
is new to me, I will take time to examine it, and I hope, pupils, you will do the same, and we will call up the matter
to-morrow. If I should forget it, you must not. Bring it up at
the beginning of the recitation so that it may not be passed
over."
XI. Again, Common Sense, will indicate itself in not
scolding.
This is the last point I shall present in this lecture. I don't
know that there is any need of discussing this point. So far
as you are concerned I suppose you are well satisfied as to the
virtues of scolding. If there are any, ladies and gentlemen,
and any one of you thinks that a pupil can be benefited by
scolding, let him raise his hand. On some fitting occasion I
will try it on, and we will see how you like your own prescription. Suppose some day, I am very much provoked
and agitated, and I yield to this habit; the next day before
going to school, I'would declare in the sight of Heaven, anid a
good conscience " whatever I do, or do not do to-day, I will not
use a cross word to my scholars. I will lay my neck under their
feet, but I will not scold."
These are some of the points in which common sense will
indicate itself in the true teacher. And I am now perhaps




SCHOOL MANAGEMENT.                13
justified in the position taken, that common sense is as much
needed in our profession as in any other; nay more needed than
in any other. Furthermore I wish to reiterate that any per
son who has common sense enough to succeed amid the difficulties and responsiblities of a common country school
will succeed in any business to which he may desire to turn
his attention. The successful common school teacher can accomplish anything under Heaven, that his good sense will permit him to aspire to. If he does not manage a school well, he
ought not expect to succeed in any other profession, he may
succeed possibly as a day laborer. He may not have as large
powers of mind, as some others, but if he has mind enough,
energy enough, perseverance, and moral character and influence enough to meet the difficulties arising from a common
district school of fifty or sixty scholars, if he can make his
school attractive, if he can harmonize all the discordant elements in the children and young people of his district, and
gradually but certainly bring a good moral atmosphere into
the neighborhood, he has power to accomplish a work that
angels might aspire to What good teacher will desire to do
less?




LECTURE ON SCHOOL MANAGEMENT.
(COPYRIGHT SECURED.)
LECTURE II.
SECOND QUALIFICATION. KNOWLEDGE OF THE
BRANCHES.
LADIES AND GENTLEMEN: I shall this morning consider the
Knowledge of the Branches as the second qualification of the
teacher, for School Management.
HOW TESTED.
You are aware that this, the only qualification tested by
the County School Examiners, is the least important and least
indicative of skill, in developing and controlling your pupils.
A person may be eminently qualified in the knowledge of the
branches, yes, profoundly erudite in all the branches, and yet
lack aptness to teach, and be entirely destitute of power to
xnanage either himself or others. Bookworms are not generally noted for business tact, a trait so necessary to success
in school management.
You ask, How can examinations reach this most necessary
qualification?
I answer, Let us have a town superintendency; in every
town a superintendent, who will visit the schools and examine the teachers at their work. A county superintendency
would do something, but each town needs a superintendent,
as much as each school-house of a dozen rooms, in Cincinnati,
needs a special superintendent, aside from the general superintendency of the entire school system of the city.
14




SCHOOL MANAGEMENT                15
THE KIND OF KNOWLEDGE NECESSARY.
I have spoken of a knowledge of the branches as of the
least importance, and yet it is indispensable. Furthermore,
it is a crime, in my estimation, for a person to attempt to
teach any branch he does not himself understand.
He must not only understand the branch, but must love
it; not only for the satisfaction it yields him in studying it,
but for the delight it enables him to impart to his pupils
through its instrumentality.
You will grant that the teacher who does not understand
Arithmetic himself will never lead his pupils to understand
it; but I say the teacher who does not love Arithmetic is
unfit to teach it; for, without such appreciation, he will not
be likely to arouse any enthusiasm for that branch in the
minds of those under his instruction.
You have seen the influence, I suppose, of teachers who
had a dislike for Grammar. We see it here in our grammar
classes, in almost every degree, amounting in some cases even
to aversion and contempt. Yet it is frequently our privilege
to overcome such prejudice and to hear our pupils say, "I
never liked Grammar before. I did n't know that there was
so much in it."  You understand, then, that, in my opinion,
unless you take satisfaction in investigating its principles, in
mastering its difficulties, and in applying its utilities, you can
never teach any branch well.
But, some one present objects, "I never could understand,
I have no natural gift for Arithmetic, and I do n't see how I
can ever like it; yet I will have to teach it, if I teach at all."
Now, my friend, I admit you may have no very remarkable ability in Mathematics. You may have a perfect dread
of it; yet you can obtain a positive relish for it, and take
real delight in teaching it. Do you ask, "How?"
I answer, The difficulty is not so mnuch, after all, in natural
inability as in acquired prejudice; and I will try to tell you
how you can overcome both.
Make Arithmetic your leading study; give it your best
hours, your most diligent and earnest attention; make it cost
you something. Do not imagine the labor of a week, or of




16                    LECTURE II.
a month, will entirely overcome your inability or your prejudice. This can be done only by the most determined and
persistent effobrts, and by making each partial failure a stepping stone to a higher success.
But, just in proportion to your former aversion, just and
in so far as it costs you labor and self-sacrifice to overcome
the difficulties, just in the same proportion, if you pursue the
plan proposed, will you eventually value Arithmetic, and
delight in teaching it.
This blessed law, "What costs much is worth much, and
what costs little is worth little,*" is incorporated in our mental
and moral constitutions. I will give a few examples to illustrate it.
A  Methodist Presiding Elder, residing in our town, in
Northern Ohio, had an interesting family, except one child
almost helpless and imbecile, requiring the constant care and
attention of the mother. The boy was eight years old when
I first knew him. It may well be supposed that this child
had cost his mother more labor and anxiety than all the other
six. The report came one day that the child was sick and
likely to die. I felt thankful, and said so. He died; and
do you suppose that mother was thankful that she was relieved of such a burden? such a constant and exhausting
care? I have seen mothers grieve, for their darlings so full
of promise, snatched from their fond embrace, but never did
I see mother grieve as this one. An extreme case, you say.
So say I; and it illustrates my position all the better.
There is the old Nutmeg, State, in which I was born, that
had an immense income for educational purposes, by grant
of Congress, enough to pay a fair tuition fee for every child
in the State.
What was the result?  Education was more backward,
school privileges more neglected there than in any other
Eastern State.
Massachusetts, on the other hand, never had a school fund,
but taxed herself annually and adequately, and has always
had the most efficient school system in America, perhaps in
the world.




SCHOOL MANAGEMENT                 17
There, school privileges cost something, and were worth
something.
But I have another example in mind, more directly in
point. One of the best teachers in this State, who has attained to the first position in the State, was naturally less
gifted in mathematics, I judge, than any one before me. I
have been told that from Mental Arithmetic upward, through
Written Arithmetic and Algebra, he wrote out the solutions
as obtained from his teachers or fellow pupils, and preserved
them for future use in teaching. I have heard him say that
he never had but one teacher that had patience with his
dullness. By dint of perseverance and a good purpose, however, he became noted for his skill and success in teaching
Arithmetic. He succeeded marvelously in interesting slow
minds, and in many cases where better and quicker mathematicians had failed. So, teachers, do not be discouraged.
It matters little where your disqualification lies, whether in
Arithmetic, Algebra, Grammar, or Latin; just where you
think nature has done the least for you, there resolve to do
the most for yourself; and in due time you will feel that you
love no branch so well, and that in no other branch you have
the same amount of power to inspire and bless your pupils.
THIRD  QUALIFICATION.  TEACHING  POWER.
I pass now to another qualification in school management,
the power of teaching.
As no school can be well managed which is not well
taught, I shall dwell somewhat at length on this qualification. Correct management must be based on mutual respect
of scholars and teachers; and permanent respect can be secured only as the teacher can benefit his pupils, and convince
them of the fact.
ANALYSIS OF TEACHING POWER.
In order that you may better understand what I mean by
the Teaching Power, I shall attempt what no one hitherto has
done, so far as I know —an analysis of this power.
2




18                    LECTURE II.
FIRST ELEMENT IN TEACHING POWER. SECURING ATTENTION.
The first element is the power of securing attention
during recitation; the power of arresting and maintaining
the persistent attention of every pupil in the class, not of the
brightest and best only, but of the dullest and worst; those
who before have been heedless, stupid, indolent, wayward,
sensual, brutal, or devilish; children of butchers, tavern
keepers, doggery men, and such like. It is a pupil of one
of these kinds that you, teacher, will desire to win over.
Always take the worst one in the class, and strive to arouse
him, not by frowns and censure, but by your own magic skill
and heartfelt goodness in his behalf. Why, that pupil can
not withhold his attention, he can not avoid being interested
when he once feels that you are interested in him. He has
always before been the fool or the devil of the school; and
now he is astonished to discover that, in your opinion, he is
neither fool, brute, nor devil, but one whom you can regard
with interest and consideration. Again, teacher, you will not
be satisfied with holding the attention and interest of your
pupils while in the class merely. Your power must go beyond
the recitation seat. It must arouse such an eager attention
and such an increasing interest as shall carry the pupil, as if
spontaneously, to prepare himself for the next recitation. It
does not require a teacher to interest a class during recitation;
a mere lecturer can do that. I shall endeavor to show, in a
subsequent lecture, how almost any teacher of fair abilities and
honest purpose can accomplish what I have here indicated.
SECOND ELEMENT IN TEACHING POWER. POWER OF ANALYSIS.
Analysis is becoming a very vague term. In this case,
however, it has a definite signification, viz.: a thorough and
searching investigation of the subject you are teaching. Not
such as you can obtain from any one book, but such only as
can result from comparing many books, the latest and best
on any given subject. Such an investigation, if you have the
pow er of analysis I speak of, will make you, in a large measure, independent of books, for from each author's stand-point
you will perceive the elements for which you are in search;




SCHOOL MANAGEMENT                 19
and reducing and harmonizing these perceptions, you will
gain a more distinct and glowing conception than any author
has himself had, perhaps. Not only so, but more correct;
for error will be eliminated by the process, the elements will
stand forth in all the beauty and power of their relations and
uses.
Relations and uses, I say, for all useful knowledge is a
knowledge of relations
First Example.  The Watch.
For illustration, let us take a watch to pieces, as I suppose
any one of you can, and notice the parts or elements, the
plates, pillars, wheels, springs, etc., and learn their names
carefully. Now, can we put them together so that the watch
will keep time? Probably not. Why? We have not learned
the relations of the parts to each other, and their respective
uses in accomplishing the object of the watch. In fact, we
might memorize all these relations and uses from a book and
then be as great bunglers as before.
So, more than books or comparison of books is necessary,
then, to accomplish that kind of analysis of any subject required by the true teaching power.
Second Example. Decimal Fractions.
I wish to show what analysis is by one more example.
Most of you studied Decimal Fractions in the first place, as
I did, I suppose. You thought Vulgar Fractions a very
"hard" rule, and often, confused and perplexed by its in-tricacies, you were stalled in solving the examples; but when
you came to Decimal Fractions you thought them very
"easy," and wondered "why so easy a rule should come
after such a hard one."
Now, all this was from want of analysis on the part of your
teacher, who had neither analyzed.nor arranged in his own
mind the elements of either class of fractions. Had he done so,
and presented them properly, you would have found Decimal
Fractions much the most difficult subject, as it embraces all
the principles of Common Fractions and others combined with




20                    LECTURE II.
them, thus increasing their complexity and the difficulty of
managing them.
And even now it is possible, perhaps, that I might give
this excellent class of teachers examples in Decimal Fractions
which not one-half of you could write, to say nothing of performing other operations which might be required in their
solutions or demonstrations.
But I trust your teachers in this institution, from the
clear light of their own analysis, will not only make every
principle and process perfectly transparent, but will impart to
you the power of this analysis in every department of Arithmetic, that you may carry it into your own schools. I certainly would not have you go from here and teach as you and
I were taught, merely skimming the surface, and never reaching the real difficulties nor appreciating the true beauties of
any subject.
THIRD ELEMENT. SKILL IN SYNTHESIS.
Synthesis is a Greek derivative, and signifies, etymologically, putting together. In this connection, however, it
signifies the arrangement of the elements of a subject for the
purpose of instruction. When there is any method recognized
by the teacher or by the text-book, there will be one of two,
viz.: the Logical and Dydactic, or Natural. These two
methods will be explained and exemplified by the Teacher
of Natural Sciences, at another time and place, and for this
reason I will not elaborate the subject here. *
FOURTH ELEMENT. POWER OF DISTINCT AND CLEAR
APPREHENSION.
This power results, almost necessarily, from the previous
elements of the Teaching Power; yet they may be possessed
in a high degree, and this in a low degree. This power depends on a lively imagination. Have you ever read Thomson's
Seasons?  If not, I beg you do so at the first convenient opportunity. You will see how, in describing some of the most
common scenes, he makes them glow with life and beauty;
and you idealize them in your imagination more vividly than
X This explanation is found in this Number of NATIONAL NORMAL, P. 69.




SCHOOL MANAGEMENT                  21
you ever realized them  in your experience. The teacher
needs the poet's power, then. And you, teachers, must
possess this clearness of apprehension and distinctness of
conception, intensified by an excited imagination, before you
can make any very deep or lasting impressions on the minds
of your pupils.
It is a necessary part of our business, as teachers, to strive
for an increase of this power of making vivid impressions, in
order to arouse and sustain interest, as well as to stimulate
the pupils to work for themselves.
FOURTH ELEMENT OF THE TEACHING POWER. FACILrTY OP
EXPRESSION.
This is vulgarly called " the gift of gab." The gift of gab
and facility of expression, as an element of teaching power,
are not identical. The one is a mere flow, a diarrhea of
words; the other is a clear and cogent form of expression.
Words well chosen are " apples of gold in pictures of silver."
Very few have this power as a natural gift, so it demands
our attention here.
Facility of Expression consists in the ready use of accurately fitting words, suitably arranged in sentences; and,
more than that, in the selection of the very best words our
language affbrds for the most impressive utterance of living,
burning thoughts.
I do not know that I can better impress my meaning than
by giving this historic incident.
Fox and Pitt were Parliamentary leaders in the time of
the Revolutionary war. Fox was a determined tory. Pitt,
as all the world knows, was the staunch friend of the American colonies. Mr. Pitt, in reply to one of Mr. Fox's invectives, had carried the house by storm in favor of the colonies,
and his measure passed almost by acclamation. Mr. Fox,
meeting him  soon after, and congratulating him on "the
success of his oratorical effobrt," said, "Mr. Pitt, I have been
attempting to discover the secret of the difference between
your oratory and mine, and I think I have it." "Well, what
is it?" "Why, while I always have a word, you always have
the word."




22                     LECTURE II.
I say, then, this is one of the elements that we must cultivate most assiduously for the highest success in our calling.
A teacher can never be too ready; he may be too profuse,
but he can not have his words too well chosen, too forceful,
or too accurate.
There is a man in a million that has the power of giving
a new coinage to words. I knew one such, who, grasping
words in the vise of thought, stamped them with his own
imperial superscription, the royal impress of a new significancy, far surpassing what the same words possessed elsewhere.
Let us, then, strive to reach onward toward such a power.
No person needs it so much, no person can make better use
of it than the teacher.
FIFTH ELEMENT. FACILITY OF ILLUSTRATION.
This being the rarest of all elements, as a natural endowment, thus far enumerated, and the one most generally
neglected or abused, it needs the most attention and labor
in its development, by careful and constant training of one's
self and one's pupils. The almost universal neglect to which
this element has been subjected has led, undoubtedly, to the
other extreme, "object lessons."
ILLUSTRATIONS CLASSIFIED.
For the purpose of aiding you in understanding the
workings of this element of the teaching power, I shall
divide illustrations into four classes, viz.: 1. Rhetorical;
2. Scientific; 3. Artistic; 4. Practical.
Classes Explained and Exemplified.
1. Rhetorical, as given by invention, or from association
of ideas, in similes, metaphors, parables, allegories, anecdotes,
stories, etc.
2. Scientific, as given by real objects and experiments, including specimens, apparatus, manipulations, cabinets, laboratories, etc.
Examples you will see in any institution where the Natural Sciences are properly taught. It is comparatively easy,




SCHOOL MANAGEMENT                   23
with a good apparatus and with some suitable training in the
use of it, to give this class of illustrations to your pupils; but,
without apparatus or skillful training, to exhibit scientific
experiments to your classes, and incite your pupils to make
apparatus for themselves, requires a style of genius that few
teachers possess. But this has been done, and with fine effect,
by a few earnest, ingenious teachers.
3. Artistic. These are made with the crayon, pencil, graver,
camera, chisel, etc., and are black-board illustrations, drawings, pictures, statues, wax figures, anatomical preparations,
manikins, etc.
You see examples on any of our black-boards; of another
variety in Nast's cartoons, given in the illustrated weeklies;
of more elaborate character in parlors, art galleries, and
anatomical museums.
4. Practical. I may give a practical illustration of the
force of gravity by dropping this chalk on the floor; or of
muscular energy, by throwing it through the open window.
The mechanic teaches his apprentice chiefly by this kind
of illustration, in taking the tool into his own hand and doing
skillfully what the boy is doing bunglingly. I suppose you
are daily witnesses of practical illustrations of these several
elements of teaching power, as exhibited by the various
teachers of this institution.
REMARKS ON THE FACILITY OF ILLUSTRATION.
To this arrangement and explanation of the different
classes of illustration, I shall add a few general remarks on
this element of teaching power, viz.: Facility of Illustration.
1. No lazy teacher, nor rote teacher, nor quack teacher
will be likely to make use of this power, even if he should
possess it as a natural endowment.
2. Illustrations have, for the most part, hitherto been used
in the advanced classes of schools and colleges, whereas the
least advanced classes most need such aids; and children require illustration of every kind immensely more than adults;
but not in any such manner as will prevent independent effort
on their own part, as "object lessons," to a large extent,
do. In fact, object lessons are too much like stories for the




24                     LECTURE II.
sake of the stories, rather than for the illustration of the subject matter.
A sermon made up entirely of random stories and miscellaneous anecdotes would be one kind of object lesson, and quite
as useful as many others, now in vogue.
By the proper use of object illustrations I have known a
child of quite ordinary capacity learn to read intelligently,and intelligibly from a few lessons of ten minutes each; while
others of superior quickness were hammering away with their
object-lesson teacher for weeks or months, and making no
progress save as the teacher passed on in the order of her " object, lesson book."
3. But, friends, what teacher was that, who possessed this
power of illustration in such an unsurpassed degree, that I
faint and fail before him?
It is my Lord and Savior Jesus Christ. Study the parables:
observe the ingenuity and power of his object lessons. See,
where the woman was before him "taken in the very act" and
the effect of this object lesson on his unwilling pupils, unteachable as they were. With what inimitable skill does he ever
meet the exigency, penetrating dullness, arousing stupidity,
overcoming obstinacy, and turning subtility against itself; and
~winning his pupils both to hear and do his will. Let us together and apart entreat the Great Master, that he will vouchsafe to us, his humble disciples in the same divine art, more
and more of that spiritual energy, that surpassing skill by
which he so successfully taught the "hardest" of all schools,
the unbelieving Jews, the most difficult of all branches, the
Science of Salvation.
SEVENTH ELEMENT. TACT.
Now comes the ruling element, the sovereign power
energizing and controlling all the rest. It is Tact.
Need enough of it, when we consider the forces to be met
and vanquished.' Arranged in order, they are stupidity, laziness, mischief, hoggishness, whispering, irregular attendance,
hostility or contempt for any thing useful or decent. Seven
divisions and each a host trained by long practice into almost
invincible habit.




SCHOOL MANAGEMENT.                  25
Now, come out my shepherd boy, not against Goliath, but
against the armies of the Philistines. Here is a field for generalship.
What are you, teacher, with your simple weapons without
the tact to forestall and baffle such an array; to supplant
this old sensual dynasty, by a new and spiritual reign; to
neutralize the activity of Wrong, by infusing the energy of
Right; thus winning all these forces from self destruction to
self preservation, to perennial life, harmony and vigor?
Not only is it necessary for you to cultivate thus all
these elements in yourself, as a teacher, but to make diligent
use of the last element, Tact, in imparting the same powers to
your pupils. Which one of all these elements must not a successful business man possess? to say nothing of your embryo lawyers and ministers.
But you will probably see the time, teacher, when all your
resources will seem exhausted, your energy, skill and struggling will appear futile. Then, I trust you will find the same
Power that guided the stripling warrior, the same Counselor
that the Master sought all night long in prayer, lives still, and
that he will prove yout willing, waiting, almighty Deliverer.
IF youtig lmen kcme to thi.i institution having some dissim.ilarity of character, ( want the, n to be allowed to retain their
individuality. I iryipathize witk all my heart in the remarks
made conctrning'tsthetic cultire. But if a young man
comes here with the lion in him  do not begin to pare his
nails, or trim his wlane', or tone his voice, or tame his spirit;
but let his claws grow, ~et his beets lengthen, let his mane
thicken, let his eye brighten, let his thunder deepen, let his
spirit wax till by his roaring he send6 terror to all the haunts
of wickedness, 4nd dismay to all the dns of iniquity. There
is just as much that i aeethetic in the lion as in the lap-dog.
We want some inajest, sonrLe sublliI.ty some grandeur, some
glory, as well as beaut -.Bisho)' Jus   (at the opening of
the Drew Theological Seminary.)




LECTURE ON SCHOOL MANAGEMENT.
(COPYRIGHT SECURED.)
LECTURE IIl.
FOURTH QUALIFICATION. GOVERNING POWER.
PRELIMINARY REMARKS.
THE fourth qualification, and the most difficult of all to
acquire is the Power of Governing.
It may well be considered that any plan of civil, school, or
family government, which does not secure the hearty approval and cheerful co-operation of the large majority of the
governed is essentially wrong, and can only work evil results;
in the school and family, bad moral results, inevitably. This
Governing Power, in any true sense, must rest ultimately on
the principle of self-government; for what responsible agent
can be satisfied with any control that is continually crossing
his purposes, arousing opposition, and exciting conflict, in
will, or act, or both?
That Governing Power which every truly successful
teacher will exercise, or at least will aspire after, is that which
will most enlist the generous sympathies and win the earnest
support of his pupils. Such a government, with the most
personal freedom to the governed, will secure the most
thorough self-control, and self-mastery, for good and noble
purposes, in school life; thus giving the pupil that training
during school life which beyond comparison will be the most
26




SCHOOL  MANAGEMENT.                27
potent for his success in future life, whether considered from
a civil, social, or religious stand-point.
In my last lecture I gave an analysis of the Teaching
Power, thus affording you, teachers, an opportunity of testing
yourselves by the light of the analysis, as possessing or not
possessing the elements described and exemplified. But it is
my design, in this lecture, to develop the nature of the Governing Power in an entirely different manner, viz.: by describing some of the most common forms in which it is exercised,
at the present time, in our various schools and colleges. This
course will enable me to characterize some of the sad perversions of authority, in school government and college rules,
and to animadvert on the gross abuses and wide-spread evils
which necessarily result from the false views and theories entertained by the majority of school-teachers and superintendents, College Professors and Presidents.  This method of
treating my subject, the Governing Power, will perhaps
afford you some valuable aid in making out, each one for himself, an analysis of this all important Teacher's qualification.
shall call for these analyses, wrought out on paper, at the
next lecture. You will please note in your written analysis
the true elements of the Governing Power, their perversions,
the abuses, and evils growing out of these perversions; also
the false elements and their resulting evils. Determine, too,
as far as you are able, the real principles underlying a good
school government; and yet the false principles and their
vicious results.
GOVERNMENT BY FORCE.
The first plan of school government which I here introduce to your notice, I shall denominate the FORCE METHOD. I
so call it, not that force excludes every other element, but because it predominates over all others, and is chiefly relied on
by the teacher for securing order and propriety in deport.
ment, as well as diligence and progress in study.
This is, I apprehend, by far the most prevalent form of
school government now practiced in our General Educational
System. Indeed, it is the only plan known, or, at most, con.




28                    LECMURE  m.
sidered of any efficiency, by multitudes of School Boards;
though any individual Director or Trustee is always inclined
to think, whenever force is applied to his child, that it ought
to have been at some other time, or by some other method;
and that the teacher is more blameworthy in his manner of
administering the punishment than the child in committing
the offense.
While few, if any, judicious teachers entirely discard the
idea of coercion from their theory of School Management,
this particular plan now under consideration strives to correct
all evils, and stimulate all virtues by the same process, varied:only in the degree of intensity to meet the demands of any
given cas;e.
If John has "played hookey," and the teacher finds it out,
John knG ws what to expect.
If Joseph is tardy, without a note from his parent, (more
commonly written by some older pupil,) he understands full
well the nature of the penalty.
If James's uncontrollable love of fun gets the better of his
fears, the Master's voice gives no uncertain sound, "Come
up here, Jamcs, I've got to ferule you again, I see."
If Willie's idleness has prevented his learning his spelling
lesson, the same remedy is supposed to be the only effectual
one, and the good teacher wonders why Willie, naturally so
smart, can be so lazy; and really fears that he is growing
worse and worse, in spite of all his faithful efforts to stimulate
the boy to any kind of industry.
If Sarah is whispering, and repeated reproof has been
found of no avail, the ferule must be used; this evil must be
checked, or her example will render the school unmanageable.
If Miranda is detected playing tit-tat-too with her seatmate, when they ought to have been working out their
Arithmetic examples, it is a sad instance of waywardness and
deception, and the teacher is sorry, very sorry, that he feels
compelled to punish such large girls, almost young ladies; but
he must do his duty.
If a dozen or twenty of the large boys remain on the ice
skating a half an hour after "school has taken up," the au



SCHOOL MANAGEMENT.                 29
thority of the teacher must be vindicated, the rules of the
school must be sustained, and, as undesirable a piece of business as it may be, the boys, in equity, must all be punished,
every offender, severely punished. A new supply of hickories
is sent for, and then a general auto dafe, unless the boys
conclude they can whip the master-and then what?
But why enumerate further? This teacher is a good man,
a professor of religion, reads the Bible and prays in his school,
and is really esteemed where he is best known for his many
manly qualities.
His scholars do not hate him; on the other hand, they
rather respect him. Most of them give him credit for a good
degree of faithful interest in their behalf. They admit among
themselves, sometimes, "We do behave too bad, and I am
going to try to do better, arn't you, Bill?" But every pupil is
glad of an excuse to stay out of school a day or more. They
all long for a holiday, and count the days to the end of the
term. Anly one is rejoiced if he can say that he doesn't expect to attend school next term; and he is not a little envied
by the rest. Teachers, of how many of your own school experiences is this a true picture 2 If not true, very likely it is
because it is too favorably drawn.
Another teacher of the same species, but of different
variety, offers exemption from certain lessons as a reward for
good behavior during a prescribed period, and occasionally
a half-holiday to those who "bring all their recitations
square up," for a certain length of time. In carrying out
the same views he imposes extra lessons as a penalty for
absence, tardiness, idleness, mischief, or any other infraction
of the rules. These extra lessons, of course, are extorted by
imprisonment, "in being kept after school," and by the use of
rod or ferule, if necessary.
Now look at it, friends, for this is no fancy sketch, but the
practice of thousands, and tens of thousands of schools, gene:
rally considered well conducted, all over the land, in cities,
villages and country districts. In fact, it is virtually the plan by
which most of our Union and Graded Schools are managed, and
the requisite per cents obtained in examinations. Of course,
the teacher who is the most inexorable in his demands, the




30                    LECTURE InL
most persistent in making a prison of his school, and a jailer
of himself; is the one who prides himself on the highest per
cents for his scholars.
But tell me, teachers, if ingenuity can devise a course of
school management better calculated to make the schoolroom repulsive instead of attractive; the school duties irk.
some instead of pleasant; the teacher oppressive and hateful,
instead of a joy and a pride. I say, is it possible to conceive
a more direct and certain means for accomplishing such ends
than those here given and so generally practiced?
Yes, it is; unfortunately, too many ot these teachers who
pursue the plan of government by force, as above-described
too often lay themselves liable to the charge of being partial,
peevish, petulant, passionate, tyrannical and abusive.
POLICE SYSTEM.
The next plan of school management that I shall bring to
your notice is the Police System. This system exists in col.
leges, academies, and normal schools; while the Force System
prevails more generally in both graded and ungraded schools,
sustained by public funds.
As most academies and State Normal schools derive their
principals and practices from colleges, their methods of government and instruction are but college methods modified;
often for the worse. Colleges, then, being the chief seats
and sources of the police system, I shall confine my attention to the workings of this system in this class of institutions
where, from long usage, it ought to work well, if anywhere.
In the first place, the Police System, demands certificates
of good moral character of its candidates for admission, thus
assuming that all such candidates are untrustworthy and suspicious characters, and must establish the contrary by certifi
cates; otherwise they are excluded, on the general assumption.
Some colleges do not receive candidates, even on certificates,
to full membership; but in addition, require the young man
to demonstrate by a six weeks' or six months' probation that
he is not a blackleg or a thief. And yet it is just this class,




SCHOOL MANAGEMENT.                31
if any, that go through the period of probation without cen.
sure or particular suspicion.
How much better would it be to receive the young man
cordially, bestowing on him full confidence that he comes
with a good purpose; and if anything is said with regard to
his character and conduct, that it should be something like
this:
" We take you to be a gentleman and give you our confidence as such. We ask no certificates. Your coming to this
institution is a sufficient guarantee that you aim at improvement, and are willing to make a determined and continued
effort in that direction. We intend to maintain this opinion
of you, and have no fear that you will ever compel us to
abandon it. Indeed, it will require a persistent course of
wrong doing to convince us that our present opinion is not
well founded; and this, we are assured, is impossible in your
case. No one act, scarcely, will do it. We are all human
beings, prone to err, and liable, the best of us, to do wrong.
You will not expect perfection of us, and surely we ought not
to demand it of you. You will always find in us an earnest
purpose to promote your interests and your personal comfort,
to aid you in carrying out your designs. We shall also interest ourselves in trying to help you to correct any errors or
faults that may develop themselves, on closer acquaintance,
in your methods of study, self management, or otherwise. We
hope you will always feel that we can be confided in as safe
counselors and as personal friends, immeasurably more
anxious to keep you out of any difficulty than, as captious
judges, to condemn and crush you for errors, faults, or offenses,
of any kind whatever."
But the young man being received as a suspicious character, and realizing that he is watched, and conceiving, perhaps,
that his movements are dogged by some one of the professors,
into whose particular care he is intrusted; or gathering, sooner
or later, the idea that the President or proctor entertains a
special dislike for him? from the general or special lectures of
which he well imagines himself the special object, he places
himself, as a matter of self-defense and self-protection, in
direct antagonism with the authority of the college; and find.




t82                   XLECTURE III.
ing this the dominant feeling with a large class of the most
influential students, he is ready to avail himself of every op.
portunity to defeat any measure of the faculty, or to join in
plots and intrigues to annoy any officer or teacher particularly
odious to him or his clique, even while he admits, perhaps,
that the regulations, restraints and precautionary measures
are necessary for the well-being of the institution. Why,who
could do otherwise? What man, woman, or child is not indignant at being suspected, watched, dogged? How is it possible that any friendly feelings can exist between such parties?
I have said nothing here of the practice of employing students as spies or detectives, as it now continues but in few
colleges, so far as I know.
But then, when the same spirit of espionage prevails in
every class room, and every recitation is a process of inquisition, to detect shirks and shams, and to mark them, how can
a pupil feel otherwise than that he is in the hands of enemies?:
How can he but consider it smart to outwit the professors, and
that any plan he can adopt to get through a recitation and
escape open censure or the fatal number of demerit marks is
honorable, and a fit subject of exultation among his fellow
students? The less honest labor he bestows on his studies
the smarter he conceives himself to be, and the more he brags
of his success in playing off on the faculty. Hence come the
whole list of college expedients, ponies, concealment of written exercises under the coat sleeve, extemporizing, etc., etc
College boys will think that I am green; I don't know half of
their tricks and contrivances. Well, I admit it; I also admit
that animated by such a spirit, they succeed to a large extent
in avoiding all noble, earnest effort, in evading all thorough
self-discipline, in suppressing every aspiration for a pure and
manly development, in defeating every laudable purpose
which college life ought to foster and consummate.
But I hold the college management responsible for all
such abuses. The whole theory and plan is wrong from beginning to end, from center to circumference. What! any system right or to be tolerated which trains any one of its subjects to deceit, evasion, shirking, meanness, and excites all




SCHOOL MANAGEMENT.                33
the manly forces of any individual to their own perversion
and extinction?
You wish me, no doubt, to propose a better system. I intend to do so in due tilne. But there is one other consideration that should not be omitted in this picture. Who can not
see that if any student resists, surmounts such influences both
from the faculty, in arousing opposition and conflict; and from
his fellow-students in exciting sympathy and conspiracy, that
he must be an exceptional character, possessing too much or
too little of the material that other men are made of, not thus
to become the frequent receptacle of various vile epithets
well known in college life, and unfit for ears polite, as well
as the constant object of tricks and annoyances which might
otherwise be directed towards the unpopular members of
the faculty?
I do not wish to be understood as implying that all colleges, at the present time, practice the police system of government and instruction, exclusively; but that too many of
these institutions rely on it to too great an extent; whereas
it ought to be entirely abandoned by every organization and
by every person that professes or desires to train the young
to noble and virtuous action.
I am perfectly well aware that poohs, and sneers, and
snuffs will be the only reply that many a college man will
deign to offer to such positions. I have been fortified by such
arguments these many years, and possibly more energized in
my endeavors to discover a remedy for the evils which, no
one of them pretends to deny, exist, more or less, in all colleges, and oftentimes to the extent of open rebellion and
threatened disorganization.
But there are two fundamental errors in the College Management, one in the plan of instruction, the other in the plan
of government. Both can easily be generalized into one.
Colleges, for the most part, hold the acquisition of knowledge as their principal element in education, and the attainment of scholarship as their highest aim. Thus college education begins, continues, and ends in self.
Whereas, a true system of education has the development
of power as its principal element and constant aim. What
3




34                    LECTURE  III.
power? The power to do good; more definitely, that power
which will give the individual the highest success and largest
usefulness in that profession or calling to which he shall prefer to devote himself. This end being kept in view, in every
recitation, in every drill, and in the preparation for every class
duty or public exercise affords a stimulus incomparably more
effective than the possibility of the highest scholastic attainment conceivable. And I do not hesitate to affirm that this
object, viz.: the development of power, will accomplish
thrice as much in any given time, for the majority of students,
even in scholarship, as that of making scholarship the direct
aim. Besides this radical error, there is also the police
method of recitation already noticed, consisting chiefly of detecting' errors and exposing shams, instead of giving full
scope to mental activity, by encouraging independent and
manly effort in investigation, generalization and free discussion; thus arousing a noble emulation in the right, instead
of stimulating a mean rivalry in the wrong.
Another minor error in the police system of instruction is
the offering of prizes. Who does not know, that only two or
three in a class, who do not need the stimulus, are the only
ones stimulated, while the majority are sensibly discouraged
or entirely paralyzed by the influence of a prize? But prizes
excite every mean passion in the rival aspirants, and almost
compel them  to practice various dishonest expedients in
order to win.
The fundamental error in college government is, that virtue
can be secured by detecting and repressing vice. This is
monasticism,not christianity. Christ would have us fill our
hearts so full of noble daring and aggressive action that there
shall be no time, place or disposition left for sinful indulgence.
Teachers, let us heed our great Example, strive to imitate
him in our glorious work, and, catching the inspiration ourselves, find how we can best impart it to our pupils; how can
we most surely excite in them a spirit of glowing enterprise,
that will do all that can possibly be done in the allotted time,
for the mastery of any subject assigned, rather than tolerate a
spirit of reluctance, complaining that the lessons are too hard




SCHOOL MANAGEMENT.                  35
or too long. The difference is that of mental health and disease, of moral life and death.
Any teacher, in any institution, that cannot arouse such a
spirit of cheerful labor in a pupil, as will overcome his natural
laziness, his love of mischief; and his tendency to animal indulgence, is so far as that pupil is concerned, a failure; imnparting weakness instead of strength, willful virulence instead of'manly self-control in every sensual gratification.
And any institution, I care not how many and how commodious its buildings, how able and celebrated its Professors,
I care not how extensive and well selected its libraries,
how costly and well adapted its laboratories, how ample and
well arranged its museums, how well stored and attractive
its art galleries; I say any institution which can not excite'
in any pupil, a spirit of earnest industry and enthusiastic endeavor in legitimate pursuits, that will displace his lazy, shirking habits and evil tendencies, is educating that pupil in vice
instead of virtue, for future evil instead of good, and.to be a
curse rather than a blessing to himself and his kind. Such
an institution and such a pupil ought to be separated; and
the sooner the better. How many colleges or' academies or
normal schools act on this principle?
Rather, is it not true, that a large proportion of the students, in nearly all the colleges, both male and female, take
their chief pride in the least amount of labor they can grudgingly bestow in accomplishing the " tasks " or lessons assigned;
while not a few make it their special boast among their associates that they study little, if at all; relying on subterfuges
and shams of endless variety and exhaustless ingenuity to
screen themselves from censure and disgrace?
PERSONAL INFLUENCE PLAN.
The next plan of School Government I shall present is that
of pure personal indfuence.
But few, I apprehend, can succeed on this plan. It requires
a combination of such physical, mental, moral and social endowments as very few possess.
It is so to govern that it is not known that there is any




$6                    LECTURE m.
government, and yet harmony prevails in all purposes aA1
practices, resulting from the one all controlling, earnest,
magic influence of your own heart, teacher.
Have you ever had a teacher, whose will manifested in the
gentlest manner was the all-pervading power? If so, you
have been remarkably fortunate. Or am I talking of an ideal,
that never has been reached? Have you never had the idea
of governing without governing, order and diligence being
only the necessary resultants of harmonizing forces? This is
my ideal of school government, of family government. It is
the government of Heaven.
Such a government should exist in one's self as a man, a
christian, a teacher. How?   Because He hath loved me,
and given Himself for me. How blessed the assurance, "I
know that my Redeemer liveth." Continuing this line of
thought, I will try to show how this personal influence system
works in governing a school.
That christian who is governed by the fear that the transgressed law will bring penalty, either temporal or eternal, is
but a beginner in the christian career. "The law is his
schoolmaster," and bringing him to Christ. Now let us follow that same christian till he has attained a higher purpose
and a nobler life. These lead out his soul in admiration and
adoration, and elevate the man above wrong purposes and
low indulgences. He is thus delivered from the bondage of
fear and becomes a free man in love and obedience. Such
are Christ's pupils.
But you are not all, I fear, trusting and praying christians
and cannot fully realize the power and sweetness of the government in the school of Christ.
For such, I will give another illustration. There are laws
on the statute book against burglary and horse stealing, but
what do you care? It is immaterial to you, whether the penalty for these crimes is one year or ten in the penitentiary.
In fact, I doubt whether there is a person here that knows
what the penalty is for these crimes. It has scarcely ever
occurred to one of you that there are such laws. You are
free men and women so far as those laws are concerned, and




SCHOOL  MANAGEMENT.                         37
a noble principle of right keeps you free from  the fear of
transgressing such laws and of the penalty annexed
So that the teacher who can pour his pure, loving spirit
into the hearts of his pupils, and elevate them above all rules
and regulations is my ideal, and the Personal Influence Plan
of School Government is that plan above all others that I
would aspire after.
Since, however, few of us will ever, in all probability, attain
to the perfection of this system, it becomes common mortals,
like ourselves, to adopt a plan better adapted to our own
moderate powers, and reasonable expectations.
It is my purpose in this course of lectures to develop such
a plan. That plan I shall denominate the Normal Method of
School Management.
BUT far graver objections than these exist against the disciplinary system  proper pursued in American colleges. The conclusion is inevitable
that it tends directly to make the conduct of students, in their relations
with the faculty, the reverse of manly and honorable. It is a legal presumption that a suspected man is inn )cent until the contrary is proved; bnt
at Ca m rirlg,, at least, the coy n' er presumption generally obtains. It may
even be sa'd that a suspe.:f! l st ldent is supposed to lie until he proves that
he speaks tl  truth.'T'h result is as natural as it is deplorable. Espion.
age is met by cunning, and accusatic a by equivocat on. Every graduate
of the collego must own tha\ a th(,ro Igl ly false system of morality is prevalent amor.% undergraduates in their relat! ns with the faculty; that
young men, e:i1,rwise ho iarab:e, a'e too often t ) be found whose practice before a faculty m,eting is,,c use the mildes > adjectiv%, sharp, and who answer
all remonstrances by decla inn tCia; it is 1lwlful to'-ght the devil with fire.
Students and in 3tructors, in c.)l.sequenco, come t  regard each other as
natural enemies, ind thus the grvernors at d governed become thoroughly
antagonistic bodi s. And it is not general. y until the lapse of time has
softened old asperities that graluates begiht to feel that affection for, and
pride in, their college which ou-gt from the lieginning to be the strongest
sentiment of college life,
The NAT XIT. Cor; s pondence Jfom 1U. S. Naval Academy.
PtysroroGIcAL.. —The latest an 1 alost readable. text-books on Physiology
are Huxley & Youman's, and Dalhon's. The latter was reviewed in our
last number.
TOWNSEND'S work on the Constit.tion, reviewed in this number, though
a text-book, is an exceedingly interesting work. Every one, ladies and
gentlemen, should possess the volume. It is another successful effort to
release school books from the incubus of technicalities. We hail with glad
welcome the spirit of attractiveness which publishers are now striving to
cast over their new school publications.




LECTURE ON SCHOOL MANAGEMENT.
(COPYRIGHT SECURED.)
LECTURE IV.
FIFTH QUALIFICATION, LOVE OF THE WORK.
PRELIMINARY VIEWS.
I SHALL proceed to discuss the fifth qualification of the
teacher, as characterizing and energizing his School Managemnent. It is the last of the list of essentials, but so important
do I deem it, that I shall devote two lectures to its consideration.
It is a proposition, clearer than an axiom to my mind,
that no person ought to be intrusted with the responsibility
of molding the character and destiny of children and youth,
who does not realize the value of the material on which he
works, and who does not see and feel the tremendous results
for good or evil which must follow his labors.
Such being the fact, I hold it as a sad desecration of his
lffice, if the teacher bestow anything less than his best efforts
growing out of a high appreciation, an ardent love for his
work; such a glowing heart devotion as can only spring from
the consideration that he is the most highly favored, and yet
the most solemnly responsible, of all human agents: being intrusted with the dearest interests known in human relations-_
the well being of so many in their most plastic period, the
acting and re-acting, for weal or woe, on themselves, on each
other, and on society, through all time; nay, through all eterpity.
38




LECTUkE IV.                   39
Oh! how absurd and abominable a thing is a teacher who
looks no further than his school-room, or the per cents required in his school system for results, and confines his efforts
to his daily success in " bringing up " the daily tasks; in grindAng his little round of repressing disorder, of detecting and
punishing the offenders. Better might the captain of an ocean
steamer, in time of danger, direct his entire energies to the
detection of gambling, drinking, and remissness of duty among
his men, and leave the noble ship and the destiny of all on
board to the mercy of winds, waves, and "breakers ahead."
There is a look-out for us, teachers, which none of us sufficiently consider, nor can fully appreciate. But, so far from
an adequate love of the woSk, I think I am safe in affirming
that there is not one teacher in five, taking all classes together,
that has not a positive aversion for it, which many are not
ashamed even to avow.
See that young man, compelled to earn his bread and
cigars, looking around to find the easiest way of doing it. Too
lazy for muscular toil, he conceives he can have an easy time
" keeping school," if he can only get a county certificate.' So
he attends some Academy, or Union School, managed by one of
the County Examiners, having learned that those who patronize the Examiners always " get through" the best. What love
of the work incites him, or ever will? He abominates all work.
But, look again: another young man having determined to
become a lawyer, and flattering himself that he can make a
living more easily by his wits than by his hands, is obliged
from time to time to replenish his shriveled purse by resorting
to teaching. What love of the work. has he? 
I do not intend, here, to imply any positive culpability in
using teaching to aid one's self in preparing for another profession. For, some of the best teachers I have ever known, were
afterward among the most useful and honored in the pulpit
and in the forum; and, I believe, that nearly all the leading
men in the country at the present time were, at some period
in their lives, successful teachers. Success in teaching gives
almost certain promise of success in any other calling. Such
men, no doubt, loved their work; well enough, at least, to
excel in it.




40                 SCHOOL MANAGEMENT.
But, again  see that village miss, whose inordinate demands for "something to wear" entirely transcend  the capabilities of her father's income. She resolves to do something
for herself-too proud to go out to work, and thinking it unnecessary for a girl of her fine appearance to learn a trade, she
determines to try for a certificate, but waits for an Examiner's
Institute as the only practicable method of getting one. She
has learned that the Examiner spends three or four weeks drilling his pupils on the special set of questions on which they are
to be examined, and she is assured by circulars that "special
facilities" will be given to the candidates who attend the
County Institute. What a love for her work this girl carries
to her school-room!
But, these are extreme cases, you say. Yes, extreme cases
of folly and wickedness. But who is responsible for the waste
of public money, for the squandering of the children's school
time and school privileges, for this betrayal of the best interest of society? I am glad to be able to say, here, that I believe County Examiners, as a class, are honest public servants;
more so than almost any other; but "one sinner" in such a
position truly "destroyeth much good."
We will now turn to another class of teachers found crowding the profession, viz.: teachers pursuing the force method
of school government. Is it a supposable case, that such a
teacher can have any just appreciation of his work, of the
nature of the material, or of the measureless, eternal interests
committed to his daily charge?  Is it not very easy for a
teacher of this class to apply the epithets "brat," "imp of
darkness, "numbskull,' "hard-nut," etc., etc., while acting as
jailer in pursuing what he considers the legitimate course of
his business in forcing the delinquents to study, and compelling them to bring up their lessons neglected for mischief or
lost by absence?
Can there be any true love of the work in the heart of a
force-method teacher.? He must be constituted of very strange
materials if he can find any thing lovely in the evil passions
which he is exciting by endeavoring to repress them; in the
waywardness and meanness, in the obstinacy and malice, which
for the most part are the necessary results of his own man



LECTURE IV.                    41
agement, if not the direct reflection of his own character as
exhibited to this class of pupils. No wonder that so many
teachers slide into book agencies, insurance agencies, sawmills and groceries. It's all right; they can enjoy themselves
much better in any of these occupations and make more
money besides.
But let us turn from these forbidding scenes, (I would that
you could say they exist only in my imagination) and discover, if possible, how the school-room, in some rare cases, is
a paradise watered by the River of God; how the children
all become as lovable as any human beings can be; how the
work of teaching is every succeeding day an increasing delight, and the true teacher a man or woman who envies no
mortal his position, his emoluments, or his fame.
REASONS FOR LOVING THE WORK.
I propose now to show, Ladies and Gentlemen, why we
teachers should love our work, and I trust, these views will
meet with a hearty approval firom every person present.
REASON I. THE VALUE OF THE MATERIAL.
1. The Susceptibility ofy Development.
Not many days since, I saw an Irishman breaking stone on
the South Lebanon turnpike. I hardly suppose the value of
the material had much influence in stimulating his industry;
other considerations might. But come with me down across
the street, to Mr. Swartz's tombstone establishment. We shall
find a dozen workmen sawing, chiseling, carving, or polishing
sandstone, limestone, granite, or marble. Now, other things
being equal, these laborers or artizans will be interested in proportion to the value of the blocks on which they are engaged.
There is one sculptor there more skillful than the rest, to
whom, I am informed, a mass of Parian marble is intrusted:
just that kind on which Canova and Thorwaldsen achieved
their immortality. What passer-by can fail to notice the zeal
of this artist as he plies his chisel, and sympathize somewhat
with his earnestness, as his design comes out to view, more




42                SCHOOL MANAGEMENT.
and more, day by day? Yes, partake of his anxiety lest by
some mischance he may not only defeat himself in completing his work, but ruin the costly block on which his best
efforts have been so long and earnestly bestowed?
Does the idea of toil ever enter this workman's head?
Does weariness ever interfere with the ardor of his application? MAay be. But he returns with increasing eagerness
every day to the fuller development of the mental conception
of grace, beauty, or sadness, which is being revealed from his
material by the superior skill of his plastic hand. What common mechanic would dare to work on such material? Or, if
he should, what owner would trust it to his bungling, uncertain
hand?
If such ardor can be, and often has been, aroused in the
elaborations of inanimate material, how much more must the
true teacher, as the highest conceivable style of artist, glory
in the intellectual and spiritual development of that priceless
material which is committed to his charge and workmanship.
But, I hear some of you say, or think, almost aloud: "I've
seen enough of this kind of material, and have had trouble enough in trying to make something of it; but it seems to
me that the harder I work and the more I try, the worse the
children get, the more unmanageable and hateful. Why, there
are some boys I've been obliged to keep after school almost
every night for weeks together and punish frequently beside;
and yet they seem to get worse and worse, in spite of every
thing I can do for them. If any body call make anything decent, or tolerable out of such material as those boys are, they
can do more than I can, I'm sure."
Yes, my friend, you remind me of that good mother that
gave her little sick darling, Johnny, three doses of calomel
during the night and another larger dose in the morning: then
sending for the doctor told him when he came: "Doctor, I'm
afraid Johnny is going to die, I've done everything I could for
him. I have given four doses of medicine, and he has got
worse all the time." Johnny did die, the victim of his mother's
overdosing.
Still again, I ask, what of the teacher, and the material intrusted to his skill and care? You will all agree with ime,




LECTURE IV.                    43
when I say that no amount of Parian or Pentelican marbles,
nor brilliant and costly metals,-mo rare and precious gems,
whether rough or wrought, can ever compare in value or responsible results, with one human soul, endowed as it is with
measureless capacity for intellectual progress and power, for
good or evil. But the development of the intellect; the enlarging and intensifying of the capabilities of acquisition,
retention, utilization are but the first and least part of' your
work, teacher. There is the training of that individual to a
true, noble, and persistent purpose that shall control his fitful,
impulsive, wayward, or indolent disposition. Does your very
being stagger and shrink back, in view  of such a work?
Grant it. But here is the material susceptible of such results;
a soul to be won or lost: not one, but many. Your skill and
energy, your patience and fidelity, may be taxed to their
utmost; and what artists are not, even on perishable material,
when struggling only for human fame?
2. Susceptibility of Transformation.
But you work not for such an end. On your material
your labor is for the weal or woe of the material, not for your
own aggrandizement or reputation. Shall that pupil, under
your influence, learn to love work, instead of play; under
your inspiration, learn to study, because he loves to study,
not because he is compelled to do so?  If even so much
is attained, he begins life a worker rather than an idler,
a producer rather than a consumer, he leaves you advancing on an upward rather than a downward plane, and the
difference is, in the one case, industry, energy, enterprise,
thrift, success; in the other, labor is a burden, energy and
enterprise, are all given to sensual indAlgence, and life is a
failure, death is a relief; and what after death? Such are the
results, teacher, of your labor on the material on which
you work. But, here, I want you to notice the increasing interest and ardor which day by day must characterize the woi k
of the true teacher, as he sees these elements developed,
cheerful industry, the love and power of investigation, ener
getic effort in the preparation of his class exercises, glowing




44                 SCHOOL MAN'AGEMENT.
enterprise awakened by his increasing success over himself and his difficulties  Why, that boy is a new  creature.
He is born again.  His school duties, before forced through
on the rote system, a drag and a bore, are now his absorbing delight, and his increasing enthusiasm  evinces a new
nature and reveals to himself a new existence. But will not
these same forces evoked by your skillful management go with
him  out of the school-room into his life-work? I tell you,
teacher, such energies, thus aroused, are worth more to that
pupil than all the knowledge, or all the culture, that school,
seminary, or college ever conferred or can confer, without
them.
But does then any teacher, under such responsibilities, and
with the possibility of such results, yet say that he has no interest in teaching, and he merely teaches because he has to
do something; and then is ready to apologize, at any time, for
his being a teacher, saying that he is only teaching to help
himself to some better business?
Why, the miserable creature! what sort of material is he
made of? He ought to ask the children's pardon for what
injury he has done them, and never disgrace a school-room
again. A blackleg apologizing to his comrades for his being
seen in so low a place as a prayer-meeting would present
something like a parallel to his case.
3. Power of Affection.
Again, in this material on which we work, teachers, there
are higher and purer powers and susceptibilities than any yet
mentioned, among which is that of personal affection, and no
master workman will overlook or fail to bring into requisition
this power as an element in securing his highest success.
There is no man, woman, or child so bad, so perverse, so
blinded, so hardened but that he can be reached, provided the
proper and adequate means be used; and we ought to be exceedingly slow in giving over any particular case as beyond
our power; feeling that in excluding any one from the pale of
hope and kindly influence, we virtually confess our own incapacity; while it is surely possible that some other teacher might




LECTURE IV.                    45
bring around that boy or that girl such influenceC as would
convert himn or her from a willingness to be considered the
worst scholar in school, to a determination to become the best.
Such radical changes in the character of pupils have blessed
and encouraged many a faithful teacher, and are among the
richest rewards that he ever experiences for his many anxious days and sleepless nights.
The power of affection, then, dwells in every heart, and the
desire for consideration and esteem. Every pupil will love or
hate you, and when your name is spoken, he will be inclined
to take sides for or against you, to maintain your cause against
whatever opposition, or to join with those who censure and
revile you. That teacher who is sustained by all his pupils is
safe, in any community, in whatever measures he may adopt.
The best method I have ever discovered to win a bad boy is to
find as much as possible in him to commend, and as little as
possible to censure. Thus, as I take his part against accusers
possibly against himself as an accuser, he begins to feel, that
he has found a friend in his teacher; and it can not be long
before his heart will respond, arid his external bearing toward
me will undergo an entire change. Now, in winning such
cases, ihe "hard cases" of all former teachers and of the district, there must be a keen and pure delight. Here, then, in
this power and susceptibility of affection dwelling in every
bosom, the true teacher finds an element in his material which
makes him love his work and glory in it.
4. Power of Appeal.
Again, there is the power of appeal possessed by every
child; appeal from your decisions or actions, whether legislative, judicial, or executive, for in all these capacities you are
compelled to act at almost any moment.
That child can and will appeal to his schoolmates, in case
he feels himself wronged, and to his parents; or that young
man will appeal to his associates in or out of school, possibly
in the doggeries or on the street corners.
It is folly to ignore this power of appeal, teacher. It has
its existence and influence, and, possibly, you lay yourself
open so frequently to its effects that all your efforts for the




A4C' XSCHOOL MANAGEMENT.
good of your school are neutralized, and sooner or later you
will be compelled to abandon your position. But beyond
these courts of appeal already mentioned there is a high'er
tribunal to which you are brought by every pupil, however
vicious or reckless.  It is the court of conscience in which
he will rightfully hold you amenable, though placing himself
beyond its jurisdiction. He can pronounce judgment, in your
case, with wonderful discrimination, under the eternal law of
right. Such a decision, coming as it does from this self-con
stituted judge, you can not afford to disregard or defy. You
will do it at your peril.
Let us, then, love our work, teachers, because our pupils
have consciences, a consciousness of right, ever active in our
behalf, if not in their own. For who is not thankful for any
incentives to right and restraints from wrong, coming from
whatever source?
5. Power of Combination.
The next element in our material, fellow workman, and the
last I shall notice, is the the power of combination. I have
hitherto considered the character of pupils chiefly as indiciduals related to their teacher and friends beyond the schoolroom. But, bear in mind, it is not one individual, nor fifty
individuals, that you are called on to raise up and develop like
so many apple-trees in an orchard, each improving or deteriorating, as well or ill cultivated; but, altogether, they are so
many currents in the gulf, flowing, interflowing, counterflow.
ing; and what shall be the resultant current, a gulf stream to
dispense warmth, life, and verdure on remote and otherwise
icy and desolate shores; or a vortex carrying itself and all that
shall be drawn within its reach to one common abyss of destruction?
Ladies, suppose as any one of you walks down the street
to the post-office, a low fellow of the baser sort is standing in a
saloon door; he will scan your countenance, person, and
gait, but with caution, perhaps seeming respectl But if, on
your return, he shall have been joined by a comrade, you
will probably overhear a titter, or a low whistle, at your ex



LECTURE IV.                   47
pense. But suppose to these there have been added three or
four men, the next time you pass that way; you will very
probably be openly insulted. It takes the combination of a
half a dozen blackguards to insult one inoffensive, helpless
girl; a dozen armed ruffians to attack one unarmed mnan; and
then they are tremendously bold, brave, defiant. Such is the
power of combination; it converts cowards into bullies.
Again, notice that group of boys sitting on yonder goods
box, beyond the ears and eyes of their parents, as they suppose. In their chaffing, jesting, and ribaldry, which one dares
intimate any dissent from the strain of impurity or profanity
of the company? knowing well that he would be greeted, in
such a case, by the leader of the "crowd" with —"You are
getting mighty pious, arn't you? You'd better go home and
say your prayers." How many boys in the thousands of such
companies found everywhere, in city and country, dare attempt
to resist the combined current of their respective "crowds?"
How many are there, in any dozen, that will not the rather
increase the general force in this vortex of folly and wicked.
ness? Perhaps some boy who loves his mother has con.
cluded, "it don't pay" to make his mother so sad and tearful;
and he resolves to have better company, or none at all, and
he tells his mother so. He probably finds none at all, save
his sisters, his music, and his books.
Many a mother understands too well what I mean by the
power of combination. It is ruining her noble boy, and blasting her dearest hopes, in spite of all her sighs and tears.
How can she break its spell?
Teacher, can you help her? Let us resolve to try.
I have cited some instances out of the school-room, in
which this element is productive of evil. Let us notice one
or two in which it has been equally efficient for good. The
Washingtonian temperance movement, in its inception and
wide extended progress, is one good example. The progress
of Christianity and civilization, through the influence of revivals of religion, is another. And it seems to me that without these two applications of this principle we should only
witness, in the world's history, progress in superstition, bigotry,
and tyranny on the one side, sensuality, infidelity, and anar



48                 SCHOOL MANAGEMENT.
chy on the other; all conspiring to banish virtue, piety, and
liberty from the earth.
But in no place is the power of combination more active
than in the school-room, more to be dreaded, more to be
prized.  It remains for you, teacher, to convert this reciprocal influence, this power of combination from an agency
of evil into an energy for good; and you can do it. Then
you will find there is no element in your school-room so
effective in working out splendid results as this. The popular feeling of a school, the esprit de corps of a class mlay be
all wrong, or they may be all right. They may be all for the:teacher or all against him and his measures. He can never
justly claim any true success, till he has secured the control
and co-operation of this all-potent spirit and power of combination.
The question then comes up to every one of us, how can
I so gain the mastery over this element that it shall bring
me, in my school management and in my class exercises, a
beautiful and glorious success, rather than a disastrous and
lamentable defeat?
Forewarned, forearmed: all I proposed to show in this
lecture was some of those elements in the material on which
which we work that should incite love for our work. Some
of you may say, "I see more reason why I should fear, dread
the work of teaching from the exposition which you have
given." Well, my reply is, "You may lack one important
qualification of the teacher, or you may deny the truth of my
statements." But I shall endeavor to show, in a future lecture, how these elements in human nature, so active in the
school-room, so fearful in their results when ill-directed, may
become, by the management of the true teacher, his surest
means of success, and, of course, the strongest reasons why
he should love his work and glory in it.  Napoleon never
underrated the forces of his antagonist, either before or after
victory; well knowing that the more powerful the army defeated, and the empire subjugated to his sway, the more glorious was the victory obtained, and the more were his prestige
and resources augmented for the achievement of further conquests.




LECTURE ON SCHOOL MANAGEMENT.
(COPYRIGHT ECUBRED.)
LECTURE V.
FIFTH QUALIFICATION. LOVE OF THE WORK.
LADIES AND GENTLEMEN:
In my last lecture, I tried to develop one reason why we
should love our work. It was in the powers and susceptibilities of the human soul, as we find it in the school-room;
also in its outlook for time and eternity.
In this lecture I propose to consider some other reasons
why the teacher, more than any other man, should take satisfaction and pride in his daily labors, and why he should
aspire to excellence and eminence in his vocation.
REASON II. VARIETY AND NOVELTY.
Conversation with Dr. and.Xrs. W.
While enjoying the genial hospitality of Dr. W, then residing in an Ohio county town, I was addressed at the breakfast table by the Doctor, thus: "How is it, Mr. Holbrook,
that a man of your energy and enterprise can content himself with going over the same round of the school-room, day
after day? I should think it would be very monotonous. I
don't see how you endure it."
Said I, " Doctor, I heard you leave your house at 5 o'clock,
this morning; will you permit me to inquire where you went?"
" Certainly, I went to see a patient that I left last evening
lying very low with typhoid fever."
4                                 49




50               SCHOOL MANAGEMENT.
"How did you find her, Doctor?"
"Her symptoms were slightly better."
"I suppose you, examined her pulse attentively, noticed
her tongue, prescribed according to your judgment of the
case, and left."
"Yes, sir."
"If you please, Doctor, where are you going after breakfast?
"To dress the broken leg of a patient, about two miles' in
the country."'
"''And what after that?"
"Why, I have several patients in town."
"And you will call on each of them, feel the pulse, examine the tongue, smell the feverish offensive breath, prescribe
pills or powders, and leave for the next one, to go through
the same order of operatiohs."
Said MIrs. W, " I think he rather has you, Doctor."
" Yes," said the Doctor, "I see there are different ways of
looking at things."
"But, I don't see," said I, "how a gentleman of your refinement and tastei Doctor, can endure such a monotonous round
of repulsiVe duties, day after day, for so many years." "But,"
said I, addressing the lady, "' Mrs. W., I was out in your garden
before breakfast. You have a beautiful bed of flowers there;
they must have cost you a large amount of time and labor."
" Yes, sir, I attend it entirely myself."
"The flowers speak well for your industry and skill in
floriculture. But, did you not cultivate the same kinds of
flowiers and plants last spring 2"
0, O'yes, and I expect to do it next spring; in fact, husband'says, he expec'ts rti soon turn into a plant, plantain, -or
something else more useful than beautiful, in the garden myself, I am so much engaged there, and sometimes to his
inconvenience, I suppose."
"But, I don't see why you don't get tired of'cultivating,
over and over, the same flowers every season. I should th:i:k
it would be very monotonous"'"Why, I never think of it as tiresome or monotonous; 1




LECTURE V.                    61
find something new every day, almost every hour for that
matter, to excite my interest, and keep me in the garden. I
suppose I am something of an enthusiast. Husband thinks
I am about half crazy sometimes."
"Yes," he said, "every woman will have her pet or her
crotchet. I suppose wife's is as harmless as any other."
"But you like the flowers as well as I do, Doctor, or I
wouldn't spend so much time with them. Don't you like the
flowers, Mr. Holbrook.?"
"Oh yes, indeed I do, and I don't know that I ever enjoyed
their fragrance and beauty more than this morning. But I
think I fied as great variety in the labors of my school room,
and find myself as much interested and excited in the development of those human plants, buds, flowers, that Ifind there,
as I can suppose it possible for you to be, on your pet work;
and I think much more so, inasmuch as it never escapes me,
that I work not for the day, or the week, but for all time, and
expect to see fruits, in the future lives of my pupils, answer
able to the efforts and skill I put forth in their behalf."
"Well," said the Doctor, "you have your own views of
things, I see; quite philosophical I admit. It is a very pleasant feature in human economy, that there is a place for every
man, and a man for every place. But it is a pity that so fewd
comparatively, find their place, or are satisfied with it when
they do find it."
Thus, Teachers, I claim  that our business. is an ever
thanging scene, of variety and novelty every new phase
presenting some new call for effort, and exciting a new inters.est. Every pupil in the eye of a true teacher is a bud of
promise, or a flower of hope and joy, responsive directly and
immediately to his endeavors for higher improvement, and
further developmeut. But if there is -an exception, in some
tough boy, or pert girl, it's only an instance of novelty callsing for new and varied expedients, for his or her redemption.
Th en, what satisfaction when the wished for results of: our
labor, patience and skill begin to appear. What vocation
thus will compare  with ours for novelty and variety, con



52             SCHOOL MANAGEMENT.
stantly improving, ever yielding more present satisfaction,
and brighter promises of future reward?
If any teacher complains of monotony, and wearies in his
daily round, each day more tedious than the preceding; the
difficulty is in himself, not in his business. He or she is a
lazy teacher, without energy enough to be interesting or
interested in any business whatever, whose school is a chaos
or a pandemonium; who watches the clock with more sol'c.
itude than the scholars, thinking the hands never will get
around; and the term never will come to an end; or he or
she is a force teacher, a rote teacher, attempting the impossibility of holding the restless spirits of children and youth
down in the miserable grooves of his machine shop. Sooner
let him attempt to bind the winds with a bed cord, and drive
away the clouds with his scowling brow, or threatening fists.
Immortal, responsible spirits forced by human power into
anything truly noble or hopeful! What greater absurdity
conceivable?
REASON IIL  A FIELD FOR INGENUITY AND ENTERPRISE.
You have all read of James Watt, the more than inventor
of the steam-engine. When a boy, he was employed to open
and shut the four valves of an immense cylinder, by working
two rods, each attached to two valves. Now, you see the boy
pulling with one hand, pushing with the other. You see that
mighty piston ascend and descend, and obedient to those little
hands and arms, throwing at each stroke a hundred barrels
of water from the coal mine beneath. But don't his arms
grow tired!
Now, thinks that weary boy, "Can't I connect the end of
one rod somehow with one end of that great beam, and the
other rod to the other end? They would never know the difference, and my tired arms would." So the boy, in his resting
hours, planned, and arranged connecting rods, cords and pulleys, himself the meanwhile the butt of jest and ridicule, from
all the other boys and workmen. At last he succeeded, and
as he sat on a box and watched the successful working of his




LECTURE V.                   58
plans, the results of his ingenuity, wasn't he rich? Where
were the jesters now? They had become warm admirers or
silent foes. But what does he care? His plans worked. He
had won success, and more renown than he knew of at that
time. He soon succeeded in making one rod do the work, by
passing one end around an eccentric on the main shaft; this
arrangement virtually continues to the present time, though
another nameless Watt has made one valve serve the purpose
of four in giving ingress and egress to and from both ends of
a steam cylinder.
When Charles Goodyear, by the ready use of an accident
that nobody else would have noticed, succeeded in hardening or vulcanizing Indian rubber, and soon applied it to ten
thousand purposes, from hair pins and combs to the construction of life boats, and pleasure carriages, was he not well
repaid for his personal hardships, for the destitution of his
family, for the jibes and jeers of his own and his wife's relations that he had endured for twenty years, in working to
attain this very result?
I formerly knew a master mechanic, Thomas Keyes, who
when a boy was employed in a cotton factory, attending a
power loom. As often as a thread broke, he had to stop the
loom, tie the broken thread, and again start the loom. If the
loom was not stopped at the instant the thread broke, the
loss from the resulting defect in the cloth came out of the
hoy's wages. The closest application was, therefore, necessarily given by all the boys and girls in charge of the looms,
and it was a most exhausting kind of labor. Thomas, after
working thus, for some months, and with little profit, at
length conceived the idea of hanging a looped wire on each
thread of the warp, over a grooved cylinder revolving slowly
beneath. These wires were so arranged in a frame between
the threads and the cylinder, that if a thread broke, the wire
which it had sustained would fall, and lodge its lower end in
a groove of the cylinder. This would check the revolution
of the cylinder, and throwing the belt off the driving pulley
upon the loose pulley, would stop the loom, at the instant
any thread broke. By this contrivance, Thomas was enabled




54               SCHOOL MANAGEMENT.
to attend three looms instead of one, saving himself the loss
of wages from the defects of the cloth arising from missing
threads.
DL)o you see our friend Tom seated on a stool, comparatively at ease, waiting for one of the three looms to stop,
instead of watching most intently and incessantly every individual thread on a single loom. Tom is very much elated
with the success of his contrivance, and the result of his ingenuity. And well he may be, for his invention is speedily
adopted in all cotton factories everywhere. Why he never
obtained a patent is a mystery; far less valuable inventions
and improvements have given many a one an independent
fortune,
But the fortune is the least of my consideration, here. It
is the delight he must have experienced in seeing his plan
work, and in the consciousness that it was saving thousands
of industrious worthy girls from exhausting fatigue, and increasing their wages as well as the profits of their employers.
So far as this narrative of facts is applicable, yon can
apply it to your own case, teachers, in managing your schools.
You can make the labor of school government as exhausting
as the watching of a thousand threads in the warp of a piece
of cloth; or, by the exercise of your ingenuity, good sense,
and good feeling, in planning judicious arrangements, inventing happy expedients rather to forestall than to suppress
evils, you can make your school government a matter of
positive satisfaction and increasing pleasure, day by day; so
nmuch the more so, as your plans will ever be improving, and
working more successfully. They will thus produce selfpropelling and self-controlling industry, happy hearts and
Joyous countenances; where before there was repugnance
for all your watchful anxiety, resistance to your most earnest
efforts, continual conflict with your well-meant and energetic
measures to maintain good order, and secure diligence in
study.
In the times of'76 it was thought necessary by the
British Parliament to hold secret sessions, to meet the emergences for the suppression of the rebellion in the American




LECTURE V.                    55
colonies, and it often required a heavy constabulary force to
clear the galleries, from the fact that every person, on going
out, stationed himself as near as possible to the door outside
that he might be among those who would be able to crowd
in after the secret session was concluded. But some M. P.,
the only man among them, perhaps, with wit and ingenuity
enough to be a good teacher, suggested the plan of announcing to the people in the galleries, that they would be admitted by the doors at the other end of the galleries from those
by which they went out. No sooner said than done, and the
very cause which before had retarded, now accomplished the
clearing of the galleries, with a rush, viz.: the, desire to be
among those who should first enter the galleries the moment
the door of ingress was thrown open.
I have adduced these two or three examples, for the
purpose of exhibiting the infinitely greater satisfaction we
experience in removing difficulties by foresight, in flanking
them by strategy, in turning the worst of them to our highest
advantage, greater, I say, than we ever can by maintaining
perpetual war to crush or restrain difficulties, which are only
aggravated by our vain endeavors.
Teachers, there is no situation in life where ingenuity is
so frequently called for, or can be so happily applied, as in
the charge of a large school. In my last lecture, I tried to
show some of the characteristics of the forces that must
either harmonize or conflict with the teacher's purposes and
plans, just as he has skill and ingenuity to manage them.
He may expend all his time, energy and health in repressing
and crushing those very activities which, with proper management, would become the sources of his highest satisfaction and success.
Now, I think you will agree with me that the chief satisfaction in prosecuting any successful business is that which
the business man feels in the working out of his plans, in
reaching his ends by his own skill in contrivance, in scheming.
Read the life of Samuel Budgett, the model merchant, for an
example. Should the biography of A. T. Stewart ever be cor



56               SCHOOL MANAGEMENT.
rectly written, I have no doubt we would find the same fact
splendidly set forth.
In order to illustrate the methods by which some of the
common and the uncommon difficulties of the school-room
may be forestalled, and either prevented, or converted into
advantages, I shall devote one lecture in this course to School
Strategy, in which I shall endeavor to show how much better
contrivance is than force, contrivance to infuse better feelings
and purposes into the active vicious spirits of a school, than
force to crush them into obedience, and thus really intensify
their energy for evil, or drive them from school, and, perhaps,
beyond the last influence for good.
REASON IV. LOVE OF FAMILY.
Again, teachers have the same inducements to love their
work that other men have. I suppose that Irish stonebreaker found not very much in his work to attract him,
either because of the value of the material, or because there
was exercise of skill in breaking it; but he labored diligently,
because he loved his wife and children, and took satisfaction
in making them comfortable. And you, teacher, can have
the same relations and affections as other men and women,
and you ought to be able to draw vastly more satisfaction
from these than the majority of other men do. Why? Because you know how, or ought to know how, to give more
satisfaction to your wife or your husband; and to train your
children on the same principles that you find so effective in
training other people's children.
REASON V. LOVE OF MONEY.
If the love of money is the chief and all-absorbing motive
of sordid men, it is none the less a good and forceful motive
for noble men. It is true you may never become a millionaire, teacher, but by honest industry and skillful investment,
multitudes of teachers have attained to competence, and not
a few, to wealth. The ability to obtain a good salary, and to
make money reputably, enhances your influence for good in




LECTURE V.                    57
school and out; and the business capacity to make good investments of your earnings, and to accumulate property, will
enable the teacher to secure the confidence of business men,
as a capable trainer of their children to habits of industry,
economy, and thrift.
So, I say, the love of money is a worthy motive, and the
possession of real estate, bank stocks, government securities,
or mortgage notes, is no detriment, in any sense, and affords
to some, in our profession at least, a powerful stimulus for
higher endeavor in their legitimate work.
REASON VI. SOCIAL STANDING.
But some teachers complain, "We are not very much
thought of." This is a mistake. The teacher will receive
consideration and enjoy a social standing according to his
merits, though his being a teacher will not compensate for
every deficiency in his social or business character.
The lawyer, who is but a low driveling pettifogger, is
none the more respected Lecause he is a lawyer. But df all
the professions, I really believe there is less demanded (perhaps I ought to say expected), of teachers to insure admission
to the best circles in which they may desire to move than of
any other. In other words, the teacher with a given amount
of intelligence, social power, and cultivation, stands higher
among the families for whom he labors than any other man,
the minister not excepted; and, teachers, if you are not welcome to all family circles and social gatherings, it is your own
fault; it is either from lack of social culture and moral stamina, or from excess of pedantry and egotism.
If there is any bore more cordially dreaded and more generally pronounced insufferable than any other, and the more
so, perhaps, because he can not be snubbed, it is his little
almightiness, the schoolmaster; not because he is a schoolmaster, but because he carries the stiff, didactic, dictatorial
bearing of the school-room  into his conversational intercourse; absurd enough in the school-room, but perfectly intolerable anywhere else.




58               SCHOQIL MANAGEMENT.
REASON VII. A FIELD FOR ENTERPRISE.
It is often remarked of us, teachers, that as a cl'ass, we are
men of small calibre, of no particular force, and that few of
us ever amount to much; while, if any of our profession do
arrive at distinction, it is assumed that they are not teachers,
but philosophers, presidents, doctors, or. professors. For my
part, I would rather be known as a " live teacher," thani be
dubbed with any or all those sonorous titles, so often the
only reputable endowment of their possessors.
Unfortunately, there is too much ground for this slight
opinion so generally entertained of the character and ent'erprise of teachers. While the ten-thousands know little of
their business and care less for any real success in it, the
tens, possibly the hundreds, just at this time, find here a
splendid field of enterprise, not exactly in the sense that
Vanderbilt or Fisk, A. T. Stewart or Solon Palmer, would
count enterprise, but surely in a higher and a nobler. A
determination for excellence in any reputable calling is
surely praiseworthy; and none the less so, is a desire for eminence in a calling which, before all others, has blessed mankind, and will ever continue to do so. The world's roll of
honor for teachers presents as many notable names, unstained
with blood, as any other. Shall I mention Socrates, Plato,
Aristotle, Pythagoras, Archimedes, before the time of the
Great Teacher; of Leibnitz, Euler, Sir William  Hamilton,
Cousin, Dwight, Nott, and Wayland, since? If I mistake not,
every individual in this list commenced business by teaching
in a common school; that is, in a school made up from the
common people. At all events the one nobler than all, is no
exception, for his biographers all relate that " the common
people heard him glally;" and he never objected to being
called by his pupils or "disciples " ALtdaScaa.o (Greek for
teacher; though the word is generally translated master in
our common version, King, James' Bible.)
A true ambition is a heaven-born inspiration, and being
consecrated to God and humanity is the salvation of the world.
A perverted ambition is the essence of diabolism, and




LECTURE V.                    59
being consecrated to self and Satan, is a rankling venom in
the soul of the possessor, a withering simoon over the earth,
blasting communities and nationalities with misery, sin and
death.
A good teacher without a true ambition is a contradiction
of facts, an impossibility. Teachers with no ambition abound
everywhere; and teachers with a perverted ambition, are not
rare in these days, and their baleful influence is one of the
strongest barriers to the progress of our cause. I have
neither time nor disposition now to characterize their action
or influence, appropriately, whether as effecting states, counties, or single communities. But it is a notorious fact that
many of the most active men in many of the state associations,
even, are those whose unholy self-seeking is as obvious to
every body as it is odious, repulsive and disgusting to all
teachers not in their rings.
A man, woman or child that has no desire'to. shine is a
poor thing indeed. The world has more respect for high sue
cess in wrong than for moderate doings in right. Thousands
of men slaughtered give immunity from the penalty of murder; if not, hundreds of thousands will. The eminent villain
who grasps at a nation's life, finds patriots enough to go on
his bail-bond; but the timid, half-conscience-stricken wretch
who murders stealthily only one, attains to the gallows and
general execration. The man who steals a railroad and all its
appurtenances, rides to opulence and renown on his prize;
but another who steals a horse, finds himself transported to
the penitentiary by the sheer insignificance of his crime.
Examples multiply, to show that the world respects eminence and enterprise, even in wrong. An atmosphere of
admiration surrounds the atrocious scoundrel, when, in justice, storms of execration should sweep him into eternal
infamy. What a perplexing problem is this in human affairs,
that men are so fierce, audacious, persistent for Sill and Self;
and yet so feeble, faint-hearted and hesitating for God and
the Right. But my quarrel, this morning, is not with the
world, the flesh or the devil, directly, but with teachers as a
profession, for being so shiftless, for having so little profes



60               SCHOOL MANAGEMENT.
sional zeal, so little personal pride. Take this one fact.
There are few general gatherings of teachers, whether in the
form of National Conventions, State Associations, or County
Institutes, that do not invite some briefless lawyer, patientless doctor, or aspiring political candidate, to address them;
and all quietly submit to the idea of receiving instruction in
matters that numbers of them have made a life-work and a
life study from an outsider, who, very likely, has made no
headway even in his own vocation. To me this custom has
alwavs appeared as bald a profession of constitutional weakness and general debility in the body corporate of teachers,
as it would be for a convention of physicians to call on a
professional teacher, who was out of a place, to give his views
on the best method of conducting a clinique, or to deliver a
lecture on symptomatic diagnosis, or, perhaps, on the general
bearing of the medical profession, or the means and methods
of securing a paying practice.
I think I see the judges and attorneys of the Cincinnati
bar, inviting Superintendent Hancock or Professor Venable,
standing, as they do, in the front rank of our profession, to
deliver an address on the uncertainties of the law, with sug.
gestions of some methods of reform in conducting the courts
so that clients may obtain more speedy and exact justice.
With this general state of affairs, ambition and enterprise
pushing and crowding in every other calling, and so little
motion of any kind in our profession save that of mutual
jealousy and self-seeking, you are ready to inquire of me,
teachers, " How can you make it appear that teaching presents a field at all worthy of a noble ambition, or in the least
inviting to an enterprising spirit?"
If ambition, enterprise, and their success, are to be measured by the scale of political elevation, or by the amount of
bullion and stocks accumulated in speculation and swindling,
whether in an official or private capacity, the teacher is, of
all men, the most unfortunate; and I rejoice in the fact.
But if ambition, enterprise, and success, are to be estimated by their results in training the incoming voters to put
down swindling,, and wrench the grasp of rings of speculators




LECTURE V.                    61
from the public treasury and national domain, I know of no
business that affords a field in any way comparable to that of
teaching.
Do you object, that this would be teaching politics; I
reply, just such politics as justice in both parties demands.
But thorough-going enterprise can and will develop itself in
a teacher, by his striving to make every school that he takes
entirely superior to what it ever was before, and by his determination to win this reputation, for every school or system of
schools that comes unier his charge.
Indispensable to this spirit of enterprise in the teacher, as
to a man successful in any other calling, are earnest effort,
and self-sacrificing devotion, exhaustless ingenuity and good
judgment in planning; promptitude and skill in executing
every plan; constant aspiration for a still better condition of
every school while remaining in it, and a persistent purpose
to make it so, every successive day, and every successive
term; and thus obtaining for himself continually a better
preparation for a higher position, with a larger salary and
more commanding influence.
But comprehended in this general view of the teacher's
work as a field of enterprise, is the acquisition of the appropriate means of advancement; among which may be mentioned, a good library, a sufficient apparatus, and a practical
knowledge of its use and repair; a determination to avail
himself of the best facilities for improvement in the art of
teaching and school management; especially of the advantages afforded by the most progressive institution, and thus
of the most vigorous, thorough and masterly preparation for
the highest positions the business can offer.
Again, in the fact that the existing colleges as a system
are, to a large extent, effete in their aims and methods, handed
down from the dark ages; feeble in the operations, and efforts
of salaried professors; and any thing but progressive in their
spirit and enterprise, lies a wide field open for private enterprise and competition, in fitting young people of both
sexes for their life work, and giving them such a preparation
as the present times demand. Already some have entered




62               SCHOOL 1MANAGERMEN'T.
it, and are succeeding, for the most part, proportionally to
the real advantages, which they are found, on sufficient trial,
to hold out, as inducements to win popular favor, adequate
patronage and support
The creation and management of a private institution of
learning, entirely by one's own energy and skill, ambition to
excel, and determination to succeed,desire to do good, and a
humble reliance on the Master, without begging of any ecclesiastical or political body for endowments, or selling unavailable
scholarships, and yet using the same legitimate means which
give honorable success in any other private business open to
fair competition, is a field of enterprise, perhaps, that comparatively few will desire to enter, but to those few it offers
the highest style of attraction, and gives the richest kind of
reward.
RAsfiON VIII. A FIELD FOR THE EXERCISE AND CULTIVATION OF
PATRIOTIM, PHILANTHROPY AND SPIRITUALITY.
There is still a higher class of miotives to energize the
teacher's activity, than any yet adduced, and enhance his love
for his work; and while every Christian teacher will admit
that in the scale of importance and dignity they stand the
highest, he Will confess with me his fears that in the scale of
potency and appreciation they stand the lowest, with the
great majority even of those teachers who are professors of
religion. The love of one's country, or PATRIOTISM; the love
of one's kind, or PHILANtHROPY; the love of Christ, or SPIrnIUALrTY, are each good and sufficient reasons why teachers
should love their work more than should any other class of
professional men; as much more as their opportunities are
better for the exercise of these sentiments, and for witnessing the immediate fruits of their labors.
Let us, for a moment, compare the teacher's position with
the minister's. Now, I hold myself second to no man in the
amount and degree of respect, yes, reverence I would yield
the devoted minister of Christ, and his calling. It is hea-ven.
appointed; and if the world is as bad as it is, with the
Chlurch, its ordinances and ministrations, what would it be




LECTURE V.                    63
without theim. But the minister, for the most part, labors
with adults, whose habits and purposes are fixed, either for
good or evil. His field, in the majority of instances, is restricted to his own parish, made up of the most moral and
upright men and women in the comnmunity; those who least
need the gospel preached to them.
The Christian teacher, on the other hand, deals with
children and youth whose habits and purposes are yet in the
forming state, and of consequence comparatively easy to
influence and mold. Their affections and wills are yet in
that incipient budding condition of activity, which renders
them peculiarly responsive to kindly effort and example,
whether it be in the direction of Patriotism or Christianity.
But, again, the teacher of a public school comes in contact with the children of all classes of families, those of every
religious persuasion, and those who adhere to none; those of
both political parties, and those who eschew politics; those
who belong to every stratum of society, and those, may be,
who are outcasts from all society; and if he can succeed; as
I conceive every devoted Christian teacher may, he will win
the majority of his pupils, over from bigoted sectarianism to
true philanthropy; from bitter partisan prejudice, to a genuine love of liberty, and a just appreciation of the free institutions that make our country what it is, the Refuge for
the oppressed of all nations.
Such being the facts, what responsibility devolves on us
as patriotic Christian workers, that we do not permit tLat
influence inseparable from us, to work injury to our country's
liberties, or detriment to our Savior's cause. Shall we not
rather the most earnestly consecrate our influence and our
opportunities to the amelioration of society and the upbuilding of Christ's kingdom?
Shall we not, then, the more love our work, teachers, as we
love our country, as we desire the general advancement of
civilization and righteous governments in all nations, as we
are grateful to our Divine Master for calling us to such a post
of responsibility, to such a work of love, a work so pregnant
with possible and glorious results in honor of his name?




64              SCHOOL MANAGEMENT.
Shall we not the more earnestly pray the Great Teacher,
that he will endow us with a daily increase of the "spirit of
a sound mind," of a fullness of purpose, and of a noble daring
to do his will, that we may thus make some little return,
meager though it may be, for his infinite goodness and forbearance toward us, in that we, so unworthy, are permitted to
be co-workers with him in building up his Spiritual Kingdom.




LECTURE ON SCHOOL MANAGEATiMENT.
(COPYRIGHT SECURED.)
LECTURE VI.
DIFFICULTIES.
PRELIMINARY REMARKS.
IT is undeniable that many engage in teaching as the
only course of avoiding "hard work." Such think there is
little else to do in the school-room than to sit and hear the
children read and spell, and say their lessons, and thus they
are going to have a good easy time of it; certainly easier
than chopping cord wood, or washing dishes and scrubbing
floors; and, besides, they can get better wages.
There are too many boards of directors that are willing
to employ just this class of teachers, because they can hire
them for five or ten dollars a month cheaper than any others
that offer. Such directors are willing to intrust the instruction and training, the formation of life-long habits and character of their children to a man or woman, to some boy or girl,
that they would not think of hiring to take care of their horses
or cows, fattening hogs or incubating poultry, even though
in the latter case the work would come frequently under
their eyes; but in the former scarcely ever, if at all. Such is
the comparative value that too many respectable and intelligent fathers and mothers place on the moral growth of their
boys and girls, and the money growth of their colts and
calves, goslings and chickens. To this class of teachers I
have nothing to say. They are not here. If they attend any
5                                   65




66                    LECTURE VI.
institute it is an Examiner's Institute, as their only method
of getting a legal certificate to teach. Let those examiners
who hold institutes to fleece weaklings, and authorize them
to abuse the children, deal with them as their advertisements
intimate.
But to this large and zealous gathering of self-denying,
devoted teachers, who here exhibit a willingness to spend
some adequate amount of time, money and labor to fit yourselves honestly and honorably for doing a good work in the
school-room, I have much to offer in the way of pointing out
difficulties; not such as will stand in the way of your getting
through a term and drawing your money; but such as will be
likely to prevent your highest success as Christian artists,
determined to do the best work ever done in that school
where you shall engage, desirous of building up a reputation
that shall bring you better opportunities to do a nobler work,
and ambitious to occupy sooner or later an honorable position
among the leaders in your profession.
Some of these difficulties I shall merely mention, here,
deferring their discussion and methods of removal to the
development of a plan of school management, which I shall
bring out as a system in due time. Other difficulties of a
more special character I shall now discuss, presenting some
special methods for disposing of them in the discussion.
DIFFICULTY I. INSUBORDINATION FROM BAD PREDECESSORS.
The difficulty that will be likely to meet you in entering
a new school will be the general spirit of insubordination,
which prevails as the necessary result of bad previous management. From incompetent, inefficient teachers, who for
want of moral or intellectual power were compelled to use
physical force in government, the school has acquired a hard
name, and you will hear it spoken of as the worst school in
the county, perhaps. It has been growing worse for a long
time. One teacher after another has been turned out by the
directors, barred out by the boys, driven away by prosecution
of some man whose boy he had knocked down in a fight; or
he simply left in disgust. The boys by this kind of training,
winter after winter, are, if you listen to their own account of




SCHOOL MANAGEMENT.                  67
themselves, a ruffianly set. In short, the school is about as
bad as it can be.
Here is surely a difficulty, though in few cases has it
reached the point here described. Still in the majority of
schools in which you will engage, this difficulty will exist in a
greater or less degree, generally in the greater.
Now, there are two ways of meeting it. One is to quell
the insubordination and general spirit of misrule by your
good right arm, as your predecessors tried to do; assuming
that this is really the worst set of scholars you ever saw, and
you are the man to bring them to terms, and that you will
" take the kinks out of them." The result will be, probably,
just as it has been with your predecessors, floggings, fights,
and fusses without number, prosecutions from the parents;
hatred from the children, till you will be glad to quit the
field. But if you fight it through, and, with the help of the
directors, expel some of the worst boys from school, and have
comparatively quiet times afterward, you have achieved a
barren victory, The results are terrible for a philanthropii
mind to contemplate.
Another method of dealing with such a difficulty, and one
in which a lady teacher will be quite as likely to succeed ad
a gentleman, I shall develop after a while. For the presents
I leave the difficulty, with the remark, that I consider such a
district, and such a school, rather a desirable field of labor;
yes, a very hopeful one. The bad character will never deter
a true teacher from engaging, but rather excite his spirit of
enterprise and philanthropy.
DIFFICULTY II. INSUBORDINATION FROM A GOOD PREDECESSOR.
The next difficulty which demands our attention, is the
insubordination, arising from perfect confidence in the in;
struction and management of your predecessor. This is much
more formidable than the difficulty just given, and required
special management.
First, let us see how the difficulty manifests itself:
Mr. Smith, you are compared in every act and plan with
Mr. Smart, the last teacher. Whatever you do or propose to




68                   LECTUhE VI.
do, is brought to Mr. Smart's standard, and always to your
disadvantage. If you wish a pupil to rise when he recites,
"MIr. Smart, let us sit." If you desire the children to hang up
their hats and over-clothes when they enter, "Mr. Smart, let
us lay them on the wood-pile, or anywhere." IS you desire
them to come in from recess when the bell rings, "MIr. Smart
always came out and called us in; he didn't treat us like
plantation niggrers." If you open the school with prayer and
singing, "Mr. Smart closed the school with prayer, and didn't
have any singing." And so on.
If you try to overcome this difficulty by showing the superiority of your plans and methods, and thus directly or
indirectly speak to the disparagement of Mr. Smart, you will
only increase the difficulty, and you will be charged with
being jealous, and treating Mr. Smart "real mean."
A much better way is to grant every thing for MIr. Smart
that the children claim, and even to exceed them in your
praise, if you can conscientiously. (ive the children credit for
thinking so much of their old teacher. It really does spring
from a noble feeling, and on this feeling you can base a good
hope of like or superior success. After this difficulty has
fully developed itself, and has become sufficiently annoying,
I would take some fit opportunity and make a little speech
something like this:
"Scholars, I am glad you think so much of Mr. Smart. I
have no doubt he was a good teacher and a worthy man. The
fact that you seem to esteem your former teacher so highly,
speaks well for both him and you. I have no doubt his plans
of management and methods of instruction were good, and I
surely do not wish to blame you for thinking so. I think so
myself
" But while his plans and methods were good for him, and
you like him for having plans of his own, you surely could
not respect me for trying to imitate him. If I am to have your
respect and enjoy your confidence, I must have plans of my
own, and such as are adapted to my methods of instruction. His
plans were good for him, mine are good for me. If you will
help me carry them out, and try to feel that I am working for
your advantage, and endeavoring to please and benefit you




SCHOOL MANAGEMENT.                69
in every thing I ask of you, I think you will soon like my
plans, and you will find that you are advancing rapidly in
your studies, and enjoying yourselves well. On the other
hand, by watching to find fault, and complying reluctantly
with my requests and opposing my wishes for your good,
you can defeat any thing I can do for you; and such a course
would work in the same way with any other teacher, whoever
he might be."
Now, by pursuing the course indicated in this hypothetical
talk, modified to suit the circumstances, you can hardly fail to
find reasonable pupils, and those who will soon take as much
pride in the new teacher as in the old one.
DIFFICULTY III. GENERAL PREJUDICE AGAINST NOVELTIES.
You will probably take a school in some country district
or rural village, where the "new teacher" receives the usual
attention of a few days' gossip, and is the standing theme of
remark in the shops and stores next in importance to the
weather and the crops. If you follow the old well-worn track
of rote or rant, you will presently fall out of the sphere of
gossip, and be as thoroughly let alone as most of your predecessors were. But if you are determined to make a good school,
and take measures accordingly, you will continue to be carped
at and criticised in proportion to the novelty and efficiency
of your (,perations.
Suppose, for instance, you require the grammar class to
study their lessons by writing them out on paper. This
method being new and requiring the extra expense as would
be claimed of paper and pens, very likely would be stigmatized as a new-fangled notion, and would excite remarks and
opposition in the district that would seriously interfere with
its success, and with your success in carrying through other
plans which you might well judge necessary to what you
would consider a good school.
I only mention this one novelty as an example, and you
could hardly proceed without offending the petulant wisdom
of Squire Rote, and the critical aqperity of Aunt Gossip more
and more daily, till the restiveness and impudence of the




70i                   LECTURE VI.
Rote children and the Gossip children would infect the whole
school, and render your position very uncomfortable, if not
entirely untenable.
The remedy for this evil, is not in riding over popular
opinion, or in succumbing to it. Neither course will be likely
tV serve your purpose. I would rather recommend the plan
of prevention, by first advising with the directors, and securing their assent and approbation; then I would carefully and
clearly demonstrate to the pupils interested, the superiority
of the new method over the old, showing a perfect familiarity with the old method by taking off its disadvantages,
and presenting in contrast the excellence of the new. I
would then propose that the class try the new method for a
week or two, to see whether they would like the change,
saying, that " If we don't like the new method, we can return
to the old at any time."
DIFFICULTY IV. BAD HABITS IN THIE SCHOOL-ROOM.
Their name is legion, but there is one which is the atmosphere for all the rest to live and breathe in. It is generally
called whispering. I shall call it communication, as whispering is only one of the thousand ways in which communication can be carried on, in the school-room.
If this one bad habit can not be controlled little good can
be accomplished. Do not suppose I wish you to subdue this
habit by fear or force. It will be of little use for you to enforce a law against whispering by scolding or punishment.:The evil will only be increased by such a course, and many,worse ones introduced.
The description of some " better methods" of preventing
whispering and other forms of communication will be given
)hereafter, also.for removing other bad habits involved in this
and sustained by it.
DIFFICULTY V. THE INTERFERENCE OF PARENTS.
This is a difficulty which it is hard to reach. I have often
paid, and you have often felt, "If I had only my scholars to
manage I could get along finely." But a teacher has to man



SCHIOOL, MANAGEMENT.               71
age a whole community. If he is a man of any force and
dares to introduce new ideas and usages into his school, and
when the parents and all the old crones and gossips set in to
work against him, he finds a difficulty which can only be
reached by the long arm of influence. It would better have
been foreseen and removed before it had been met.
It is exceedingly important that the teacher carry the
popular voice with him, both of school and community; but
he will almost always find that the very cases, which cost him
the most labor and self-sacrifice, are those which bring upou
him the most censure; that those parents, whose children
have taxed his ingenuity, toil and patience the most, are the
first and only ones to complain.
Such interference will, of course, have a tendency to chill
a teacher's ardor and repress his energy; but to the true
teacher it will act as the highest kind of stimulus, and arouse
a degree of spirit and determination that will compass the
difficulty and turn it to his ultimate advantage. In the lecture
on strategy, I shall show how this was done in one case,at
least.
DIFFICULTY VI. AmouNT OF LABOR TO BE PERFORMED.
1. Recitations. As your success in managing a school
will depend mainly on your power in conducting recitations,
and in exciting your pupils, not only to activity in close attention anrd real work during the recitation, but in arousing
such an earnestness in the subject matter as will secure
energetic study during the study hours, it is essential that
you have sufficient time to accomplish this. It takes time to
wake up mind and bring it into vigorous, working condition.
In this school our recitations are fifty or sixty minutes long,
and we always think them too short to do what we desire
to. But let us see how long they will be in an ordinary
district school, where a tolerably good classification can be
effected. There will be three classes in Arithmetic, two
classes in Geography, two in Grammar, five in Reading, five
in Spelling, one in Writing. But the Reading and Spelling
classes must be attended to twice daily. So much for the
common branches. There are then about twenty different




72                    LECTURE VI.
recitations or drills in the common branches, saying nothing
of two or three classes in higher branches, which you are
expected to have in almost any district that would offer paying wages. But how many hours do you teach?  Not less
than six, nor more than seven. What then must be the average length of a recitation, after taking out a half-hour for
recesses and changes of classes?  Hardly fifteen minutes.
An hour is too short for us where all our pupils are anxious to
do their best, and the teachers have no interruptions in keeping order or otherwise. What then can you do in fifteen
minutes where you find anything else than willingness to
work, and when you are subject to frequent interruptions?
Under such difficulties more time is required to bring your
classes into good working order, instead of less, one quarter
or one-third as much, as you see you really have. Then we
find the labor required of a teacher in conducting his recitation is enough for two persons at least; in other words, he
ought to have an assistant, and his school ought to be a graded
school, with at least two departments.
In fact, the labor of properly teaching and managing a
district school, or an academy of sixty or eighty pupils, is just
about equal to teaching and managing the three hundred, and
more, that we have here. Now we employ from six to ten
teachers, in regular branches, besides others in extra branches,
and none of you have reason to complain that your teachers
do too much for you, I suppose, or that we perform work
which properly belongs to you.
If hnearing recitations were the only labor, even though
twice as much as you can do well, you might consider yourself fortunate.
2. Attending to necessary wants. Though your pupils
may be comparatively orderly and well disposed, the wants
which they think necessary will be numerous and must
receive your attention, or disorder and confusion are the result.
One wants to borrow a slate pencil, another a pen, a third a
dictionary, a fourth a piece of paper, a fifth some ink, a sixth
a knife. One asks, "May I go out?" another "May I get a
drink?" a third, "Mayn't I fix the fire?" a fourth, "May I
raise the window?" a fifth, "May I speak?" a sixth, "I don't




SCHOOL MANAGEMENT.                  73
know where the grammar lesson is;" and thus your time may
be given entirely to satisfying the pupils in what seems to
them reasonable wants, to say nothing of unreasonable ones.
But how is your recitation progressing the meanwhile?
3. IVatclling idle and mischievouspupils. If you are endowed with a good degree of patience the two difficulties
previously mentioned may be endured, and the day pass
without being entirely wasted, but the idle and mischievous
must have your constant attention; or, from lack of interest
in any good direction, they will furnish you with enough business to occupy your time, in quieting the disorder which they
in wanton sport or designed annoyance, create. Now these
mischief-makers must be managed; a school without them
would indeed be a dull, monotonous place; but it takes time
and labor to convert the spirit of mischief and love of fun,
into the spirit of enterprise and the love of study. It can be
done, however.
4. Discipline. The general arrangements and ordinary
management of the school take some considerable time,
which of course must abridge the time for recitations. But
the special cases of delinquency; as whispering, idleness, mischief; tardiness, absenteeism, quarreling; etc., etc., etc., must
be corrected, each separately, and thus, were there no other
interruptions, these would necessarily very much impair the
interest of recitations.
It may be said, that most cases of discipline may be deferred till after school hours. In other words, scholars should
be "kept after school" when they misbehave and neglect
their studies.
I have three serious objections to this very prevalent
method of discipline.
Objection 1, "to keeping pupils in." It requires my own
confinement with the pupil, when I need the time, for rest,
recreation or study.
Objection 2. It makes the school room a prison to the
pupil. Those teachers who use this kind of punishment,need
not be surprised to hear pupils long for the close of the term
and freedom from such a prison, rather than the expression
of regret that the school is so soon to close.




74                     LECTURE VI.
Objection 3. Compulsory study can never be otherwise
than oppressive and odious; whereas the true teacher's constant ain is to make all school duties pleasant and attractive.
And then the only punishment that such a teacher need
inflict, is the deprivation of the privilege of engaging in
some school duty, instead of compelling the pupil to work in
extra hours.
5. lVriting copies. When will you set copies for writinglessons?
6. lorkeing difficult Problems. How are you to work out
the " hard sums "for those who say " I have tried and can't do it.
7. General Business. When is the time for general exhortation, encouragement, reproof, restraint, and the transaction of other general busines3?
Thus, we see that the one who sets up for a Lazy Man has
missed his location, wonderfully, when he takes a country
school. He'd better take a contract for cutting and piling
cord-wood, at the rate of three cords a day; or undertake to'tend sixty acres of corn in a season, than attempt to pursue
his vocation in a school-room.
It was not my design to show, here, how this seven-fold
amount of labor can be reduced to manageable limits, and
how the teacher can do much good, under such adverse circumstances, and even acquire a good reputation for efficiency
and success; I shall defer this to a general scheme of school
management which I hope to offer for your consideration in
due time.
DIFFICULTY VII. IRREGULARITY IN ATTENDANCE.
This evil is most likely to occur in the case of those pupils
who are least interested in their studies, and who from want
of natural quickness or from meagerness of opportunity, have
never been aroused to feel any relish for reading, study, or
any other intellectual effort. Such being the dullest and
most backward, need every day and hour of school to keep
up with their classes. A pupil of the more energetic and
interested class can be spared a day, now and then, without
special injury to himself, or disturbance to his classes. Such
a pupil is seldom or never absent.




SCHOOTL MANAGEM.IENT.             75
But there is James Carrington, a boy hereditarily sluggish,
and for want of interest on the part of his parents, has been
permitted or required to attend school but little. HIe is the
most backward in every class, and little inclined to hold any
other position. In his classes, James excites your sympathy,
and you give him your most special and earnest efforts, in all
kindness, and patience, and you bestow them day after day,
till you begin to feel somewhat encouraged in his behalf.
Here, let me say, parenthetically, if you feel any prejudice
or repugnance toward such a pupil as James, begin to work
for him, and try to do him good, and your antipathy will soon
be superseded by a real interest in his case. Still thedifficulty
is that just as you are able to notice that James is becoming
somewhat diligent, and his ambition is at last reached and
for the first time in his life he is taking some pleasure in
mental effort, he is absent from school.
What is the matter now?  Why is James out of school a
day?' Why, father was going to the city, and said I might
go along if I wanted to."
Thus your labor all has to be done over again, and it is often
more difficult to interest James the second time than the first.
But, you try again and partially succeed again, and about this
time James is missing again; and so on, till he must fall back
into lower classes, and then begs his father to let him go to
work. The father is not unwilling, thinks James has more
larnin now than ever he had, and he can't afford to lose
James's work any longer.
This kind of school labor is the most trying to a couscientious teacher, taxing his energy and ingenuity, his patience
and charity to their utmost limit. How many, even of conscientious teachers, are willing to work continuously for such
a boy against his own desire and the interference of his
parents, and try to make something of him in spite of such
difficulties? I have known a few who have done it, and with
success.
Some superintendents and teachers require pupils to
"bring up" their lessons lost by absence, and detain them' after school" for the purpose. In my mind this is all wrong.
For, admit that the missed lessons are learned by this impris



76                    LECTURE VL'
onment, it is very oppressive to the teacher to be compelled
to remain in the school-room extra hours, forcing children to
study, being made both a jailor and constable in the operation.
But the worst feature is that the remedy only increases the
disease. This imprisonment and compulsory study only make
the school-room more repulsive, study more irksome, and the
teacher more hateful, to the pupils whom she wishes to
win.
Now, the knowledge any pupil may acquire of geography,
or grammar, or arithmetic, is not the only object to be aimed
at, and worked for, by the true teacher; but rather a thousand fold let the teacher work to excite a thirst fobr knowledge, a love for school duties, and an earnest desire to
prepare himself in his school work, for his life work; all of
which objects are most surely defeated by this prison-labor,
force-work operation.
But, some one present inquires, how are my pupils to get
good per cents at their examinations, if I let them have their
own way?  I reply that this course you are pursuing is
forcing them by antagonism to hate the very things that you
want them to love, and brings all the burden of good per
cents for your pupils on yourself the pupils working as far as
they dare against you. I would prefer such a course,even in
a per cent system, as would secure the co-operation of the
pupils rather than their opposition.
Do you wish to know how I would do it? Before I close
this course of lectures I shall try to point out some of the
various methods by which a higher and more energetic course
of school ambition can be excited and maintained.
I have, now, given seven difficulties, in this lecture. In my
next, I shall consider seven more, equally potent for your
annoyance or defeat, in your good work.




LECTURE ON SCHOOL MANAGEMENT
(COPYRIGHT SECURED.)
LECTURE VII.
DIFFICULTIES IN SCHOOL MANAGEMENT.
DIFFICULTY VIII. TARDINESS.
No school difficulty has received so much attention in
our educational periodicals, and none is so often called up
for discussion in teachers' gatherings as this. It is, indeed,
one of the most trying and vexatious. The causes are nu
merous in the pupil, but more numerous in the parents, and
vastly more unmanageable.
One of these is the overwork of mnothers. The mother
may have five or six children to take care of, she must try to
please her husband, and see that the coffee and steak are not
spoiled for his breakfast. She has to oversee a servant or
two, when it would always be easier to do tile work herself,
if she had the strength. She has several hired men to board,
and not unfrequently company to entertain. How can she
always get her children off to school in time?
The first bell strikes for school, and the good mother, full
of all sorts of work and care, hears it. She calls Mary; tells
her to find Julia, and comb her hair, and put on her clean
apron; tells James to wash his face and hands and start
quick, or he'll be too late again; and the rest, the little ones
she tries to get ready for school, in less than no time. She
knows all this ourght to have been done before the first bell
struck, but she had more of other things on hand than she
77




78                    LECTURE VII.
could possibly manage. How can she, I say, always see that
her children are away in time for school?
But mothers and their cares are not the only obstacles.
The father says to James, just as he is starting for school,
"'There, James, I forgot to have you take Charley to the
blacksmith's before breakfast; you must do it now." " I shall
be late to school, pa, and the teacher won't like it." "I'm
sorry I didn't think of it before, James; but you will have to
be too late this time, or I shall have to send a hand and he'll
lose a half-hour's work."
From the unmanageable character of these affairs at
home, and the desire to be reasonable with pupils, many
teachers adopt the plan of receiving written excuses from
parents. Though I do not condemn this practice as bad in all
cases, it generally tends to increase the evil; and worse than
that, it offers a strong temptation to deceit in getting forged
excuses, and in loitering by the way longer than if the excuse
were not in hand for protection. Thus, it seems to me that it
requires more care and time to watch these written excuses,
and see that they are not the means of deception, than to
watch the pupils without them. But I would try to arrange
matters so as not to be compelled to do either.
So far as I am concerned, I never would receive any excuses, either oral or written, for tardiness, nor absenteeism;
but always try to hold the school and school privileges in.such estimation, that the pupil would consider it punishment enough to be kept away from school, and thus instead
of complaining of the pupil for tardiness or absence, and
punishing him, I have to express my sympathy with him, for
his loss in being kept away from opening exercises, or in
being deprived of the pleasure of his class recitations.
But, perhaps, some one of you will say, "4That will do very
well for you, Mr. HIolbrook, and it sounds very well in theory,
but in practice, I expect to find in skating time or marble
playing time, that several of my boys, and those I am the
most anxious for, will frequently be tardy, and even play
hookey now and then. It is such cases as these, that I would
like to have you tell us how to manage."
Well, I'll try, thougrh I never had any such cases, and




SCHOOL MIANAGE1MENT.                79
you ought not, and will not, if your school is sufficiently
attractive. It will require some power and skill on your
part, to make your general exercises and your recitations
more interesting and attractive,than skating and marble
playing. But you can do it. I have known many teachers
to control the evil so far as to make it a real advantage in
stimulating themselves to extra and continuous effort to make
themselves interesting-even using the comparative amount
of promptitude or tardiness, as a scale by which to judge
of their own power and skill in working for the good of the
school.
I shall now proceed to give some of the methods or
artifices by which tardiness has been in many instances reduced to an inappreciable quantity, if not entirely removed.
Artifice 1,
For securing promptitude in attendance. I would place
some attractive exercise, in which all the pupils can engage,
at the opening of school in the morning, also some interesting recitation or general drill at the commencement of the
afternoon session.
Some of these exercises which I have made sufficiently
attractive to draw, for a while, I will enumerate:
1. Object Lessons. It is my purpose to give one lecture
in this course on object lessons, in order to show how they
can be used for this purpose without waste of time; for it can
be done, as badly as they are generally abused.
2. Scient~fic Experiments and Instruction. In our Natural-science classes here, Botany, Physiology, Natural Philosophy and Chemistry, the teachers give especial attention
to this feature, in the management of these classes; and any
pupil teacher who desires it, will qualify himself or herself in
these classes to give an interesting and attractive course of
experiments and illustrations, with little outlay for apparatus
or materials, and with great advantage to his own practical
scientific knowledge.
Botany, especially, affords a theme for a very exciting and
profitable course of morning exercises during the flowering
months; only one book is necessary, (a Gray's or Wood's




80                   LECTURE VI.
Manual), but the scholars should supply themselves every
morning with fresh flowers, of such a kind as the teacher
shall direct the previous morning.
So, Physiology may be used as a subject in flowerless
months; the teacher and pupils furnishing specimens of
bones, muscles, eyes, etc., from domestic animals, and to some
extent using their own persons for illustration.
3. Daily School Paper. This may be prepared and read
alternately by a girl and boy, on successive mornings. The
respective editors can be designated by the teacher three or
four days in advance, so that the labor of preparing a paper
may not interfere with regular school duties. I have known
school papers thus conducted to prove of great advantage,
otherwise than in inciting to promptitude.
4. Mental Arithmetic. A drill in this branch may be so
managed as to interest all grades of pupils, for a time, and
prove very profitable as an aid to the study of written arithmetic.
5. Orthography and Orthoepy. A drill for the whole
school in the elementary sounds, and orthographic parsing,
has been made very attractive for a few weeks, winning
prompt and eager attendance of all pupils. You will find a
description of a course of drills in orthography, orthoepy and
orthographic parsing in my Normal Methods of Teachingpages 92-96.
6. Penmanship. This exercise ought always to be general and the teacher ought always to give it his entire attention, while it is in progress. It is the only class exercise in
school in which prizes can be given without decided injury to
some pupils. In this, however, prizes can be offered in such
a manner as to stimulate the most backward, instead of the
most advanced pupils; and the prize system may continue
from term to term in writing, with increased advantage, if
properly managed. The objection to placing this exercise at
the beginning of school in the afternoon, that it is imme
diately after severe exertion in play, and the muscles of the
arm and hand are unsteady, is more than counterbalanced
by the advantages of placing it there.
7. Vocal Jtusic. We give opportunity here to all our




SCHOOL MANAGEMENT.                  81
pupil teachers, not naturally disqualified, to prepare themselves to teach vocal music by such a method that the youngest pupils as well as the oldest in almost any public school,
can learn to read simple music, from notes, at sight, in the
course of a school term, by daily lessons of ten minutes each
There is every reason why vocal music should be considered
one of the common branches, and taught as such.
General Remarks  on the First Artifice.
These are some of the exercises, which being sustained
with energy and skill by the teacher, will draw each for a
time. Some teachers will succeed better with some of these,
and some with others. No teacher would find it profitable
to continue any one of these exercises, indefinitely, to~ the
exclusion of all the others.. But there will be necessity and
advantage in changing the programme for commencing exercises, both forenoon and afternoon, whenever the exercise
is found to have lost its effect in securing prompt and cheerful attendance.  Perhaps no general exercise except penmanship ought to continue' more than ten minutes at a time;
and in the morning:the teacher would do well to place it i'n
his own time, before roll-calling, rather than in the time that
he is paid for, by contract with directors.
Artiflce 2.
I have sometimes requested pupils to answer at roll-calling, by giving the number of minutes tardy, both for morning and afternoon, the roll being called in the evening for
this purpose, also for taking grades in decorum, during the
day as I shall explain hereafter. The number of minutes ia
determined by the pupils from the school clock, or from a
watch hung near the door, for this purpose.
Artifice 3..
In a graded school of, several rooms I have known a
picture to be hung for, a week' in that room, which had reported the fewest cases of tardiness for the previous week.
There is danger that this plan may increase the evil in some
of the departments, which, from having. a few careless pupils:
in them, find it impossible to win the prize.
6




82                   LCTTURE VII.
Artifice 4.
I have known some very successful teachers to require
tardy pupils to write their names on a slate hanging near the
door, with the number of minutes tardy annexed, or in case
that the pupil was unable or unwilling to write, a monitor
appointed for the purpose, and always one who had not been
tardy for a given length of time,made the requisite entry on
the slate.
Artifice 5.
The daily reports of tardiness and half-days' absence are
read every Friday night before the school.
Ariftce C.
Weekly reports of tardiness, and half days' absence, with
grades of studies and decorum may be sent to parents on
printed cards every Monday.
Artifice 7.
The unvarying and earnest desire to please and benefit
every pupil, and- a determined effort to accomplish this, at
whatever expense of labor or self-sacrifice, will be worth
more without any of the other artifices, than all together
without this essential one.
DIrcurLTr IX. INDn'PERENCC OF PARIENS.
The utter indifference of parents as to the educational
interests of their children would be astonishing if it were not
so universal. It is true, some noble exceptions ate found, but
the great majority even of intelligent, respectable parents
seem to be so profoundly absorbed in making money, or in
other necessary family cares, that the true ends of life are
entirely lost sight of in raising their children.
See that mother. She can go out to the nest two or three
times a day for several days to see whether any of the goslings have made their appearance; and when they are hatched
she can find time — to feed them frequently, watch them carefully, and- nrse them tenderly. Why?  Because there is
money in them.




SCHOOL M3ANAGEMENT.                83
But what does the same mother know about her children's
operations in school?
They go to school, term after term, and she does not know
whether they are learning to love knowledge and virtue, or
hate them; whether by school influence their personal habits
are improving or deteriorating; whether their teacher is
inspiring them with a love of industry and, probity, or train.
ing them by bad management to a hatred of labor and honest
exertion. How can she know! She never visits the school,
nor invites the teacher to her house, nor converses with her
children about school matters, unless it is to listen to their
Complaints of the teacher, and their accounts of their own
mischief and wickedness at the teacher's expense.
The father is greatly interested in his new breed of pigs,
and never wearies in descanting on their superiority in
making the most pork from the least corn. He can spend any
amount of time in leaning over tn- tgy; and seems to enjoy
the crunching of the corn almost as much as the pigs do. If
any pig loses his appetite, he knows it, or if any pig is missing
at feeding time, he knows it, and hunts him up. He doesn't
trust the care of his pigs to any hired man.
But his children may go to school or not go; they may be
improving their time or wasting it.  It seldom enters his
~head, that it is any concern of his to know whether the
teacher is a faithful workman or a shirk;; he is too much
absorbed in his pigs and colts, corn fields and wheat crops,
high prices and low taxes.
But worse than this, you' have not -only seen this kind of
parents, if there were. any in the district where you taught,
and not improbably the majority were of this kind, take no
interest in you or your work as a teacher, giving no encouragement to your protracted efforts to help their children to
-overcome their lasy, vicious habits, to stimulate them to
earnest activity in their school work; but they are the first to
make a fass if in your anxiety to save and bless their children
you have incurred their displeasure. They will -then take an
active part against you, and try to injure you, always assuming that their children were right, ready to believe every
~story they tell about you, however -ridiculous or absurd;




84                    LECTURE- VII.
when they know that these same children are caught in lies
at home almost every day.
School directors, too, are frequently very little inclined to
give you any aid or encouragement in such cases. They are
more likely to be the men who make a fuss on behalf of their
children, laying all the blame on you, rather than giving you
their sympathy and co-operation in trying to correct the bad
habits of their children.
In view of these facts, far too prevalent, teaching is not,infrequently, a thankless business; and it is no wonder that
so many are willing to leave it for almost any other pursuit.
But let me here tell you again, as I have several times
before, that this difficulty with all the rest in our profession
should not dishearten the true Christian teacher, nor turn him
from his work; but rather excite him to greater patience,
keener ingenuity, higher efforts, nobler self-control, loftier
daring, firmer trust, and a purer consecration to his work.
DIFFICULTY X.  WANT OF UNIFORMITY AND SUFFICIENCY OF
BooKs.
It is indispensable to a well-managed school, that every
pupil have his own books, as it is impossible to carry out any
regular programme for study hours, if brothers and sisters, or
others, are compelled to use each other's books. And it is
impossible to avoid communication, if two pupils study together from  the same book. Still many parents are very
reluctant' to furnish the requisite books, thinking that one
geography and atlas, sadly dilapidated, as they are, will
answer for two or three children; as they-can either study
together or use the same books at different hours.
Then, in order to secure any economical disposition of
time for recitations, and so reduce their number that there
will be time enough in each to excite any wholesome interest,
it is necessary that all pupils who can possibly be classed
together have the same kind of text-books. But parents
can't understand this. Too many think if John has an arithmetic of any kind, he can study arithmetic, and the:teacher
can attend to him separately; and so. of an old Murray's or




SCHOOL MANAGEMENT.                85
Kirkham's grammar- And very likely a director's daughter
brings a new grammar or arithmetic, which some agent has
left with him for examination. So uniformity is disturbed,
and desirable classification rendered difficult if not impossible.
What is the teacher to do under such circumstances.?  I
can tell you what has been done by many a teacher. He
has bought the necessary books with his own money, and
lent them to the pupils, and thus removed this obstacle to
good order, diligence, and the necessary condensation of
classes. He can thus by a comparatively small outlay secure
double or triple the time for the more important recitations,
and a higher interest from having larger classes. He also
makes it practicable to arrange his programme for study
hours, for each class in each branch as well as for recitations.
It may be true that the directors have the power by law to
prescribe the kind of text-books, and to require'that the
pupils are supplied. with them, but very few use this legal
power. More are backward in supplying their own children'.
In lending books to pupils, I have almost always been
paid for them. The only fathers who stand out, and refuse to
pay, are those who spend dimes enough daily for whisky or
cigars to buy one or more books, growling when a book is
called for, "There it is again, every new teacher must have
a lot of new books bought. The old ones are good enough.
I'm not a going to submit to it any longer. They can't speculate any more out of me, not easy!"' Whether the books
are paid for or not, I am compensated in having a more inter.
esting and successful school, and in the feeling of the pu.pils
that I am willing to do a little more for them, than to keep
them in the school-house hours enough in a day, and days
enough in the term to get my wages.
Such outlays, judiciously made by the faithful, earnest
teacher, often pay a hundred fold.
DIFFICULTY XI. WANT OF SUFFICIENT DESKS AND SEATS, RECITATION BENCHES AND BLACKBOARDS.
Since you are:a good teacher and are receiving extra
wages, the school will be fuller than ever before, and the




86-                   LECTURE VII..crowded seats will militate against good order. This difficulty:can be removed by the directors, who have the power to levy
a tax for necessary repairs and supplies, without a vote of the
district.  Provision should be made with the directors fol
this difficulty before engaging with them.
In contracting, they will tell you, "We have a small
school, only about twenty or thirty scholars." But you will
inquire for the number enumerated; and if you find it eighty
or a hundred, you will make your calculation for fifty or
sixty. And if they don't attend afterward, conclude it is your
own fault, and the difficulty is in your want of energy or power
to draw. Thus you will find stimulus for your highest exertions.
IDIFFiICULT  XII.. WANT OF PROPERLY PREPARED FUEL.
Every teacher,almost, has felt this difficulty as a sore annoyance. Sometimes it is the want of fuel of any kind.
Sometimes the wood is not chopped, and it is expected that
the larger boys will chop it, or that the teacher will do it
himself. Sometimes the wood is sap-rotten and water-soaked,
a load that the director could neither use nor sell, so he charged
the district full price for it, and hauled it to the school-house.
Having shivered with my pupils for a day and more, expecting a load of wood every hour, I dismissed the school at
evening, and went the third time to see the director about
the wood previously promised. He charged the delay upon
another director, who had promised he would send a load to
the school-house three days before; but said he would send a
load himself, the next morning before school time. Sure
enough, I found the wood, a jag of swamp-ash saplings. I
tried an hour to get a fire started, but in vain. Still shivering with the children, I sent a note to the director, requesting him to send me a basket of icicles off his wood shed, for
kindlings, as I could not get the swamp-ash to burn. lIe
came over, somewhat angry, and somewhat amused, with some
fragments of old rails, with the help of which we managed to
shiveron until the other director fulfilled his promises. After
threatening to leave the school, I secured fuel enough ready
chopped and split to last through the term.




SCHOOL MANAGEMENT.                  87
The remedy for this evil, want of properly prepared fuel,
is in your contract. Make the written agreement that, if the
school stops for want of fuel or any other cause for which
you are not responsible, that your wages shall be fully paid;
but if the school is suspended from any failure or disability
on your part, you will not expect pay for lost time.
DIFFICULTY XIII. HARD CASES.
It is sometimes said, "There is a plenty of fine-spun theories about governing schools, but none of them tell us how
to manage the hard cases; these theories do well enough for
plain sailing, but they fail us just when we need help, in
rough weather, or when driving toward the breakers." So,
"' theory and practice " are scouted as of " no account, any how."
With regard to this difficulty, " Hard Cases," my first remark is that he or she whose theory and practice are normal,
and right, seldom has any hard cases to deal with, and even
then they are so speedily softened, that the fact of hardness
is hardly recognized or remembered. Such a pupil as had
borne the reputation of being the "worst boy in school," is
rather known as among the most diligent and loyal. Why?
and how? I answer, (1,) because his antagonism is not excited
by suspicious measures of unusual rigor toward him, particularly; (2,) because the teacher perceiving or discovering the
particular bent or idiosyncrasy of the boy, or young man,
furnishes him something to do that will occupy his time and
engage his attention, in some useful direction, and the pupil
begins to feel, as he never felt before, that the school is going
to be of some real advantage; and having his interest aroused,
and his mind fully occupied, he forgets his old school tricks
and former bad habits, and becomes one of the most diligent
students.
I have found book-keeping an excellent study to win over
such hard cases. The idea of making some definite and valuable use of school acquisition is a new one, to this pupil, and
is generally adequate to dispel the old one, of considering
the school only a place for resisting law, and the practice of
mischief and rowdyism. So, I repeat it, the teacher who




88                    LECTURE VII.
adopts this plain normal principle, of school management
viz, I must furnishl every pupil so?nething to do that will be
useful and interesting, or he will furnzish me something to do
thlat will be vexatious and exhausting; and carries it out with
any degree of faithfulness and tact, will have no hard cases,
or, if he has, the popular current of the; school will be too
strong for them to resist, and as they perhaps took the lead infun and misrule before, they will strive as hard to shine in lead.
ing the classes and promoting the general interests of the
school.? But you say, "Suppose a boy or young mall still holds
out and I am unable to reach him; he still continues troublesome and rebellious, in spite of every thing I can do, then
what 1"
My answer is, You must acknowledge to yourself that some
teacher can be found who can manage even this hard case,
that proves so refractory with you. In other words, if you
had more skill and patience, you could manage him yourself.
Then I say study the case once more, before you own up
beaten..Tax your own resources of ingenuity in expedients
and artifices, once again, before you are willing to acknowledge yourself utterly vanquished in this contest: you, fight-,
ing for the boy and his best interests; he, fighting against
himself and for his own destruction. Can't you make him
see it?
Try again, find some other expedient, convince him, if.
possible, that you only design to do him good, and he alone
prevents it.
But at last, one or -the other must triumph, you for his
salvation and your own higher success in all your plans for
the good of the school; or he for his own ruin, your discomfiture and the demoralization of the school. Unless you voluntarily resign, as incompetent for the position, and leave
the field free for another to win where you lost the battle, it
becomes a matter for the directors to decide, whether you or
he ought to leave the school. It may even be necessary to
suspend the pupil till a meeting of the directors can be called.
Now, in resorting to the directors for "aid and comfort,'
the teacher must be on his guard: against two extremes.




SCHOOL MANAGEMENT.                 89
1. HIe or she must not threaten in every slight difficulty'I'll call in the directors if you don't behave better."
2. He or she, the teacher, should not defer the matter too
long, or until he or she has lost all respect of the pupils, and
the work of disorganization has proceeded too far to admit of
recovery after the principal cause has been removed.
The directors should never be called into a school. If
they are called once, it will soon be necessary to call them
again, and it will not be long before they will be needed all
the time. A special meeting should be called for the hearing
of such a case, both parties being present to make their
statements.:If the contumaciously incorrigible, or his parent
fails to appear, you will. state the case with such witnesses as
you think best to call.
If the directors then decide to retain the unmanageable
pupil in school, by all means you ought to resign. You can
not do a worse thing than to continue a fight after being so
thoroughly worsted, routed, and all your subsidies gone over
to the enemy.
You may profit by your experience, in another field, but
your usefulness here is at an end.
DIFFICULTY XIV. LOW WAGES.
I look upon this difficulty somewhat differently from most
of you, perhaps. You think it a necessity that you would
avoid if you could. I think it a misfortune that comes from
want of sufficient energy, foresight and tact. "Perhaps so,"
you say, "but how can I relieve myself of it.?"
I will first try to show you how the difficulty works.
You have attended a normal school, and spent all your
means in qualifying yourself well for your work. You are
anxious now to get a situation, and you hardly dare ask living wages, fearing that you'll not succeed immediately in
getting one.
The directors discover your necessities, and jew you down
till you engage to teach for half wages, less than any ordinary
mechanic is receiving, say thirty dollars per month. Now,
what is the consequence 2 Why, those very directors, who by




90                   LECTURE VIL
taking advantage of your necessities, jewed you out of half
your wages, are boasting around the district that they have
hired a cheap teacher, and you will have to enter that school
under the disability of poverty and dependence-two unpardonable sills in these times. Yes, you are a poor, cheap
teacher, and all the children have beard of it, especially the
directors' children.
The best scholars in the district will not patronize such a
teacher; they prefer to go away to school. The worst are
sure to be on hand; they expect to have a good time at your
expense. IHow are you going to rise above all this; make a
good school out of the worst of materials? How can you
convince the children that you are worthy of obedience, and
their parents that you have any just claims on their sympathy and co-operation? you poor, cheap teacher! You will
find it somewhat difficult, I imagine, whatever may be your
qualifications. Yes, low wages is indeed a sad difficulty, and
hard to overcome.
Let us now c(,nsider the advantages of good wages for a
moment.
You meet an honorable board of directors anxious to have
a good school, whatever may be the cost. You present your
views of teaching and school management, and succeed in
enlisting their attention and interest, in the plans and methods you propose to pursue. They feel that money will be
well expended in hiring you at an extra price; in fact, they
can not afford to let you go. They agree to pay you much
higher wages than the district has ever paid before. Now
what is the consequence? These directors, in order to sustain
themselves with their constituents for paying such an extraordinary price, three or four dollars a day, when the district
had never paid more than two dollars before; instead of
bragrin&g of their own sharpness, at your expense, avail themselves of every opportunity to speak well of your qualifications, and to set forth your normal views and methods in
their true light, before the people of the district.
Being thus committed, they are prepared to stand by you,
and assist you inl carrying out your plans, as well to justify
their course, as because they are really interested in the de



SCHOOL MANAGEMENT.                 91
velopment of your plans, and in the increasing success
which attends them.
You are thus introduced under the most favorable auspices,
and sustained and encouraged by the hearty co-operation of
your patrons. The more advanced pupils of the district and
surrounding districts will attend your school, instead of
going abroad to boarding-schools. The good students are
now all on hand, and are in ascendency; the bad boys and
frivolous girls say with the rest, " We are going to have a good
school, and I am going to learn something this time."
I say then, teachers, "covet the best gifts," claim  the
highest wages —only first thoroughly qualify yourselves that
your claim shall prove to be a just one-and then, secondly,
and always, don't work for high wages —but for infinitely
higher ends. But working for such ends is the remedy for
low wages.




LECTURE ON SCHOOL  MANAGEMENT
(COPYRIGHT SECUnP.ED.
LECTURE  VII I.
SELF-DIFFICULTIES.
Is the two previous lectures, I treated of some of the
leading difficulties in the school-room, numerous and formidable enough, it would seem, to intimidate any one who
should fully realize their extent and power; but in this lecture I design to bring to view another class of difficulties in
many cases still more subtile and unmanageable, than any that
can exist in the school-room; they are such, teachers, as are
a part of one's self, one's own bad habits, weaknesses, and
disabilities. The former difficulties may be overcome or provided for by sufficient energy, foresight and ingenuity; but
who is fully his own master? "He that ruleth his own spirit
is mightier than he that taketh a city," or governs a school
by positive enactments and rigid enforcement. The teacher
wno is thoroughly master of himself and possesses the requisite qualifications otherwise, has a school that will call for
very little positive government, at least such as manifests
itself.
SELF-DIFFICULTY I. BAD GRAMMAR.
Let me first notice, my young friends, your use of the
English language. You will frequently find yourself making
mistakes in the use of your vernacular.  These erroneous
forms of expression were taken in with your infantile breath,
92




LECTURE VIII.                  93
as -it were; at the fireside, or on the play-ground, and possibly
some of these uncouth localisms, or barbarisms, cling so
closely that you are entirely unconscious of them, and probably no, friend has had the kindness, or the hardihood to
advise you of them.
I know a young man, here, who will persist in his home
habit of introducing the preposition, for, before every infinitive, as "I wish for you all to come early."  "He said for us
not to mind it." As offensive as this is, to most of you, he is
frequently inclined to boast of his knowledge of grammar,
and is obviously unconsciousof' this and other similar deviao
tions from'correct language. Probably if you were to tell
him of the error, he would reply, "Certainly, I would likefor you to correct me, when I'm wrong; but you must make
for me to see that I'm wrong, first."
But, suppose you try to correct your own home-bred errors,:
and you frequently catch yourself uttering impure colloquialisms-not to say, vulgarisms or slang phrases-the difficulty is then not so much in the fault itself, as in the attention you attract in endeavoring to overcome it; especially,
as you will almost surely make the matter worse by overdoing it.
For example, I have heard some pupil teachers here in
this effort at self-correction use the forms "I do not," "He is
not," instead of the proper colloquial forms, "I don't," "He.
isn't;" also "I arn't" for "I'm not."
Now I beg, that you don't do such foolish things; rather;
let your expressions be easy, and free, even though the homebred uncouthness does show itself now and then. It will not
be as likely to excite ridicule as your over-much nicety in
grammar. It is generally and correctly assumed- that a man
who is ostentatious of his grammar, has little else to boast of.
Pedantry and ignorance are never far apart.
When you go into society, don't make every one you come
in contact with uncomfortable from your extreme effort to be
remarkably accurate in your syntax and etymology: more
than likely some fast boy.or girl will be ready to take you off
the moment you are out of hearing.




94               SCHOOL MANAGEMEIE T.
I once visited a family where a teacher of this stamp had
formerly boarded. The good hostess evidently entertained
the idea that all teachers were exacting in their grammar.
She was painfully precise in her language. For instance,
"; Mary, sit the chairs up to the table, and we will set down to
tea." If the teacher had not been there she would probably
have spoken correctly.
Now, teachers, don't make yourselves and your profession
so oppressive. Let those around you feel that you recognize
them as fellow-beings, even though you do think you understand grammar so much better than they.
It may work well in your school, however, to call for
reports from the members of your grammar class of any
instances of supposed bad grammar coming under their notice.
These reports should be called for at the commencement of
the grammar recitation, and the criticisms should extend to
the teacher as well as to fellow pupils. A mutual interest
excited in this way, and sustained in the spirit of kindness
and humor, will do more in one school term to help teachers
and pupils in practical grammar, and in appropriate use of
language than memorizing all the definitions, rules, notes,
remarks, observations and exceptions in the bulkiest of grammars, or in Brown's Grammar of Grammars.
When judiciously managed such an exercise will soon
create in those engaged in -it a kind of grammatical conscience, which will hold its sway with increasing integrity,
and yet with more ease and grace all through life.
SELF-DIFFICULTY II. USE oF TOBACCO.
This difficulty, I hope very few of you have to contend
with. Still for the sake of these unfortunatesi although I
confess I have very little hope of benefiting them, I will
dwell for a moment. I hardly know where to begin, so I'll
give you little of my own experience. When about fourteen
years old, I noticed that many of the most taking young fel.
lows smoked. It looked smart, and so I thought I must
smoke. The first time 1 tried it, a few drafts were enough to




LECTURE VIII.                95
make nle " awful " sick; but I was determined to be a man if
it did make me sick, and I worked at it till I,conceived I
could handle a cigar with as much grace as the smartest of
them. Not yet having acquired any particular love for the
weed, I chanced one day to enter a grocery where three of
the most brutal, vulgar bullies of the town were smoking
with particular gusto, each with his emptied beer glass standing near him. I pulled my cigar from my mouth, and whirled
it out the door, mentally resolving that I would never
smoke again or do anything else in which such wretches as
they could beat me; and I have lived up to my resolution, at
least, so far as smoking is concerned.
But some of you say, " I was advised by a physician to
smoke to cure the toothache." Yes, and I suppose you are
curing the toothache yet. I would prefer some more effecttive remedy. You remind me of the Irish doctor's bill for
services rendered, "To curing your wife till she died, $50."
A young man here last summer said his physician had
prescribed smoking a pipe to help his dyspepsia, so he is still
smoking for the dyspepsia, when he is able to eat any thing.
Why, I would as soon think of polishing my eye-balls with
shoe blacking to improve my impaired vision, as to use the
poison of tobacco to strengthen impaired digestion. "But a
poor excuse is better than none," you know.
If any one of these unfortunates, present, can adduce one
positive advantage from smoking or chewing, I would advise
him to write it down and give it a whole column. But
against that column lejt him fill another with the evils connected with the use of tobacco, and with the sin and moral
degradation resulting from his slavery to so vile a habit.
The list, honestly made, will be appalling. The idea of
being a slave to any habit, it seems to me, is demoralizing to
all integrity, and a teacher, of all men, ought to be his own
master, and in the highest sense a noble, pure and Christian
freeman.
Some twenty years since I was conducting an Institute.
Two leading teachers of the State were assisting. One the
noble and lamented Andrews, the other a Mr. Nameless,




96              SCHOOL MANAGEMENT.
though not to know him is to be yourself unknown. The wife
of a physician, from the city in which Mr. Nameless was Su.
perintendent of Schools, was dining with us. As soon as our
meal was dispatched, Mr. Nameless drawing back from the
table, Mr. Andrews says," Well, Sam, I suppose that cigar has
to be attended to now." "Oh yes, every dog must have its
day you know," replied Nameless.
Said the lady visitor, "Mr. Nameless, do you know what
Henry told me yesterday?"  "Of course not."  "Do you
know that we have: been trying for a year and over to break
our Henry of smoking; and with his frail constitution and
highly nervous temperament, we feel that smoking is ruining
him?" Said Mri Nameless, "Oh smoking doesn't hurt any
body:; and if it does, they ought not to smoke." "But," said
she, "how could it escape your notice, that Henry is making.
himself almost an imbecile by the practice? His father and
I had entreated him to give it up, and he promised us he
would; but yesterday I discovered from  the odor of his
clothes, that he had been smoking again. We charged him
with it. He did not deny it. But what do you suppose was
his argument this time:'Why, Mr. Nameless smokes all the
time, and it doesn't hurt him." Now, teachers, who could
bear such a remonstrance from a mother? Surely no man
whose every moral sensibility had not been paralyzed by the
use of the fell narcotic. Mr.. Nameless smokes yet. But'
what has become of Henry?
SELF-DIFFICULTY IIr. WANT OF SELF-CONTROL.
I remarked, to be one's own master is'more necessary for
a true Christian teacher, than for any other man. I shall proceed to specify a few points where the teacher especially
needs this self-mastery, and where, if wanting it, he finds a
difficulty to which he will sooner or later be compelled to
succumb, and thus abandon teaching, or be recognized only'
as a failure and' a disgrace, cast off from  one place after
another, till life itself shall become as great a burden as he is
a nuisance in-the school-room. But the teacher who shall;




LECTURE VIIL                 97
exercise due self-control in these particulars can not fail to
be a growing teacher, growing in reputation, position, and in
usefulness.
SpeciJfcations in Self-control.
1st. Early Rising. There is no deservedly eminent teacher
in these days anywhere to be found, but finds it necessary to
study. Such are the advancing claims of Science, Literature
and Art in all directions with which every live teacher must
keep pace, aside from the spirit of progress in his profession,
and being posted and especially prepared in the matter and
method of the branches he is teaching, that the utmost economy of time is demanded, to hold or win any advanced
position. Though some successful teachers of uncommon
physical development may differ with me in practice, I am
prepared to say without fear of successful contradiction from
those who have tried both plans, that early rising and study
before breakfast is immensely more economical than study at
night into late hours.
Morning study is better than night study for several
reasons.
1. Night study is performed when the physical energies
are more or less exhausted, and the mind can never do its
best, without a full supply of nervous power. Hence, such
study is often abortive, always less effective, even though it
may be very laborious.
2. Morning study is performed when the physical energies
are the highest, and of consequence the mind is the keenest.
The difficult problems which baffled the student's best efforts the night before, he has found comparatively easy after
a good night's sleep.
3. Any study to be effective must be exciting. Excitement and fatigue combined in night study, render sleep
dreamy, fidgety, and unrefreshing, as every night student
knows.
4. For want of sufficient and invigorating sleep, the teacher.s unfitted for the duties of the next day, for, however much
7




98                   LECTURE VIII.
he may have gained in preparation for his recitations, he has
lost much more in good humor and cheerfulness and vivacity.
It is safe to say, then, that an hour for study before breakfast is worth two hours after supper to the hard-working
teacher.
Study before breakfast is healthy excitement. Study after
supper is often exhausting and feverish fatigue.
Study before breakfast is both mental and moral power
that flows over copiously and bountifully into the schoolroom. Study after supper is the result of moral weakness,
and ends, sooner or later, in mental incapacity.
Study before breakfast enhances every excellence, enriches
every pleasure, and dissipates almost every difficulty of a
teacher's life. But it requires self-control to rise early. Such
as I am afraid but few teachers can persistently practice.
But if it requires self-control to rise early, it requires true
heroism to retire early enough and continuously enough to
make early rising habitually practicable.
LECTURE VIII-SELF-DIFFICUL
Heroism, did I say? Yes, heroism, to break off from an interesting book, to withdraw from a lively circle, to excuse
one's self from a charming chat with some fascinating friend.
Gentlemen, Ladies-" One man among a thousand have I
found," says Solomon, "but a woman among all these have I
not founda' By which, I suppose, Solomon intends to say,
that it is -more difficult for a lady teacher to exercise self-control, under such trying circumstances, than for a gentleman.
But, I confess, I have my doubts.
2d. Compliance with our own reguirements. For example, promptitude.  How many teachers have self-control
enough to be at their post, without one failure for a term,
not generally, but always, without a single failure?  But
how can a teacher expect to remove, or even abate, the nuis



SCHOOL MANAGEMENT.                  99
ance of tardiness, while he himself is chargeable with the
same crime?
This unvarying promptitude requires that energy in character, and foresight in the arrangement of minor matters, that
control of self, and mastery over circumstances, which make
the successful man in any other business or profession.
Take another example: I once felt it necessary to request
my pupils not to whistle in the school building, the school
rooms or halls. The request was very generally complied
with. But while solving an algebraic problem during recess,
I was heard whistling continuously by all the pupils in the
room. The unusual silence among the pupils attracted my
attention, and brought me to a consciousness of my whistling.
Under the circumstances I found it necessary to make a full
confession of my delinquency-and tried to turn the accident
to good account, by thus showing my own respect for law and
order. But such accidents should not happen too often.
3d. Controlling one's temper. The true teacher is full of
excitement and enthusiasm; and if he is not exceedingly
watchful, especially when tired or ill, his excitability becomes
irascibility. Thus his highest element of success, for want
of adequate self-control, defeats itself. I know of no better
means of controlling one's self under such circumstances, than
a persistent determination to return good for evil. Simple
will-power may do much, but acting under the guidance of
the higher law, it can seldom fail.
A tired, overworked, harassed teacher too often claims the
ass's ears. I will explain: *One cold morning last winter, a
teacher, hurrying to his school room a half an hour earlier
than usual, with his ears protected by fur lapels projecting
upward, heard a group of boys he had just passed, vociferating, " What ears! what ears!" Turning around to resent the
insult, by "pitching into " the boys, his anger was converted
into laughter, by noticing the flopping of a remarkable pair
of donkey's ears, not far off in the street. The teacher passed
on, resolving, thereafter, to let the donkey always have the
advantage of his own ears.
4th. Controlling one's affections and preferences. Selfcontrol is again needed in managing one's affections and pre*Narrated by Captain Williams.




100                   LECTURE VIII.
ferences. We naturally love those who esteem us, and try to
please us. It is well that we are so constituted. We teachers
hate hearts, as well as other people. If a pupil, especially
one of the opposite sex, is more attractive than others, the
teacher would be more or less than human not to be influenced accordingly. But so to control affection and prefer.
ence under such temiptation, as to escape the charge of partiality, or greater Weakness, requires that quantity and quality
of self-control that very few even good teachers are found to
possess.
SELF DIFFICULTY IV. WANT OF SOCIAL POWER.
Teachers, as a class, have less social power and social infiluence than any other profession. We are, if at all successful in our calling, fully absorbed in its duties; rather,
entirely overwhelmed with its cares, toils, and anxieties.
Why,then, should we try to cultivate the power of making
ourselves agreeable and popular with all classes of men and
women? Why?  Because, being recognized by our patrons
as worthy, intelligent, and affable, being sought after and
courted in general society, so much the more respect is accorded by our pupils, and thus this social power becomes a
potent element in aiding the teacher to attain that ideal
school government described in Lecture III, as the Personal
Influence Plan.
Besides, the teacher whose studious habits seclude him
from society, almost necessarily falls into odd ways and noticeable peculiarities, which much impair, if they do not entirely neutralize, his personal influence in the school room;
making a resort to the Force Method necessary to sustain
order.
I say,then, that the teacher should avail himself of every
practicable opportunity, with his pupils and with his patrons,
to cultivate his social power. Now, as it generally devolves
on a teacher to lead in conversation, with whomsoever he
may meet, he must learn to interest every individual, by drawing him or her out on topics concerning which that individual ought to know more. than- the teacher. Social power is




SCHOOL MANAGEMENT.                101
thus evolved and rendered more available in directing conversation and in being an inquirer, than in being a voluble
talker, especially about one's own superior abilities, remarkable adventures, and astonishing successes. EGOTISM is a too
common fault with talking teachers.
I will add a word or two on Dogmatism and Pedanitry,
banes of the teacher's social influence. The control of children and youth, and their necessary subordination to school
authority vested in the teacher, will sooner or later give the
teacher who does not mingle in society the air, at least, of
overweening confidence in his own opinions, and disagree Wble
restiveness and petulance, whenever his views or statements
are questioned or contradicted. This tendency to dogmatism
should be most carefully guarded against. The practice of
free discussion between pupils and teacher in recitations,
within the proper bounds of mutual respect, inciting as it
does to breadth and liberality of opinion, will best counteract this tendency. As common as PEDANTRY is with the most
assuming and pretentious of our profession, I have not yet
learned to treat it, or its possessor, with much patience or
respect. The pedant knows a little grammar, that is, he
thinks he knows some one grammar by heart; he knows a
little arithmetic, that is, he thinks he can do all the sums in
some one arithmetic, and explain them, etc.; and you will see
these littles projecting themselves in all directions, on all occasions; and the man or woman that does not understand
grammar as he understands it, and give a definition or a rule
as he has memorized it, he denounces as ignorant and low'
bred. And so of other branches. Pedantry is the pride of littleness.
A little knowledge is an odious thing. A full and systematic knowledge of any one branch, as treated by various conflicting authors, will free any man, not a born fool or a hopeless knave, from this stench of pedantry. Teachers, beware,
then, that you acknowledge no one text-book as your master, but rather use all text-books as your servants, all reference books as your counselors; nature and revelation, under
the guidance of a humble spirit of inquiry, as your only adequate authority, your ultimate court of appeal.




102                  LECTURE VII.
But I am not quite done with Pedantry yet. If you will notice from the beginning in the mechanical arts, say, penmanship, up to the highest science we can grasp in this mortal
state, the science of holy living; you will find this assertion sustained by facts. The more one knows, the more eager
he is to learn. The most beautiful penman I ever knew, Mr.
Lusk, was the most assiduous in his efforts still for higher improvement; and the most earnest and lovely Christian I
ever knew, I will not mention her name, is the most prayerfully eager for higher attainments in the divine life.
Pedantry, then, makes itself odious by the satisfaction it
enjoys in knowing all that needs to be known on any subject,
and by rejecting all further investigation as useless, and its
results as "positive error."
SELF-DIFFICUTY V.-WANT OF CONFIDENCE IN ONE'S SELF.
It is no wonder, teacher, that whenever you take a comprehensive view of the innumerable duties, the immense responsibilities, the exhausting labors, the perplexing anxieties
of the teacher's life, that you often cry out, " Who is sufficient
for these things?" and feeling your own inadequacy, you, for
the moment, stagger, as powerless for the conflict.
I suppose every truly successful teacher has such experiences. It is only shams and quacks that do not.
But if this spirit of self-distrust is in the ascendant, you
are already a failure. No; true manhood, true womanhood is
only incited, thus, to more earnest effort and cheerful daring,
and declares, "I'11 win, or die in the attempt."
Nor is this all; every such noble spirit resolves that every
day's labor shall be more effective than any past one; that
every term's experience shall make the next a higher success;
that every successive class taught in any given branch, shall
be better managed, more effectively drilled, more deeply and
thoroughly roused to an earnest and cheerful activity, than
any preceding one.
But there are multitudes of quacks in our professionhodge-podge teachers, humdrum  teachers, force teachers,




SCHOOL MANAGEMENT.                103
talking teachers, everlasting I teachers, and yet other like
classes, who know no more of these responsibilities and difficulties "in the school-room," and in one's self, which I have
been describing, than the latest and veriest humbug advertiser of buchu or bitters, that cures all the complaints and
catastrophes of this earthly existence, can be supposed to
know of the laws of life or the righteous retributions of Divine Providence to guilty men like himself.
To such teachers, more than life destroyers, I have nothing to say. They are not here. They will continue to bluster
and bruise, to imprison and dishearten, to turn a labor of love
into the impositions of tyranny, to make the school-room and
all remunerative labor hateful and oppressive, to render their
pupils as unfit to enter on any rational and honest course of
life, as they themselves are to perform the duties of the
school-room, in spite of anything I can do for them.
But I address myself most hopefully to you, my friends,
feeling that we have considered all these difficulties thus far
with a common appreciation of their magnitude and force;
and yet feeling that this consideration has the more fully pre
pared us to grapple with and turn them to good account, in
stead of being disheartened or crushed by them.
SELF-DIFFICULTY VI. WANT OF CONFIDENCE IN HUMAN NATURE.
By this confidence in human nature, I do not mean that
easy, slip-shod goodness which will make you the constant
dupe of every ready-mouthed pretender, whining hypocrite, or
self-excusing shirk, in your school; nor yet, that confidence
which trusts no pupil any further than you can watch him.
Of these two extremes, I believe the former the least pernicious, however, in its school results. I will try to show you
what kind and extent of confidence, I think, we teachers
ought to exercise toward our pupils.
While I am a believer in general depravity, I do not believe that any person is so bad that he can be no worse; but
rather that there is no person so entirely corrupt, but that yet
there remains in him, deep down, perhaps, some lingering, not




104                  LECTURE VIII.
quite extinguished susceptibility for kindness, some generous
feeling not quite smothered, that you can reach, teacher,.f
you have the power, the tact to seize upon and apply the
proper means, at the proper juncture. If you can possibly
discover any good quality or capability in such a pupil, or can
learn of any good act that he ever performed, it may become
a basis for a sincere recogition of some real worth, which may
be succeeded by such a course of kindly appreciation and
healthy encouragement, as he has never before experienced;
and wllich, if pursued with some adroitness and much patience and charity, will win his friendship and cordial esteem.
Thus, not unlikely, you may have his life-long gratitude, for
his redemption from ignorance and crime.
Do not drive any bad boy out of school on too slight
grounds. Exercise faith and patience a little longer. When
you are compelled to suspend or expel a pupil, you really acknowledge your own incapacity to manage his case; besides,
not unlikely, you thus take from him the last opportunity for
reformation and the last prospect for a useful life.
SELF-DIFFICULTY VII. WANT OF CONFIDENCE IN GOD.
I claim, that the teacher, above all other men, needs a living Christian faith, a childlike, loving obedience to divine behest, and a perfect and filial submission to the Master's will.
Such are the trials, vexations, and difficulties, such the
claims on his charity, patience, and fortitude, such the demands on him for ingenuity, foresight, and strategy, that no
human ability would seem adequate to the case. If then there
is any man that needs to live by prayer and close communion
with God, and thus be permeated and energized by the might
of the power of the Spirit of all wisdom and goodness, it is
the teacher.
I doubt whether there is a Christian teacher, in this hall,
but has come to a point sometime, many times, when he felt
that he did not know what to do, or how to manage the particular case. He is unable, perhaps, to decide whether this
new difficulty, or complication of difficulties, that presses upon




SCHOOL MA NAGEMEN'T.              10O
him, demands definite and summary action, or yet forbear
ance and prudent delay. Now there are times like this, in
the experience of every working, hopeful, teacher. " Every
heart knows its own bitterness."
In such emergencies, the devoted, Christian teacher brings
his grief, his perplexity to the Master. In the spirit of hum
ble confidence he rolls the burden off upon Him who is wait
ing to receive it. He finds relief, deliverance. A light break
up in his path. That which was about to crush or undo him.
is seen necessary to his highest success. Thus he is led in a
way that he knew not, and the eternal promise again made
sure.
Shall we not glory in our profession then, my Christian
friends, as that which more effectually, than all others, trains
us to a humble and constant trust in the Redeemer's love?
The devoted teacher, sensible of the high trust committed;
inspired with the honor conferred by the Master, in calling
him to this work; aspiring always for improvement on his
own plans, methods, and previous successes; filled with a firm
trust that his lack will be more than made up by the presence
and guidance of the Master; encouraged by the daily increasing energy, docility, and enthusiasm of his pupils; sustained
by the consciousness that he is energizing these pupils for a
beautiful and true life, and by the feeling that he may be instrumental in saving some soul from death, even in this his
legitimate school-room work; and yet more and more uplifted
by the smiles of the Master on his efforts; the days glide
swiftly by, every day too short to complete its labor of love;
but each succeeding day more and more characterized by the
abounding goodness of God, in his successes, his victories, his
triumphs over every obstacle, over himself, and this last difficulty, want of confidence in God. How can the teacher be
otherwise than blessed in his work? How can his career be
anything less than that of "the shining light that shineth
more and more unto the perfect day."




LECTURE ON SCHOOL MANAGEMENT.
(COPYRIGHT CECURED.)
LECTURE IX.
HUMAN CONSTITUTION.
With Some Views of its Proper School Training.
PRELIMINARY.
I HAVE, thus far, ladies and gentlemen, been considering
with you, the teacher's QUALIFICATIONS, DIFFICULTIES, and RELATIONS, making the teacher himself the central objective point
of investigation.
With the QUALIFICATIONS, I have endeavored to give some
principles, directions, and incentives, designed to elevate our
views of our work, and to arouse us to a higher appreciation
of our duties, responsibilities, and rewards, in order to stimulate
us to a higher order of qualifications. With the DIFFICULTIES,
I have endeavored, incidentally, to point put a few specific
remedies for some of them, but more particularly to impress
on our nlinds that there are few, if any, difficulties that, with
sufficient skill and patience, may not be converted into real
advanltages. The general system of Normal School Manage106




LECTURE IX.                  107
ment, by which all these difficulties and all others are to be
met and converted, is of course yet to come. In discoursing
both of QUALIFICATIONS and DIFFICULTIES, I have constantly desired to impress on our minds the true RELATIONS of the teacher
to the present status of the pupil, to his future temporal life
and to his eternal well being.
I shall, in the remaining lectures of the course, take the
INDIVIDUAL PUPIL, and the SCHOOL, as objective points for consideration, and try to show the elements and workings of human
nature in its complex mechanism in the individual, and still
more complex bearings in the school, keeping in view
always its relation to the external world, i. e., to the lifework in business, in family, in church, and in state. I shall
endeavor to keep in view also, the subordinate, final, and
supreme ends of human existence, as revealed in experience,
observation, and the Word of God; and with these lights to
present a system of school management which will be worthy of your careful consideration, and, I trust, of your hearty'pproval and ready adoption.
Few, if any,of all the multitudinous and elaborate works on
education, with which I am familiar, give any exposition
whatever of the human constitution, and no professedly educational work, so far as I know, gives any adequate outline
even, of this complicated machine, human nature. Availing
myself of the best aids within my reach, I have made out
such an outline, which I present here. It is not my purpose
to give an exposition of this outline. I present it in order to
give some idea of the immense complexity of the mechanism
on which we work-with the hope, also, that you may be incited to study the appropriate works for the elucidation of
this outline; I take great pleasure in commending for this
purpose Hickok's Science of the Mind, and Hopkins' Moral
Philosophy-as among the best books you can obtain for this
purpose.
I shall have occasion in my subsequent lectures to speak
of the various capabilities of human nature as given in this
chart. For this reason I wish you would copy it carefully
from the blackboard and preserve it for frequent reference.




108                     SCHOOL MANAGEMENT.
OF THE
HUMAN CONSTITUTION.
I. Powers.  II. Stusceptibilities.  III. Ends.
I. Powers, body or matter, soul or vitality, spirit.
A. BODY, material element, indestructible, wasting and renewing.
a. INTRINSIC FoncES, gravitation, repulsion, polarity.
b. EXTRINSIC FORCES, light, beat, electricity.
c. SUSCEPTInILITIES, crystalization, chemical change, vitality.
B. SOUL, vital element, perishable, waxing and waning.
a. VEGETABLE LIFE, reproduction, growth, repair.
b. ANIMAL LIFE, locomotion, sensation, instinct.
C. RATIONAL LIFE, thought, volition, enjoyment.
C. SPIRIT, divine element, immortal, ever progressive.
a. INTELLECT, perception or senses, conception or understanding, acception or reason
1. Perception,   external, sconsisnes;  attention, observation, penetration.
inhternal, consciousness,
2. Conception, m, presentative: imaging, creating, combining.
n. representative: memory, association, imagining.
p, reasoning or judgment.
x, abstraction, classification, generalization.
y, comparison, inference, application.
(for profit.
z. construction, systematizing, utilizing. <for pleasure.
(BY COMMUNICATION.
3. A4eception.
m, accepts or realizes truths; x, original; y, necessary; z, universal.
nr, in primary x, cognitions; y, beliefs; z, judgments.
p, for intuitive ends: x, beauty, y, goodness, z, holiness.
(of property.
b. SENsIBIL[TY: 1, appetites; 2, desires;  of knowledge. 3, affections.
of power.




IECruRE  IX,                             109
C. WILL: divisions, Schoice or 5purpose or  5energy or
C. WILL: divisions,'election, ~determinatiou, tenthusiasm.
1. TENDENCIES, hereditary, social, habitual.
world,       (heaven,
2. MOTIVE POWERS: bad <flesh,  good <conscience,
(devil.      (Holy Spirit.
3. MEANS OF TRAINING (home,
oR           <school,
FORMING HABITS.   (business.
II. Su'sceptibiltities.
A. HABIT, trained by repetition, effort, rewards.
B. EXCITABILITY,  aroused by 5pleasure,'love, pride, lsympathy,
pain;     hate; (anger; antagonism.
C. MORAL STATE, determined by faith, works, supreme end.
III. Ends.
A. CLASSES, subordinate, final, supreme.
B. FIELDS, school, life, eternity.
C. OBJECTS, self, neighbor, God.
D. AIMS, happiness, usefulness, blessedness.
(securing rights,   directmethods  inciting, restraining,
a, to self supplying wants,                  guiding.
(perfecting powers                 ( exercising faculties
|idirect         I to bless others,
perfecting powers  indirect methods j by example,
C. OBJrECTS                                                  rousingjoy, grat[itude, sympathy.
The Method  Forming HabitsIMPLY  or Education.
OBLIGATIONS,                            (securing the rights of others,
general supplying the wants of others,
DUrIEs,                              in proving the powers and condition.
b, to neighbors       in famil  husband, parents, brothers,
*ACTIVITIES:.speci' 1j i fml wife,    children, sisters.
in church, officers, members, non-memb'r.
[ l.in state, magistrates, citizens, offenders.
devotional, trusting, obedient spirit,
c, to God secret, family, public prayer,
subordination of all to cause, kingdom, love of Christ.




110              SCHOOL MANAGEMENT.
SCHOOL TRAINING DEFINED AND EXEMPLIFIED.
FALSE AND TRUE CONCEPTIONS.
WITH this chart of human nature before us, I shall pro.
ceed to evolve some aspects of what I conceive to be the
true conception of our school work as teachers, remember
ing that the objective field of consideration in this lecture is
the school and every pupil in it.
Bacon's apothem, "Knowledge is power," is the claimed
base of the false conception of school work:" WelVl trained
and well directed activity is both, power and happiness," is
the real base of the true conception. This truth is found
not in the works of Bacon nor Aristotle; but in all the animate works of God.
The false idea accepts acquisition of knowledge as its aim,
culture and scholarship as its ends, and the life of a refined
and polished gentleman as its legitimate result.
The true idea claims the training of every human power
and susceptibility as its aim; an energetic, varied, and joyous activity as its end; and the life of a successful business
man, of an influential citizen, of a working Christian, as its
result.
The false idea makes cramming the memory with facts
definitions, rules, observations and remarks, its chief concern; it has also some sordid, meager views of preparing for
business in working at arithmetic and penmanship; and more
recently reaches its climax of absurdity, in going to a Commercial College to complete a business education.
The true idea makes cheerful, interested study, continued
and earnest application, close and patient thought, its immediate and constant aims, ever feeling that these habits give
sure promise of abundant success in business life.
The false idea compels the pupil to study, ever regarding
study as an irksome toil, and exemption from it as the highest reward in school life.
The true idea incites, permits pupils to study, ever regarding st rdy as an exciting activity, and imposes privation of it
as a sufficient penalty for any derelictions in school life.




LECTURE IX.                   111
The false idea conceives that study and education are finished in Seminary or College course, and that study is to(
dreadful a thing ever to think of after graduating.
The true idea claims that the pupil has only acquired correct habits and effective methods of study, and its profitable
application; so that the real life work in study and business
is reached only when the pupil has become independent of
his teachers and professors, and he studies and works because
he can't help it.
The false idea studies to make good recitations, in order to
pass reputable examinations, and to secure promotion, or exemption from penalty and disgrace.
The true idea studies to learn how to study, to train and
energize the mind to higher effort, and more beautiful results
in the study and class-roonlm,but immeasurably more for preparation for the responsibilities of life.
The false idea prepares for recitation with the expectation
of answering such questions as are proposed by the teacher,
either in the words of the book, or, at most, by giving the
ideas of the text-books.
The true idea prepares for recitations with the expectation
of being called on to engage in a definite and accurate report
on some principal or subordinate topic involved in the subject-matter of the lesson assigned.
The false idea conceives composition writing a regular
humbug, to be squelched; an intolerable bore, to be shirked
or shammed; or an insufferable nuisance to be abated by any
possible means, either fair or foul.
The true idea is eager for frequent opportunities to give
written reports on any included ox concomitant topic of a
lesson; enjoys it as a real privilege to engage with others in
Writing essays on topics assigned for such purpose, realizing
that every such effort gives new power of investigation, new
energy and grace in an expression of thought.
Thle false idea memorizes one text-book and groans over
the task of memorizing the words, or mastering the ideas of
this one text-book.
The true idea is never satisfied with the views of one au




112              SCTIo0L MANAGEMSENT.
thor, however reputable, but seeks spontaneously to collate
the views of other authors, that thus, by studying the subject
in various aspects, it may be understood in all its bearings.
The false idea is quite satisfied with the statements and
reasoning of one book, and thus meeting the demands of
recitations and examinations, never dreams that books and
book lessons have any further connection with life, or that
they can be made of any further practical value, in performing the duties of life.
The true idea thus works with an object beyond recitations and examinations, and thus its "object" lessons are as
much above those of the false idea, as the true object illustrations are above the so-called "object lessons," imported
a few years since from Europe.
The true idea is never satisfied without making connzetion between the ideas of books, and the facts gathered from
experience and observation, in the common or uncommon
affairs of life; reducing the ideas of books into living and
working harmony with the actualities of life, and feeling an
eager and determined purpose to make the school work a
noble and beautiful beginning of the life work.
REMARKS ON LECTURE IX.
This lecture is brief, for the reason, that time was given
during the hour of delivery, for the pupil teachers to transfer
the Outline given, here, on pages 360-61, from the blackboard
to their note-books. The next lecture hour was taken up in
discussing the Outline in a general way.
1st. By calling for inquiries in case of any difficulty on
the part of any pupil teacher in understanding the significancy of any terms used, or the relations of any of the divisions or subdivisions, and of course in giving the necessary
explanations.
2d.  By calling for any objections to any feature in the
arrangement, and answering such objections.
3d.  In challenging the class to mention any omissions
in the wide range of human nature or experience, and showing how the apparent omissions were provided for in the Outline.
4th. In showing some of the uses and applications of




INSTITUTES.                  113
this Outline in arranging and prosecuting a course of Education.
5th. In assigning special topics to individuals for investigation; stating that reports not exceeding ten minutes in
length would be called for on the next and succeeding.days.
These reports and full discussion of each by the members of
the class gave, perhaps, a more practical knowledge of Psychology and Ethics, than is ordinarily obtained by the study
of each of these sciences for a full term.
8




LECTURE ON SCHOOL MANAGEMENT.
[COPYRIGHT SECURED. 1
LECTURE X.
SCHOOL MANAGEMENT, IN CLASS MANAGEMENT.
WITH this chart of human nature, as given in this outline
(page 360) before us, and with these aspects of the true
idea of school work desighed to be made more palpable by
contrasting them with the prevailing false views and prac.
tices as given in my last lecture, I shall proceed to more
direct statement,or the evolution of the Normal Method of
school management. As this method claims that all right
mental and moral action is free action, and as this school
management operates by inciting and guiding the WILL to
free and cheerful action, it will be seen that the teacher's
WORK is chiefly done while in mental and moral contact
with the pupil, viz: during recitation, though his influence
must pervade, and in no small measure control, the entire
being of the pupil.
The management of a class, then, during recitation, must
have for its concern the entire training of the man or woman;
not that this training is then and there accomplished, but
that it must be aimed at, provided for, worked for, most stren.
uously. Nor is it to be inferred that the teacher is to have
no other interest, than what he can exercise in his class drill,
but rather that he is to observe out of the class with increasing satisfaction, daily, the results of his labors in the class,
and thus to obtain the data by which to guide his own further efforts and inspirations. He is also to notice those errors and weaknesses in the habits of the pupil which need
114




LECTURE x.                 115
special attention and special arrangements for their correction.
It is still claimed, however, that the class drill is the time
and place where activities are to be roused and directed, cor.
rected and stimulated, from day to day, and thus good HAB.
ITS of study and labor formed and established; and thus the
Normal method places class exercise and class management
as the necessary BASIS of all correct, or normnal school management.
EDUCATION, THE FORMATION OF HABITS.
A good education is the accomplished fact of good habits
established in the man or woman; habits in that directiolL
which shall produce the best results the individual is capable
of, for the good of society, and for his own individual happi
ness both here and hereafter.
The most that the teacher can do, or need do, for his pu.
pil, is to aid him in forming and establishing good habits
thus preventing him from forming bad habits, by forestalling
rather than by repressing them. If the heart and will are
habitually and earnestly engaged in the practice of good for
good ends, there is no opportunity for temptation to evil, no
possibility of it.
Hence, I repeat: that class management, which by so
continuously directing and stimulating the mental and moral
action of the pupil as to form correct and established habits,
is most essentially the correct, or normal management, not
only of the class but of the school; and that class management which forms bad habits, or does not p(.sitively and effec-tively form good habits of mental and moral action, is incorrect, vicious, abnormal.
HABITS TO BE AIMED AT IN CLASS MIANAGEMENT.
1. THE HABIT OF CHEERFUL, EARNEST. INDUSTRY.
This industry must be incited by legitimateends and sustained by appropriate means. All labor or study performed.




116              SCHOOL MANAGEMENT.
from the fear of punishment, is eye-service, slavery, and fixes
more deeply the hatred of work, and the habit of laziness.
It is strange that parents and teachers can not see it. Slavery
has ever been a failure, and the misfortune or ruin of all who
were engaged in it. Why should we practice it on those we
love and desire to bless?
All labor or study,performed from the desire or hope of
some extra sensual gratification, is mere animalism or diabolism; and no such motive should be resorted to by teachers
or parents who desire to promote the permanent well-being
of the pupil or child. Hence, rewarding children for some
good act, or some right course of conduct, as staying in at
night, or milking a cow regularly and thoroughly, by giving
some extra indulgence, as money to go to a circus, is training the child to both laziness and lust.
And that teacher who rewards his pupils for good recitations and good order, by giving a half-holiday or by letting
out school a half-hour earlier than usual. while he punishes
pupils for remissness or failures in study and order, by keeping them after school, and compelling them to take an extra
half-hour of prison work or confinement, is training those
pupils to hate study and the school; and he unwittingly, but
most effectually, fixes the habits of laziness and shirking on
the life and heart of those pupils.
The only industry in school life that is of any permanent
value, is that which arises from voluntary action in a state of
freedom, the industry of choice; eager, earnest occupation of
the whole mind, from the irresistible impulses of a cheerful,
willing heart.
Sz&ch a HABIT of earnest industry once fixed, is worth
more, as an education, than all else that can be acquired in
school or college life without it. And that habit of laziness,
so often the direct result of school and college training,
which shirks or shams all real work whenever it is possible
without immediate disgrace, is a rottenness in the bones that
no acquisitions in knowledge, no attainments in culture, no
graces of manner, can ever compensate or atone for.
What a pitiable object such a lazy wretch is! a failure in




LECTURE X.                  117
himself, a burden to his friends, a curse to society. How
long will it be before he is a hopeless inebriate, or an abandoned debauchee-this highly educated gentleman?
It is true that some escape the blighting effects of this
kind of school and college training, and in spite of it become
useful men. If they do surmount such influences and leave
college with any determining moral principle, any inspiring
love of work, they surely may be expected to overcome all
other difficulties in their way to eminence and distinction.
2. TiE HABIT OF CAREFUL, THOROUGH INVESTIGATION.
No one cause will incite children and youth to cheerful
and eager labor, more than the desire of knowledge. (See outline, page 360.) It can be made constant use of by the judicious teacher, in inciting to diligent study. But it requires
skill, patience, and foresight, on the part of the teacher, to
make this natural stimulus, healthy and powerful as it is,
ever available, ever increasingly available. Hence the necessity of considerable breadth of practice and variety of exercise, to promote careful and thorough investigation. The
memorizing of one text-book, however good, is in most cases
the bane of industry, and the impassable barrier to investigation; and the teacher must contrive other methods than
"learning a book through by heart" to secure any good habits whatever.
To secure persistent industry as a habit, by means of the
habit of investigation, I would make use of two artifices:
Art(Alce. —To secure thorough investigation, I would
have pupils write their lessons. This artifice requires management, of course, to obviate all the objections which any
old fogy teacher will necessarily raise against it. In each
branch some peculiar plan must be adopted to secure the
ends, viz: thorough investigation and cheerful industry.
Advantages of the Writing.Method of Study.
1. The pupil is constantly practicing and improving in his
penmanship, capitalizing, spelling, syntax, and punctuation,




118              SCHOOL MANAGEMENT.
which exercises are all avoided in the common book method
of study, or the whizza-w7izza plan.
2. The mind of the pupil is very much aided and encouraged by the employment of the fingers, and by seeing on
paper or on slate the results of its labor.
Remark.-This is a kind of object lesson drill that amounts
to something in developing attention, observation, penetration, clear conception, correct, free, and happy use of language in the expression of thought.
3. Whereas, by the common method of study, the slow,
honest student is constantly discouraged by his mistakes
and inefficiency, as they are brought out and censured in recitation; while the quick and mischievous pupil is as constantly commended in recitation, and thus encouraged in
idleness and mischief, the greater part of his time: this
amethod gives ample opportunity for the teacher to commend
the slow and backward pupil, for his industry and faithful
effort; while the active and sharp pupils will be held to continual application, by writing the lessons and pursuing their
investigations, as they never can be on the whizza-whizza
plan.
4. The pupil is constantly learning to think independent.
ly, and voluntarily to use his dictionary and other reference
books in the preparation of his lessons, in order to secure the
most exhaustive reports on any subject assigned.
Remark.-The objections to the writing method of study
may be numerous, but they all disappear or become real advantages under proper management. The plan, as I have
before said, must be modified to meet the demands of every
different branch, and to suit the different powers of pupils of
different ages; and when so modified with any degree of skill
or good judgment, every objection is removed, and the objects are secured, viz: the habit of critical, thorough investigation, and the habit of continuous, cheerful, earnest
labor.
ArtiJfce 2. For promoting thorough investigation, I would
secure such an arrangement of the processes of recitation,
as will make the principle of emulation the most effective




LECTURE X.                  119
on the most backward in a class, rather than on the most
forward.
In a subsequent lecture, I shall explain such an order,
and describe some of the various processes by which emulation may be made a healthy stimulus to all in a class,
rather than, as it too often is, an evil and an evil only, by inciting the forward, those only who do not need the stimulus,
and discouraging the backward, the only ones who do need it.
3. THE HABIT OF SYSTEMATIC ARRANGEMENT AND METHODIC
ACTION.
The habit of good order, as opposed to carelessness, slovenliness, shiftlessness, is one of vital importance in school
training. The natural depravity of man is in no other particular so universally exhibited as in this. While the love
of order and system is instinctive with every child, his natural laziness or carelessness is averse to the restraints and the
efforts to secure the benefit of good order in his own case,
however much he may admire it in others. Hence, here is
where the teacher can exert his most needed and most salutary influence in molding the character of his pupils.
To excite the love of order so vigorously, to exhibit its
necessity and advantages so constantly and beautifully, as to
induce in the heart of his pupils a decided preference for
systematic arrangement, and to establish it in his actions as
a controlling usage, in other words, a fixed habit, is a work no
less than any other that a conscientious teacher should strive
to accomplish. Such a habit, controlling personal, mental,
business, and religious activities, will obviously be worth
more than all other school acquisitions; in fact, is the very
essence of the first and overtopping Aabit of a love of work,
without which life soon becomes a barren waste, or a living
hell.
Besides the other Normal methods of securing order, by
the love of it, which will be explained hereafter-and the
systematic disposition of time in school hours' for study, as
well as for recitation, provided for on the general school' pro



120              SCHOOL MANAGEMENT.
gramme, I shall give a brief view of the plan of using outlines to stimulate methodic study and systematic thought.
1. Outlines supplied by the teacher; 2. Outlines made by
the pupils.
Arranging Subjects in Outline.-Normal Artifice.
(Method by the Teacher.)
1. An outline can be given on the blackboard for the
study of any successive lesson in a given branch.
Example.-I will take a lesson in geography, and will assume that the subject of the next lesson is Massachusetts.
After having attended to the recitation of the previous les.
son, I write on the blackboard, a list of topics by which the
class are to study the subject. Rather, I ask some member
of the class to transfer to the blackboard the outline, or list
of topics which I have previously prepared on paper. This
outline may be more or less extensive, according to the advancement of the class, and the facilities which they can
reach to meet the demands of the outline. The outline may
be divided into two sections to meet the capabilities of two
different sections of the same class; for there is great advantage in combining two classes in geography, not too unlike
in advancement, and taking the time of both classes for the
combined recitation. The less advanced portion of the class.
may be limited in their study to the topics in the first section
of the outline, and they will be expected to recite only on
these topics; while the more advanced pupils, forming the
second section of the class, will be expected to investigate
all the topics on the list, and will be permitted and encouraged to add other topics to the list. The inquiry for these
additional topics will be made at the beginning of each recitation; then the first section will recite, on the first section
of the outline, the second section being always called on if
all the members of the first section fail in any particular.
Then the second section are called on to report on the second
section of topics in the outline.




LECTURE X.                 121
Remnark 1.-This method of exciting diligent study and
thorough investigation will give splendid results, if managed
with any degree of skill on the part of the teacher. The interest of the class will never flag; the only trouble will be
that the pupils will be inclined to take time from other
branches to give the branch so managed. But all the
branches must be managed in some such way, to make them
equally attractive. Thus study becomes a delight, instead
of a burden, the laggards are soon reached, and their lazy
bones are seen to move in spite of themselves.
Remark 2. —Any pupil of the first section will be permitted to pass into the second section, whenever in the judgment of the teacher he can sustain himself there; and thus
a healthy emulation is sustained in the first section. Pupils
of the first section are also permitted to criticise the pupils
of the second section, always, of course, in the established
order of the class.
(Methods, with outlines by the pupils, in regular study and
recitation.)
1. Enlarging any outline given by the teacher.
2. Applying an outline given for one subject to another
designated by the teacher, and making the appropriate modifications.
3. After sufficient drill in previous methods, the pupils
may be requested to make outlines of a subject or chapter
already gone over in the regular study and recitation, during
several previous days. These outlines are, of course, exam.
ined by the teacher, and can be graded, 1, as to business appearance; 2, as to exhaustive investigation; 3, as to logical
arrangement of the matter contained. These outlines on paper may be attached by the several pupils to the wall, fand
opportunity thus given for each pupil to complete his -ut.
line by examining the rest. A high degree of emulati. is;
thus excited by exhibiting each outline to the whole <sass.
The class are then called on individually, to report orally on
any subordinate topic contained in the general review; and




122              SCHOOL MANAGEMENT.
thus a most thorough and interesting reviv.w is accom.
plished.
Remnark.-It may be thought by those teachers who have
not used this outline method of study and review, that it will
make superficial students, and that in working on outlines
they will know nothing else. My experience has been quite
the reverse. The exhaustiveness or completeness ever being
an object of emulation in the class, the result is a general
thoroughness and mastery of the subject, which can be obtained by no other means that I have ever known tried.
Outlines in composition writing,
4. Pupils for composition writing, after previous practice,
1, in writing letters; 2, in writing stories narrated by the
teacher, or read by the teacher from a book to which the
pupils have not access; 3, in simple descriptions of material
objects, etc., may be requested to make each an outline of
some miscellaneous topic. It will be well for the teacher to
give an outline on the blackboard of some kindred topic
first, as a guide to the effort.
After the general theme has thus been investigated and
partitioned by the class, and the results of the investigation
of each have been systematically arranged in an outline, and
these outlines have been examined, compared and graded by
the teacher, as before mentioned, in the particulars of, 1, appearance; 2, thoroughness; and 3, methodical arrangement;
the teacher can distribute the subordinate topics of the same
general subject to different pupils, to outline again; and ats
themes for short essays. These essays will, of course, be
read at the regular time set apart once a week for the composition exercises. The essays then will be taken and criticised, and managed in the manner described on pages 31-33
NATIONAL NORMAL.
Remark 1.-Composition writing, managed in this man.
ner, will cease to be a humbug, a bore, and a nuisance, in the
nomenclature of the pupil; a bugbear, a drag, a sham, a fiz.
zle, in the vocabulary of the teacher.




LECTURE XL                   123
CONCLUDING REMARKS ON THE USE OF OUTLINES.
By these and other similar uses of outlines in regular
studies, as well as in essay writing on miscellaneous topics,
the heart and will are trained to the habit of order:
1. In methodical study in spite of books.
2. In methodical arrangement of all facts, principles, and
applications of every subject studied.
3. In the immensely greater ease and satisfaction with
which the memory stores up practical knowledge for future
use; and in the wonderful facility and certainty with which
the memory furnishes such stores when needed for further
progress in study, or for actual life use in conversation, in
business, or in public discussion.
EXPLANATION OF THE TERM HABIT.
Before entering on the discussion of the last topic of the
general theme of this lecture, I shall give you my idea of
the term, and of the actuality, habit.
As I have used the term, and as I have found the actuality in the human constitution (see Outline, p. 360), habit is
the susceptibility of doing, thinking, and feeling, the more
readily, the more pleasurably, and more persistently, from
frequent repetition and continued use.
While the aid and influence of this susceptibility in
school training is hardly recognized by the majority of school
teachers and superintendents, college professors and presidents, it is really that element in our nature which makes
training of any advantage, and education a possibility.
Then, I am ready to affirm that it is the true educator's
first and only business, to help the pupil to establish correct
habits of feeling, thinking, working; not so much to watch
for bad habits, that they may be checked and repressed, as
to forestall them by establishing good habits. I have before
shown how habits of laziness, dishonesty, self-indulgence, in



124                     SCHOOL MANAGEMENT.
volving a hatred of work, and impossibility of any continued
course of useful effort, are to a great extent the direct results of ordinary school and college training, that all the
scolding, coercing, watching, spying, offering of prizes, and
awarding of honors to the few, are only direct and sure methods of introducing and establishing vicious habits, in the
many, if not in all.
It is manifest then, that any plan of education, any course
of training, to be what it claims to be, what it ought to be,
must be brought into working harmony with  the  faculties,
susceptibilities, and true ends of our being, as revealed by
the teachings of experience and the light of the gospel, before it will with any certainty establish good habits, such as
will enable the possessor to work from choice, rather than
necessity; and will give him the highest satisfaction and
success in any calling he may decide to adopt; will make
his life a joy to himself and his family, a blessing to the
community in which he lives, an honor to his country and
lis race.
NOTE 1. THE SUBJECT CONCLUDED IN NEXT LECTURE. The discussion of the theme,
Formation of Habits' in school, will be concluded in next lecture.
NOTE 2. EXPLANATION. The first lecture of this course was printed from a phonographic report, the remaining lectures have been rewritten, with the bestowal of
much time and labor, as the pressure of multiform duties and cares otherwise
would permit,
NOTE 3. METHOD OF USING THESE LECTURES. This course of lectures is substantially the same as I have been accustomed to deliver to classes of pupil teachers for
several years. It has been our custom to spend the lecture hour of every alternate
day, in discussing points of difficulty or interest, involved in, or suggested by the
lecture last delivered. Such discussions are carried on chiefly by the pupil teachers.
Almost any inquires as to the practical working of any method, or any phase of
any method can be elucidated by pupil teachers present, who have at some previous
time attended the training class, and have reduced these methods to practice in their
own schools. Thus my general statement, that I propose no methods, of teaching
or management, which I have not tried myself, and tried successfully, finds confirmation in the experience of returned Normal Teachers, who gladly avail themselves of the training class, the second and in some cases, the third time, to improve
their'Theory and Practice.' These returned students are in this manner invaluable
aids in these discussions, and the discussions are immensely more useful to the
classes than the lectures themselves possibly could be.
It has been the practice of the teachers of several public schools, on receiving
their copies of the NATIONAL NORMAL, to meet together, read and discuss the lecture. This has also been done by some township and county associations, at their
egular meetings.




LECTURE ON SCHOOL MANAGEMENT.
(COPYRIGHT SECURED.)
LECTURE XI.
SCHOOL MANAGEMENT IN CLASS MANAGEMENT.
THE HABIT OF UTILIZATION: USEFULNESS AND BENEVOLENCE.
Method8 of l'Taining.
1. The pupil should enable himself to interest his class.
Aside from and beyond the motives already proposed as
proper incentives to diligence and order in school management, (more closely in class management), which are 1, the
desire to know; 2, the love of order; and 3, the desire of
power or superiority which emulation strives for; there is
a much higher order of motives found in the higher ends,
Usefulness and Benevolence. As they should never be separated in life, I do not see how they can well be separated in
school training.
The low and selfish end of making a good recitation to
avoid demerit marks, or to obtain high per cents, so often the
only end relied on, as having any power with a class in compelling them to study, while by some college authorities it is
confessed to be the only means by which the professor can
secure decent treatment from the students during recitation,
falls entirely out of consideration under the more effective
stimulus of these higher ends. These ends can never be applied by force, nor while the pupil is under coercive restraint;
they can only be brought to bear on the free. Pupils must
125




126               SCHOOL MANAGEMENT.
act, if they act at all from such motives, of their own
choice, in the pure and invigorating atmosphere of liberty,
such liberty as has for its essential elements faith, hope, and
love.
If, then, in the class exercise, each pupil is incited to make
such effort as will interest his class, and even instruct them,
and the teacher will so far as time will permit, keep this end
in view, pupils will find a healthy glow invigorating their
efforts in preparation for cinas drill, higher, purer, more
stimulating than from merely studying to avoid bad marks,
or to obtain good ones.
This motive comes in play more effectively in preparing
special reports, and yet more in writing essays on miscellaneous topics, but it should be brought to bear in every
ordinary recitation, and arrangements made for it by the
teacher; that is, by permitting the pupil to go beyond the
narrow limits of his text-book in preparing his lesson.
2. The pupil should enable himself to interest his friends
in conversation, and by correspondence.
There is no place so favorable for the cultivation of the
social faculties, for their healthy development, as a mixed
school. The topics of ordinary regular school study, the
topics of debating clubs, of essays, besides the ever fresh
and varying current of scientific, educational, political and
religious news, of these stirring times, furnish continual and
ample material for conversation and social discussion, excluding the foolish, frivolous, flirtation nonsense or pruriency of
most other social intercourse. I am well aware that any
teacher engaged in a separate school will turn up his snuffing
nose at these statements. I pity his blindness and ignorance,
but let him snuff on. The power to converse on topics of
Science, Literature, and Art, should ever be held up as a
noble and beautiful end, which class preparation and class
drill should ever have in view.
How many of the graduates of female seminaries, for
instance, that you ever saw, could bring a single valuable
idea, obtained from the study of school books, or from recitations of book lessons, into subsequent social life.' "Oh, they
don't go to those institutions to get science, they go to get




LECTURE XI.                  127
polish," you say. Well, so let it be understood. But how is
it with the graduates of male colleges   They generally
treat ladies as simpletons, and if they find any lady otherwise,
not a few of them will speedily "beat a retreat from the
strong minded." It is not congenial atmosphere for these college gentlemen.
3. The student should be trained to make constant connection of the ideas obtained from books and class discussion
with the facts and phenomena observed in nature, and in
the common experience and observation of every-day life.
It has often seemed to me in witnessing the recitations of
many different schools and colleges, that the object is to detach and draw off the mind of the student from every useful
application of ideas obtained from books, as it were to sublimate the mind from all base contact with sordid things of real
existence, real life. The result of this unnatural course is,
that marks of merit and demerit must be used to stimulate
the student to any effort, and generally that effort will be
the least possible, with close calculation, which will exempt
him from public disgrace. But if by this plan of management
the student is made to hate study and all real effort in any good
direction, how does he or she fill up the long unoccupied hours
of school and college life? Let the accounts which all such
students, when out of school, give of their mischief, their plots,
their intrigues, their tricks played on the teachers, their midnight revels, answer. Who ever heard any thing else of college
life, either of male or female college, that seemed to the
graduate to be worth relating? And let the general want of
success of college graduates for several years after leaving
college, to which fact there are some noble exceptions; let
the frequent self-abandonment to vicious habits acquired in
the unoccupied hours of college life, tell the sad story.
I say then, the teacher can hardly with too much care and
earnestness hold up to the mind of the pupil the connection
of every book statement with the facts and phenomena of
nature and common life, and strive to excite him to observe
these facts and phenomena for himself-to form cabinets, to
store hins Index Rerum; also in the same spirit of remunerative industry every effort in preparation for recitation, and




128               SCHOOL MANAGEMENT.'
~in recitation should be made with constant and- direct reference to securing greater power and more speedy success in
future life. Nor should any common school teacher excuse
himself from this course of action in school management,
claiming that his brief connection with any one set of pupils
can have but little influence either way. Such a teacher, by
his lazy, shirking spirit, turns the most delightful of labors
into the most burdensome for himself. A succession of such
teachers make our common schools the moral pest-houses we
so often find them.
In many instances I have known one good Normal teacher
to change the character of a school entirely, open the eyes
of directors and parents to the advantages of a good school,
so that they were unwilling afterward to employ any irresponsible vagabond, or frivolous flirt, that could show a
county examiner's certificate, as they had been before, provided such a person did not demand too much wages.
4. The student should be trained to propriety of expression
and cogency of thought in writing.
To this end are directed the reporting of one or two pupils
daily on some special topics in every branch, as well as to incite
them to thorough investigation and cheerful industry. But
the essays written on miscellaneous topics, read and criticized
semi-monthly, weekly, or daily, are the exercises most relied on
to accomplish this object. Every such class or section should
have the opportunity, as, often as once a quarter, to read or
declaim their essays before the whole school, a public audience being also invited. It may also be proposed to a class
to write an essay on some subject of public interest, such as
setting out shade-trees, laying side-walks, repairing or enlarging the school building, building a lyceum hall, etc., with
the promise that the best essays on the subject will be published in the village paper; or that several of the essays will
be read before a public meeting, perhaps subsequently called,
for the same object. Even though such essays are not published in a newspaper, or read before a public meeting, such
a subject. in which all pupils must be interested, is much
more exciting for the time than any other, and of course so
much the more effective in training the class, the school, to




LECTURE XI.                   129
useful and benevolent effort; the end proposed in this division
of my lecture.
NORMAL METHOD WITH ADVANCED CLASSES.
With more advanced classes in the college course, it
would be immensely more effective as a means of training
for the pupils to prepare and read theses or lectures, on the
several subjects studied, than to listen to lectures from the
professor.
Take even the most difficult and abstruse of all subjects,
Psychology; it has been found here by the experience of several years with successive classes, that the members of the
Senior year, who had had the advantage of the training of
the Junior year, could so investigate any topic assigned in
Psychology-so describe the phenomena of any faculty, and
its relations-so analyze their own consciousness with the aid
of the various authors, as to produce theses quite as original
and experimental as any of those in any of the more recent
books compared with others previously published.
But of how much more, incalculably more, value, in every
point of view, is this preparation and reading of lectures by
the students, with the accompanying criticism and discussion
of fellow-pupils and teacher, than the course pursued at
present in the so-called best colleges and universities, which
is substantially this: the professor prepares a course of lectures on Psychology; he delivers these lectures to the Senior
class; they listen, take notes, consult the prescribed textbook, are examined at each lecture hour, on the subjectmatter of the preceding lecture, in expectation of being examined at the end of the course for honors, or at least to
escape dishonor.
This course, it is claimed, imparts a thorough knowledge
of the subjects so treated. To this I reply, that even in this
particular, the acquisition of knowledge, it is far inferior to
the plan of having the students prepare their own lectures.
But the acquisition of knowledge is a very low end comparatively, and should so be held always. The accumulation
of power for the higher ends of business, of usefulness, of
benevolence, ought to be held as the true aim of every school
9




"I-80            SCHOOL MANAGEMENT.
eflbrt and exercise; and in this respect I affirm, with no fear
of successful contradiction, that the normal method of training advanced classes is immeasurably superior to the present
college method. I have tried both.
5. The pupil should be trained to fluency and impressiveness in speaking.
While the teacher will have clearly in his mind that the
management of his school, of every class in his school, is to
fit his pupils for their several vocations in coming life, he
must not fail to keep this end before the minds of his pupils,
and show that in every request, in every plan, in every exercise, he has some one or more distinctive, useful ends in view
for the higher success of his pupil in his business or profes-;sion, in his social standing and in his general influence.
(1.) The oral;exercises of a reeitation may most assuredly
be so managed as to improve every pupil in ready expression'of well defined thought.
But the almost universal practice of req-uiring memoriter
answers to printed questions, the answers to be memorized
being in many cases included in pencil marks made by the
teacher, or copied by the pupil from some book on which he
has made them; or the somewhat improved method of the
pupils giving the ideas of the text-book in his own language,
in answer to questions improvised by the t'eacher, who must
ever have the text-book in hand during recitation, is,
neither of them, well calculated to make independent
thinkers, nor good talkers, inasmuch as the pupils so managed are unable to say any thing on the subject so studied
and recited, unless plied with questions;'and this never will
be, outside of the class-room, save:on examination occasions.
But school recitations and county examinations are not all of
these pupils' fut;ure'life.
Now, instead of.asking the questions printed in the book,
or improvising;questions from the page -before the eye, let
the teacher first master the subject of a lesson, by the aid of
reference books, better than any pupil possibly can; let him
have the'subject-matter of a given recitation well systematized on -paper, and thoroughly imbedded in his own mind:;
let him feel himself independent of his text-book and entirely




LECTURE XL                    131
superior to it; then he can propose appropriate -topics, embraced in the lesson to each pupil for discussion.'These
topics will be given to the several pupils according to their
several capacities, and the management of each pupil while
discussing his topic must be according to the pupil's ability.
The teacher will not follow:any regular order or routine in
calling on the pupils for their exercises in a recitation.
A topic having been given to a pupil, that pupil will rise
in his place and proceed with the discussion. If the pupil
decline to discuss the topic, being unprepared, the same
topic may'be assigned to:another. In some cases it will be
best to help the!beginner in this kind of class drill with
some suggestions, and to aid him in the prosecution of his
discussion; but generally it will be better to ask no leading
questions, give no suggestions, but let the pupil learn to depend entirely:on;himself, on his own memory, on the thoroughness of his preparation, rather than on the teacher's aid
in recitation. Provided any pupil declines or fails in the
management.of a topic assigned him, he should always be
pernmitted to redeem himself on another topic, of less difficult
character, during;the -same recitation.
When a pupil has finished his discussion of a topic, the
class is,called on for criticisnms on the manner and nmatter of
this'pupil's discussion; and the teacher will also briefly add
his own views, so far as he can'not draw them out,of the
class.
To this method iof conducting a recitation, the,machineteaCher, the stupid iteacher, the lazy teacher, if any such
should ever Ihappen to hear of such a method, would raise,numerous objections, no doubt.  The objections all lie in'their laziness or stupidity, and not in the plan. It has been
used -here, and'by hundreds of our pupil teachers:in'their
more advanced classes the:country.over for years, and with
the lhighest success in most, cases.
REM;tRA. Let,me state here that every plan which I have,recommended, or shall recommend, -has undergone ithe ordeal
of continued trial by myself and namerous others, who have
been trained in'these Nornmal Methods, ian have adopted and
made them work, generally with marked success




132              SCHOOL MANAGEMENT.
(2.) By giving oral reports on special topics, connected
with the subject-matter of a lesson, or growing out of the
class discussions, pupils may be trained to coherent and continued discourse. It is. generally best, at first, for the pupil
to place an outline of his report on the blackboard, and then,
with pointer in hand, give his elaboration of the outline orally,
relying on his own power, obtained from previous preparation,
for the necessary ideas, and the appropriate words to express
them.
After some little practice, in this manner, the outline may
be omitted, and the pupil thus trained will soon learn to depend on his mastery of the subject and on himself for a creditable and interesting oral report on any topic assigned him
by the teacher.
REMARK. This method of giving reports is treated of in
the article, "Books, and how to use them," on pages 197-204,
NATIONAL NORMAL.
3. In debating clubs the advanced pupils, of many ungraded schools, even, may be trained to ready and forcible
speaking. The Normal Method of organizing and managing
debating clubs in school, is given by Mr. Carver, on pages 9497, NATIONAL NORMAL.
The only modification that I would suggest is that the
teacher meet the older pupils in the evening for his part in
the exercise, in drilling the clubs for their management of
themselves and of their questions.
4. Declaiming written essays before the school, or before
an invited audience, is an excellent introduction to public
debate. It is, of course, understood that each pupil declaim
his own essay, written on a topic assigned by the teacher.
The teacher may or may not examine and criticise the essay
before its public delivery, according to his confidence in the,pupil's judgment and good feeling.
5. Public debating on questions proposed by the teacher.
It is better, perhaps, to have the several questions discussed
by the pupils in pairs, and when practicable, a lady on one
side and a gentleman on the other.
6. Public speaking on living issutCe  by pupils who have




LECTURE XI.                   133
succeeded best in the previous methods of training, may be
expected as a spontaneous outgrowth and necessary result of
such school training, whether it be in a College, Normal
School, Academy, Graded or Ungraded School.
7. Religious students so trained will feel it their privilege
and a part of their training to visit and address Sabbathschools, and organize Sabbath-schools in destitute neighborhoods; and when authorized and invited, to fill vacant pulpits, occasionally or regularly.
CONCLUDING REMARKS.
1. In these lectures on School Management, as accomplished chiefly in Class Management, I have endeavored, by
presenting the real aims and ends of school training, the formnation and fixation of correct habits, and by giving some of the
methods by which these aims and ends can be reached, to
show, by contrast, the utter inadequacy of the views entertained by most college professors, school superintendents, and
teachers, in reference to their daily work.
2. It is plain, in the light of this discussion, why college
and school life is so often abortive, or rather why male colleges and female seminaries so seldom produce vigorous working alumni.
3. It is encouraging to know that several colleges are
partially adopting the freedom of the sexes. They will never
make the plan work well, till the young people in school are
thrown-entirely on their own responsibility, unrestrained by
any laws, save the ten commandments, and the ordinary
usages of good society. Those individuals in any school or
college who transgress should be dealt with individually,
rather than that the whole school should be made antagonistic to authority, by the enacting and enforcing of laws
entirely unnecessary for the large majority, and more than
useless for the few, for whom they are thought to be necess6ary.
4. If it is objected to some of these methods, that all
pupils do not expect to become public writers or speakers,
and especially the females, in very few, if any cases, ought to
be fitting themnselves for public life, I reply-i, that there is




134              SCHOOL MANAGEMENT.
nothing-in any of the methods proposed in this or other of
these lectures but what is supposed. to be subject to modification to suit the particular case; it is chiefly the SPIRIT of these
methods that I wish to set forth and recommend; 2, that I
would use these methods so far as they reach out to public
observation, as healthy stimulants to incite to diligent and
earnest induestry, as a habit, and to establish this and other
good habits in the life, in the soul of every pupil.  These
incentives are infinitely more effective, when properly managed, than watching, scolding, and coercion can ever be, for
any good purpose whatever; 3, that young ladies are necessarily and properly feeling more and more that they owe it
to -themselves to prepare to take care of themselves, as so
large a proportion of the talented young men become hopelessly abandoned-either in college or out. The matrimonial
prospect for good girls seems less and less inviting; so much
so, that there is too little hope in marrying, but to find the
necessity of enduring a sot or a fool-and raising and supporting a family, in spite of the incumbrance.
5. It was my purpose to speak of works of usefulness and
benevolence in school —distinctively as such, but I shall defer
this topic to another occasion. It has, I trust, been noticed
however, that the entire spirit of these Normal Methods is
diametrically opposed to the selfish, short-sighted practices
of most schools, in the working of the few to win honors and
prizes, and of the many to avoid disgrace and penalties; and
that these methods find their effectiveness and success in
appealing to the nobler feelings and better purposes of pupils,
and inspiring them with a true ambition to do life's work
well.




LECTUItE ON SCHOOL MANAGEMENT..
(COPYRIGHT SECURED.)
LECTURE XIL.
SCHOOL MANAGEMENT IN CLASS MANAGEMENT.
A CLASS IN MNTAL ARITHMETIC.
LADIES AND GENTLEMEN:-As you have seen and experienced,
most of you, in my Training Class, the method of managing a
class of younger pupils, including those who are just able to
read fluently, and as I have endeavored, in that drill, to put
in practice the principles which underlie all really good and
successful management of children in school, I shall here attempt to arrange and describe the same processes, and show the
adaptation of each to the mental and moral constitution of children, and their connection with the true ends of school
management, viz: the formation of correct habits in the
happy and efficient use and development of their mental and
moral capabilities; not so much for the school-room and its
per cents, as for life, its responsibilities and rewards. I claim
that such ends ought to be reached with more or less certainty and success, according to the skill and faithfulness of
the teacher whether in common schools or in colleges. Yet
we all know that such habits are seldom thought of, much
less worked for, by the great majority of teachers in any class
of institutions.
As this lecture will deal with numerous details, various
special arrangements and complicated class maneuvers (com135




136                   LECTURE XI
plicated in description but very simple in evolution), it may
need some patience, as well as continued attention, to follow
me and keep my bearings; especially from those present who
have not participated in the exercises of the training class.
I trust I may be able, however, to show that these maneuvers
and artifices are such in their very spirit as are calculated to
initiate and establish the good habits before mentioned in the
younger classes of children, as the plans proposed in the two
preceding lectures were more especially adapted to the
more advanced classes in common schools, and to all classes
in academies and colleges. It will also appear, in the course
of this discussion, if I mistake not, that nearly all the usages
of our common schools, with the younger children, now in
vogue, tend to fix habits of laziness, shiftlessness and worthlessness, generally; and to produce tardiness, absenteeism
and disorder, hatred of study, aversion to school, love of mischief and longing for holidays and vacations, and that these
evils are the direct result of the management pursued.
In order to make the description intelligible I shall place
it under several heads, which, though successive in description, are to some extent simultaneous in practice.
ORGANIZATION OF THE CLASS.
I am supposing that you, as a teacher, are in your school
for the first time, and that you do not know the pupils by
their names,even.
I. Then, first, take the names of the pupils on paper, or if the
class is large, request some older pupil to do so. When the
names are written, call them and determine the pupil that
answers to each name. This list of names may afterward be
transferred to your class register, and you can use it in calling the names of pupils in recitation, until you know them
all, thus avoiding the embarrassment and disorder incident to
calling pupils by wrong names.
II. Examine by concert exercise in counting in units, in
tens, in hundreds, the advancement of the class in counting.
The most advanced will hold out the longest. Requesting
these to remain silent, try the rest of the class, and so on un



SCHOOL MANAGEMENT.                 137
til you ascertain the ability of every one. Furnish books
and slates, so far as needed. It is generally best to use the
books of which there are the most copies already in the class.
Since it is exceedingly desirable that all the pupils have
books to commence with, I should furnish the books myself,
and let the children pay for them afterward. If it is objected that I shall lose by it, I reply that I shall gain more
in starting my class right than I can possibly lose in the value
of the books. I would furnish slates and pencils, and own
them myself. The patent slates are preferable to the stone
slates, for many reasons.
III. Preliminary Drill. Write the operation for the first
example on the blackboard yourself; describe this operation
(2+1==3) in all its points. In order to do this,it will be well to
draw the outline of a slate on the blackboard as many times
larger than a slate as your figures on the blackboard are
larger than those to be made on the slates. Then place your
operation economically and evenly in the outline, and number it, as numbered in the book; direct the pupils to do the
same on their slates; aid them to do so till all have succeeded
passably well. Place the operation of the second example in
the outline on the board; request the children to copy it;
aid them again, if necessary. Now request the class to write
the operation of the third example themselves, directly from
the book; and so on, till you are sure that they will all be
able to work at least a few examples for the first recitation.
The lesson may now be assigned; and the class having the
hour given in the general programme for studying this lesson
will be requested to work at it only during that time.
Reasons Jor Studying Mfental Aritkmetic on Slates
1. It nelps the child to be industrious. With proper pre
liminary drill, children from seven years of age to ten, can be
so much interested that they will work out on their slates the
simple solutions of these examples with eagerness and continuous application for as long a time as is prudent for health;
thus freeing the teacher from watching and scolding them for
idleness and miE'chief; thus forming the habit of industry,




138                 LECTURE XII.
and breaking up their old habits of idleness and mischief,
the direct results of previous training.
2. We help the child to think by himself, independently of
his teacher. Abstract thinking is difficult enough for adults,
and simply studying a book, and working out examples men.
tally with book in hand, is next to an impossibility with most
children; at least, it is so repulsive that it takes frequent and
special stimulants of watching, punishing or purchasing, to
keep it up for any length of time. The operations of the
fingers, and the attention of the eye to the mechanical part of
the work on the slate, are aids to study and diligence in continuous application. Thus the habit of patient study is
formed, with immeasurably more certainty than by simply
studying, or pretending to study, on the whizza whizza plan,
or in any object-lesson drills that I have ever known practiced. In fact, object-lesson teaching subverts all true and
independent study on the part of the pupil, and throws the
labor on the teacher.
3. It gives the teacher opportunity to encourage the dull
and slow for their industry, at least; rather than to stimulate
the quick and mischievous in their mischief, by approving of
their correct recitations, when they have scarcely looked at
their lessons during the study hour.
4. It helps the child in learning to write. The younger
members may have to print their letters at first, but very
soon they learn the script hand, especially if they are permitted'to write from copies with the rest of the school.
5. It helps the child to learn how to spell, capitalize'dill
punctuate.
6. It is the beginning of composition writing, as we shall
see from the fuller development of the plan.
7. It helps the teacher to make the school attractive or
this class of children by furnishing them something useful to
do, that they will like to do. The teacher is thus spared the
necessity of watching and scolding, threatening and punishing. He is not pronounced a "cross old teacher," but "a real
pleasant teacher."
Objection. If it is objected that this kind of study on slates




SCHOOL MANAGEMENT.                 139
or paper, is written arithmetic, not mental; I reply that by
this method, immensely more independent mental activity
and mental power are evoked tham ever can be by the sticklers for the whizza whizza method of studying, or by the
object-lesson method of not studying. The drill in the recitation, in giving some new  example for solution, in calling
for better solutions of questions, is the means by which
ready apprehension, tenacious grasp, and close reasoning are
obtained.
Remark. Many teachers permit their pupils to recite
with book in hand. This is not even written arithmetic, it is
printed arithmetic; rather, it is more laziness than arithmetic of any kind, both on the part of teacher and pupil.
ORDER OF PROCEDURE IN RECITATION.
1. Examine work on slates or papers. This is done by
passing around the class, or by gathering all the slates and
papers, and examining them by calling the pupil, if necessary,
fiom the recitation seat to the desk to look over his own slate
or paper, while under examination. It is generally better to
pass around the class.
2. Deposit slates and books. These may he laid on the
floor, if no better place can be found, by five words of direction to the class: (1.) Rise; ( 2.) Forward one step; (3.) Deposit books on slates; (4.) Back; (5.) Be Seated.
3: Drill the class on the examples of the lesson by mental
solutions of some questions in the lesson, and with some not
in the lesson.
METHOD OF DRILL.
(1.) Read an example for the whole class to solve mentally.
(2.) Request each pupil to raise his hand as soon as he has
solved the example. When nearly all hands have been raised,
ask: (3.) " How many have the result?" Hands of all who
have succeeded are again raised. (4.) " John, you may give
the result."  John gives the result. (5.) "How many have a
different result?"  Samuel raises his hand. (6.) "Samuel,
what is your result?"  te gives it. (7.) "How many agree




140                    LECTURE XII.
with Samuel?" Rands are raised, possibly. "LHow many
agree withJohn?" Possibly no hands are raised. (8.) "Mary,
you may give the solution."
If this is the first recitation Mary will not know what I
mean by a solution, and she will give the result. Here then
comes the fourth operation of the class procedure, and always the most important of all.
4. Preliminary Drill for Aext Recitation.-In this case
the children will be made familiar with the four-step method
of solution. These steps are: (1.) The Question; (2.) The
Theory; (3.) The Process; (4.) The Conclusion
The names of these steps may be written on the blackboard to aid the pupil, somewhat; but with a beginning class
it will be necessary for a teacher to give a solution himself,
and request some pupil to give the same solution of the same
question; then some other to give the same, till the formulae
of the steps are mastered. To make these steps intelligible
to any teachers present, who are not already familiar with
them, I will give an example in addition. The pupil gives
the steps thus, in the solution of this example, supposed to
have been read by the teacher from the lesson assigned.
( Question.)
Pupil.-1. Seven and five are how many
(Theory.)
2. As many as the sum o~ seven and five,
(Process.)
3, Which is twe-ve.
(Conclusion.)
4. Therefore, seven and five are twelve.
It is not to be supposed that all in a class will master the
steps of this solution at once. Some days will pass, possibly,
before this will be accomplished.
I will here give several solutions of different examples,
to show how clearness of thought and accuracy of expres



SCHOOL MANAGEMENT.                 141
sion may be attained by children in this study, if the teacher
is clear-headed and accurate himself.
I will take the concrete example:
If Henry gave 5 cents for an orange and 2 cents for a
lemon, what did he give for both?
1. Correct.
2d Step. As many cents as the sum of 5 and 2,
3d Step. Which is 7.
2. Correct.
2d Step. As much as the sum of 5 cents and 2 cents,
3d Step. Which is 7 cents.
1. Incorrect.
2d Step. As much as the sum of 5 and 2.
Criticism. 5 and 2 are not much, they are many.
2. Incorrect.
2d Step. As many as the sum of 5 cents and 2 cents, which
are 7 cents. Criticism. 5 cents and 2 cents are not many,
they are much, and the word, sum, the antecedent of which, is
singular.
Thus the pupil should be taught to distinguish in his language between much and many; rather, between magnitude
and multitude; also to notice the plainest syntactical agreements. These are only given as examples of one or two of
the points in accurate thought and correct expression.
The last process for the teacher in the solution of a question by the class, is to call on the class for criticisms on the
solution as given by the pupil.
Any pupils who have criticisms to offer, can raise the hand;
and the teacher receives the criticisms in order, and decides,
or calls on the class to decide by vote, on the propriety ot th e
criticism. He finally, in every case, gives his own decision.
Points of Criticism.
1. Mathematical accuracy.
2. Grammatical correctness.
3. Rhetorical beauty.
4. Logical coherency.




142                  LECTURE XII
While these zer,oes need not be used'witn a class of children, violations of any one of these principles may be clearly
shown to any class, and their wits sharpened by mutual criticism, so that they will readily detect any errors, under any
head.
Faults to be Avoided by the Teacher.
1. Want of order and of certainty in class management,
2. Routine, such as enables any pupil to judge he will not
be called on, at any moment.
3. Talk, talk, talk.
4. Scolding, snubbing, repressing, discouraging.
5. Overlooking or neglecting any slow or backward pupil.
6. Failure on the part of the teacher to give his decision
on any point of criticism, or in case of difference of opinion
in the class
Remzark. —In any case in which the teacher feels unprepared to give an opinion at the time, he will do well to lay
it over for investigation. Then he must be sure to bring it
up at the beginning of the next recitation, or it will be forgotten, and the class will lose confidence, both in his ability
and in his honesty.
7. Want of interest in the class, or in the study. Every
class and every'branch must arouse every faculty and every
energy. In short, the teacher must do his very best every
time; and every time excel'his own efforts in any previous
recitation, not in the exhibition of his own powers and gifts,
especially the gift of gab, but in interesting the laziest, or
most mischievous, or most stubborn and sulky pupil; not by
doing his work for him, but by giving every such pupil such
work to do as he will be interested in, as will draw out his
powers and as will merit the teacher's approbation and good
will.:' Fault-finding, scolding and punishing will make bad
scholars out of good; but will never make good scholars out
of bad ones.
PARTIALITY MUST BE USED, not to good scholars, not to smart
scholars, not'to attractive scholars; but to vicious pupils, dull
pupils, repulsive pupils. How? By kindly keeping them
occupied and interested, and bestowing on them a cordial




SCHOOL MANAGEMENT.                 143
attention inversely as they seem disposed to give attention
to their duties and privileges. This course is better than
returning evil for evil, in any manner that you can devise.
It will win, sooner or later. The other brings defeat, both
sooner and later.
THE STANDING OF EVERY PUPILI IN EVERY RECITATION, MUST BE
RECORaDED. This may be; done in the general register, but better in a class register, in which every class is enrolled by
itself; and in this the grade of every pupil should be recorded
daily. Some pupils may be graded more particularly for industry, some for skill, some for -independent effort, some for
neatness and propriety; but:each pupil should know for what
he is graded, and that his grade is so, given for his encouragemnent, where he most needs it. Again, it may be well to grade
the whole class, sometimes on some special object, in which
you wish to excite special interest; -as neatness of work on
elate' or paper, or accuracy of verbal solution during recitation.
GitERAL APPLICATION.
The processes described thus far in this lecture can, with
suitable modifications, be applied to the management of any
class in any branch, from a class in the alphabet to a class
in civil engineering or -metaphysics as you have all witnessed,' suppose, in the various classes in daily operation in this institution. I have taken mental arithmetic as being the subject, perhaps, most generally worst abused, and that in which
I think it requires as much skill to arouse and sustain interest
and selt-propelling industry, as in any other.
I have likewise taken this particular subject through
which to develop the normal plan of class management, as it
could hardly have'been done abstractly, that is, without concreting it in some particular branch and class.'Though, as I forewarned you at the commencement of the
lecture, the description'of the various processes is, perhaps,
complicated and tedious, the worlking of the plan is simple,
effective and certain, when conducted with any kind of skill,




144                   LECTURE XI
or with any proper degree of enthusiasm, and yet in the
spirit of kindness and sympathy.
OBJECTS TO BE AIMED AT.
The objects to be aimed at constantly in the management
of every class, whether in mental arithmetic or in any other
branch,I shall discuss under the following heads: I. Immediate; II. Mediate; III. Ultimate.
I. Immediate objects to be aimed at in class management.
1. Attention of all the class all the time during recitation. Not merely the attention of the best pupils, but of the
dullest and worst, is the object, first, last and always during a
recitation.
The plan of hearing a class recite from head to foot, or in
any course of rotation, is abominable. It is making a reptile
of a class. While you are at work with the head, the body is
squirming and the tail is wriggling and twisting, ready to
sting you; but while you are at work with the tail, the head
is, most probably, ready to strike you with its fangs. Do
away with the head and tail arrangements. Let the class be
a body with a soul, yourself the spirit, every part and member inspired by your energy and enthusiasm. If any member
lacks animation, kindly address yourself to enliven it; if any
member is excited, what other member does not always sympathize with it? So hold your class, teacher, that every pupil
feels himself a participator in every operation either as operative or critic, ready and anxious to be called on, eager to
perform his or her part.
If it is found that the solution of a problem or the performance of any other duty assigned to one pupil is so long that
some member of the class loses his interest and falls into inattention or mischief, the pupil who is reciting can be excused, and that inattentive pupil called on to perform the remainder of the work especially in hand. But if criticism
(not of the pupil, but by the pupils,) is managed properly,
this will seldom be necessary or desirable. If any pupil fails
in the exercise assigned him, always give him an opportunity




SCHOOL MANAGEMENT.                145
to retrieve nls character, by affording him another opportunity on another question or exercise, before the recitation
closes.
2. Interested, earnest stutdy in preparation for the recitation.
this, of course, will depend on class management, while
in recitation; and any class management which does not o1
itself secure it, is essentially wrong. In the preliminary
drill, which is really the most important part of teaching,
there must be enough of explanation of the next lesson, to
awaken curiosity, to arouse ambition, to excite emulation;
and yet labor and difficulty enough must be left to be performed and overcome to employ the study-time fully, and tax
the energies adequately; otherwise discouragement will deter solne from effort, or want of employment will almost
force others into mischief and disorder, in their study seats.
Tihe writing method of study, before described, answers a
better purpose for securing diligent and equal study from
every pupil than any other that I have ever known tried.
If the class is very unequal; it may be divided into two sections, and a part of the lesson, comprising the more simple
problems, may be given to the first section. Where, in any
case, this division of the lesson is impracticable, the more
advanced section can work examples in some more advanced
portion of the text-book, or examples which you can give on
the blackboard, to occupy their time, and to stimulate their
ambition.
Caution.-I may say here, in connection with tnese first
two immediate objects of the teacher's class work, it is necessary that communication between pupils, either on recitation seats or on study seats, should be entirely precluded;
and there can be very little hope of true success in the attainment of either object, if communication is tolerated in
any of the ten thousand forms in which it can be practised.
In a subsequent lecture on school discipline, I shall show
how whispering, and other forms of communication may best
be prevented.
10




146                   LECTURE' XII.
3. Self-reliance  in  continued  speech.-The  common
method of recitation, that of requiring memoriter answers to
definite questions, or the monosyllabic answers, yes or no, to
direct questions, is the very means to train the pupil to feebleness of thought and utter inability to express any consecutive ideas on any worthy subject; and it is no wonder that
so few persons are able to converse with any degree of satisfaction to themselves or others on subjects they have studied
at school, or any other subject except the latest case of scandal, gossip or tattle afloat. This is the direct result of the
prevalent method of conducting recitations in nearly all
schools, seminaries, and colleges of the present time.
Mental arithmetic is as little favorable to the cultivation
of coherent expression, of independent thought as any branch,
and yet this always ought to be kept in view. The four-step
method, although a series of verbal formulae is still susceptible of such variations; and, in fact, often demands such
variations as may aid young pupils very much in this selfreliance, in the clear, accurate, coherent deliverance of critical, incisive thought. But success here will depend on the
interest aroused in mutual criticism.
DIRECTION.-It is necessary that the pupil rise in his place
and stand while he recites
Reasons for standing in recitation:  (1.) It cultivates selfreliance. (2.) The class can hear better, and the class interest
is better sustained. (3.) It prevents "'looking on the book"
while reciting, and prompting from other pupils.
4. Quickness of apprehension and grasp of memory. —
To this end the teacher should read or speak the question
but once, and so cut off the carelessness and mental feebleness resulting from the practice of giving a problem several
times
Caution.-Permit no pupil to use his book in recitation,
save in preliminary drill for next recitation.
5. Power of analysis.-This implies sharp, thorough
critical, energetic thought, just such thought as constitutes
business tact, and professional skill in any direction. If this
power is kept constantly in view, in every exercise of solu



SCHOOL MANAGREMENT.                 147
tion or criticism, it will surely be more likely to be attained
than if never thought of, as is too generally the case, withk
most teachers.
6. JatMematical skill.-That which is generally thought
to be the only object in the study of mental arithmetic, I
will not entirely ignore. It will surely be acquired if the
other objects are attained.
7. Or}derly self-management. —Without this as an imme.
diate and constant object of class training, all others are%
comparatively futile. Parliamentary rule, in a very simple
form, should be maintained in every recitation, and in the
management of the whole school, also. The teacher is the
chairman; the class, the "assembly." All pupils must address " the chairman," though not by this formal title; and
never address each other. No member may address the chairman without his permission, as having " obtained the floor."
The pupil obtains permission by raising the hand. In most
cases the member occupying the floor will stand while speaking. In order to secure attention of all the class, all problems and definite questions must first be addressed by the
teacher to the class, when those prepared to answer will raise
the hand; thus indicating a desire "to speak to the question,"
in other words, to give the "result," which the question demands; or the solution, or a criticism, as the case may be.
This formality may seem, at first, as tending to retard progress, but with any skill on the part of the chairman, it "facilir
tates business," just as much as in any other constituted assembly.
Orderly self management, in study hours, is also to be
provided for in class recitation as well as in the general
school programme.
If. 2Mediate Objects.
These were given in order, and somewhat at length,
in the two previous lectures. It will hardly be necessary to
dwell here. The same considerations which hold in one
branch, for the formation of correct school habits, surely
must hold in all, or the work of one recitation would neutral




148                   LECTURE XI.
ize the work of another in this regard. I will merely recapitulate the mediate objects as before discussed.
1. Love of work. 2. Thoroughness. 3. Promptness and:order. 4. Utilization, or making connection constantly between book knowledge and life's labors, implements and
utilities; nature's phenomena, machinery and laws, as experienced and observed by the pupil himself. These, all, are
object-lessons of some force, which the drivelling objectlesson teaching, so called, seems almost entirely to neglect
or ignore in its meager, one-sided view of isolated objects,
and their individual properties.
III. Ultimate Objects
No class of children is so immature that each pupil in it is
not preparing, in each recitation, ill or well, for life's work, for
eternity's destiny.  How  seldom, teachers, is this, apparently, thought of in the school-room work. I shall here
simply enumerate the objects, which I denominate ultimate,
because they are ends desirable in -temselves; demanding the
most earnest consideration, and most unremitting effort, on
the part of every teacher and every pupil, every day in
every recitation:
1. Success in busine'ss; 2. Position in society; 3. Usefulness in life, involving, (1.) the approbation of one's own conscience; (;2.) the approbation of all good men; (3.) the approbation of God, the supreme end of all action and aspiration.
MODEL SOLUTIONS LT MENTAL ARITHMETIC.
I shall close this lecture by giving several solutions, and
several different methods of solution required by different
classes of examples. The written forms of solution to which
a class will be trained are those ordinarily given in practical or written arithmetic.
Examples of verbal solutions in addition have already
been given.




SCHOOL MANAGEMENT.                               149
Model Solution in  Subtraction-Abstract Example
TEACHE. —4 less 2 are how many?
Solution by the pupil during recitation
(lst step, Question.)
PUPIL. — 4 less 2 are how many?
(2d step, Theory.)
As many as the difference between 4 and 2,
3d step, Process.)
Which is 2.
(4th step, Conclusson.)
Therefore, 4 less 2 are 2.
2Mlodel Solution in Subtraction-Concrete  Example.
(lst step, Question.)
PUPIL.-If James had 6 cents and spent 2 how many had he then?
(2d step, Theory.)
As many cents as the difference between 6 and 2,
(3d step, Process.)
Which is 4.
(4th step, Conclusion.)
Therefore, if James had 6 cents and sjent 2, he then had 4
Errors likely to be Made in the Solutiot.
1. Repeating the first step in the second. Redundancy. 2. Repeating the word
cents in the second, thus:
As many cents as the difference between 6 cents and 2 cents. Tautology
3. Giving the plural verb are, in 3d step. The antecedent of which, difference,
is singular.
4. Giving a part of the 2d step iL the 4th, and using wrong auxiliary verb; thus:
Therefore, if James had 6 cents and spent 2, he would have as much as the d~i,
ference of 2 and 6, which are 4.
Compare this expression, in italics, with the model: there are six errors in it:Model Solutioln in Multiplication-Abstract Example.
PUPIL.-4 times 5 are how many?
As many as the product of 5 by 4
Which is 20.
Therefore, 4 times 5 are 20.
Model Solutions in Multiplication-Concrete Examples.
Solution First- Correct.
PUPrI. —At 10 cents each, what will 2 lead-nencils cost?
As many cents as the product of 10 by 2,
Which is 20.
Therefore, at 10 cents each 2 lead-pencils will cost 20 cents




150                          LECTURE XI.
Errors.
1. Repeating the first step in the second. Redundancy. 2. Repeating the word cents
in second step, thus:
As many cents as the product of 10 cents by 2. Tautology
3. Using plural verb are in third step. The antecedent of whicl is product.
4. Repeating the second step or a part of it in fourth step.
Solution aSecond- Correct.
Pupil.-At 10 cents apiece what will 2 lead-pencils cost?
As much as the product of 10 cents by 2,
Which is 20 cents.
Therefore, at 10 cents apiece 2 lead-pencils will cost 20 cents.
Errors.
2. As much as the product of 10 by 2, which is 20 cents.
As much as the product of 2 by 10 (or 10 cents) which is 20 cents.
Analysis,
Definition. Analysis in Mathematics is any method of reasoning by metis of a
unit value, known or unknown.
Solution Third, Analytic- Correct.
PUPIL.-What will 2 lead-pencils cost at 10 cents apiece?
If one lead-pencil costs 10 cents, 2 lead-pencils will cost twice 10 cents,'
Which are 20 cents.
Therefore, 2 lead-oencils will cost 20 cents. at 10 cents apiece.
Model Solutions in  Division-Abstract Example.
PUPIL.-12 are how maLy times 2?
As many times 2 as the quotient of 12 by 2,
Which is 6.
Therefore, 12 are 6 times 2.
Model Solutions in Division- Concrete Examples.
Solution First- uorrev.
PUPIL.-At 10 cents apiece how many oranges can be bought for 20 cents?
As many as the quotient of 20 by 10
Which is 2.
Therefore, at 10 cents apiece 2 oranges can be bought for 20 cents.
Solution Second- Correct
UPIL. —rsw many oranges at 10 cents each can be bought for 20 cents?
As many as 10 cents are contained times in 20 cents,
Which are twice,
Therefore, 2 oranges, at 10 cents each, can be bought for 20 cents.
Solution Third, Analytic- Correct
PUPIL.-At 2 cents each how. many apples can be bought for 10 cents?




SCHOOL MANAGEMENT.                             151
If 1 apple costs 2 cents as many apples can be bought for 10 cents as 2 are con.
tained times in 10,
Which are 5 times.
Therefore, at 2 cents each 5 apples can be bought for 10 cents
Model Solutions in Complex questions, Involving Multiplication and  Division.
(lst Step, Queetion.)
PUPIL.-If 3 slates cost 30 cents what will 12 cost?
(2d Step, dAnalysio, Separation, or reasoning from many to one.)'f 3 slates cost 30 cents 1 slate costs Y4 of 30 cents which is 10 cents.
(3d Step, Synthesis, Combination, or reasoning from one to many.)
If I slate costs 10 cents 12 slates cost 12 times 10 cents, which are 120 cents, or
one dollar and twenty cents.
(4th Step, Conclusion.)
Therefore, if 3 slates cost 30 cents 12 slates will cost one dollar and twenty
SHORTER ANALYSIS, (BY  OANCELLATION\
ffsodel Solution of a Comwound  Complex  aExample.
lest Step, Question.)
VPIL.-If 45 men in 8 weeks, working 52 days per week, and 10 hours per
day, build a road 32 miles long, and 4 rods wide, how many weeks will 63 men
require, working 42 days per week and 11 hours per day, to build a road 12% miles
long and 3 rods wide?
(2d Step, AnalTsis.)
8 weeks is the base term, because it is the same kind as required in the answer.
If 45 men require 8 weeks, 1 man will require more; hence multiply 8 weeks by 45:
if 5e days require 8 weeks, 1 day will require more; hence multiply by 5y2: if 10
hours require 8 weeks, 1 hour will require more; hence multiply by 10: if 3Y/ miles
require 8 weeks, 1 mile will require less; hence divide by 32: if 4 rods require 8
weeks, 1 rod will require less; hence divide by 4. This resulting compound fraction:, 8w.X45X5~X1o
gives the number of weeks required by 1 man, working 1 day per week, 1 hour per
day, to build 1 mile of road, 1 rod wide.
3d Step, Synthesis.)
If 1 man require the number of weeks expressed by this fraction, 63 men will
require less; hence divide: if one day require the number of weeks expressed, etc.,
4:. days will require less; hence divide: if 1 hour require the number of weeks, etc.,




152                      LECTURE XIL.
11 hours will require less: hence divide: if 1 mile require the number of weeks,
etc., 1:2Y miles will require more; hence multiply: if 1 rod require, etc., 3 rods
will require more; hence multiply. Placing each of these multipliers above and divisors below the vinculum of the fraction resulting from the analysis before given.
At becomes,
8wX15X5Xl-0+122-X3 7,600 weeks17 
2       3   - ),Y  /-1 ~1   171o  weeks.
3jX4X63X4Xll         - 441             41
The pupil using the blackboard should place each number in the numerator, or denominator, as he determines it by
his reasoning to be a multiplier or a divisor. If it is objected that examples of this kind involve written arithmetic,  I
reply as before, that I am more anxious to make clear and accurate reasoners of my pupils, than I am  to keep  them in
mental arithmetic exclusively. There is no particular sanctity
in mental arithmetic.  In fact, that course is the best in mental arithmetic, which will best train the mind; not that whicl
most rigidly carries the pupil in some thoroughly worn rut.
In questions involving unknown quantities, I have found
that the introduction of a simple symbol for the uninown
quantity aids and encourages the pupil very much in studying his lessons; thus:
Example. A horse cost 4 times as much as a cow and
$5 more; the cow cost 10 times as much as a sheep; and the
horse, cow and 5 sheep together cost $170. What was the
cost of each animal?
Written statement.  Let the unknown quantity, the price
of a sheep, be represented by 0, and let this symbol be
called the unknown quantity, or the unknownl unit of the examiple.
0 — Price of a sheep.
(D+  04  )+-$5=$170, by the conditions of the question.
0- +~$ —=$170, by adding terms.
Q =$165 by subtracting $5 from both members.
O   $3tlthe price of a sheep.
The verification should also be worked out by the pupil
thus:
) q         +     ~-$5=$170; statement.




SCHOOL MAN.AGEMIENT.              153
The distinct steps in this solution for the pupil at his study
seat with which he should be made familiar in the preliminary drill, are: 1. Determine which unknown quantity you
will use as the unknown quantity. 2. From  the conditions
of the question find two equal values, or two expressions for
the same value, one of which, at least, must contain the unknown quantity. The statement is then made with the use
of the unknown symbol and the signs. 3. By adding or subtracting equals, or by multiplying or dividing by equals determine the value of the unknown quantity, or unit. 4 Verify by
substituting the value of the unknown quantity in the original
statement. If any teacher prefers to use x, the algebraic
symbol, he will only find it somewhat more puzzling to the
child than the symbol I have proposed, while no particular
advantage is gained. If any one objects,'this is teaching
algebra, and not mental arithmetic," I reply that I am much
more solicitous that my pupils learn to study with zeal and
interest,-and form  good habits, than I am  to have them
pursue any prescribed course of study, whatever; and especially any such course as I find is discouraging to the majority of a class, and thus tends to laziness and continued
failure, hatred of study, and of school.
The spirit of EAGER INDUSTRY must be fostered and sustained
whatever else may have to yield. There can be no genuine
THOROUGHNESS in a discouraged, lazy class; no METHODIC ACTIVITY, no spirit of UTILIZING THRIFT; and just these are the HABITS
which distinguish every successful and useful man, in every
department of life, and make him such. I will add here, that
in the recitations of any examples in mental arithmetic, I
would have no book used by the pupil, nor slate, but would
have the pupil give a verbal solution, bringing into use, of
course, the study bestowed on the solution previously accomolished on the slate.
It will be well in the PRELIMINARY DRILLS for verbal solutions in the four-step method, to require the whole class, from
the first drill, to write out on their slates the verbal solution
of the same examples. Then, in criticising these written, ver



154                            LECTURE  XII,
bal solutions three additional points will be nocicea, viz;
5. Spelling.
6. Capitalizing.
7. Punctuation.
If the blackboards are capacious enough, it is much more
convenient for criticism to have these verbal solutions in
preliminary drill written by the whole class, simultaneously,
on  the black-board.  In the  recitation, however, these verbal solutions are given orally, unless a majority of the class
fail to master them, when it may be well to request all the
class again to write a verbal solution on their slates, or on
the blackboards.
ADDITIONAL REMARKS.
Object of tids Lecture.
This lecture is written out so fully, and the process described so elaborately to
show the working character, if possible, of some of the Normal Methods in clasi
management by which the habits discussed in sections X. and XI. can be established in the spirit and power of truth and love.
2. Anti-Rote;  Anti-Force.
It is not claimed that these methods are all new, or that they are the only normal
methods, that can be devised or used by ingenious and energetic teachers to establish good habits. They are given as the simplest to describe, and the easiest to
adopt, and reduce to practice by any who may desire to do so, without special training. It is hoped, at least, these descriptions will show that rote and force can be
displaced by ingenuity, enterprise, and benevolence, in any kind of school or col.b
lege, and even in that branch in which these two elements, laziness and tyranny
are generally the most odious and oppressive.
3,  Discussion of this Lecture.
For the discussion of this lecture, on the day following
Its delivery, I requested the  class of pupil teachers each  to
make  an  outline  of the matter contained, as it had  been
taken in his notes. The result was very satisfactory, and the
practical ability to bring into use the various points made
in the " Training Class," during the drill, and recapitulated
in the lecture, was obviously largely increased.




SCHOOL MANAGEMENT.               1T5
4. How to Use this Lecture.
It is hoped that a careful reading, and perhaps many rereadings of this lecture or parts of it in connection with the
daily instruction of a class in mental arithmetic, will introduce a SPIRIT of eager, earnest work, to the displacement
of all shirking and laziness, and that the teacher will apply the
same methods,with suitable modifications, to classes in other
branches.
If any teacher should attempt these methods as described
in this lecture, and should measurably fail, I can only say
that hundreds and thousands of trained teachers have used
them with entire success and thus have revolutionized themselves as teachers.
The compound complex question given above for "Shorter
Analysis," by Cancellation, is such as is ordinarily solved by
Compound Proportion in "written arithmetic"; but I have been
accustomed to introduce such questions in mental arithmetic
at a proper stage of advancement, to give the pupils a sharper
analytic power in the solution of all complex questions. Since
there are no such problems found in mental arithmetics, I
have them transferred from a written arithmetic to the blackboard by older pupils, both for preliminary drill, and for the
study hour
It will be found that this drill in the shorter analysis of
complex questions, will enable children from seven to ten
years of age to solve questions in compound proportion. with
ease and certainty, which are ordinarily considered difficult
for persons of any age.
There are five different errors to which pupils are inclined,
in giving the verbal form of the Shorter Analysis. I shall
leave them to the teacher to discover and correct, as the
pupils fall into them.




LECTURE ON SCHOOL MANAGEMENT.
(COPYRIGHT SECURED.)
LECTURE XIII.
PRELIMINARIES TO ORGANIZATION.
INTRODUCTORY REMIARKS.
Having given in the first five lectures of this course the
teacher's leading qualifications, and in the next three brought
to view the principal difficulties which those qualifications
must meet and overcome, having also in the ninth lecture
given an outline of the Human Constitution as the material
to be wrought and embellished by the teacher's art, and in
the tenth the Objects and Aims of the true teacher in his
school work, I endeavored in the twelfth, to give a pen sketch
of the management of one school class, showing how these
qualifications before described, can be applied in class management to constitute the soul of school management.
I shall now proceed to develop the more general arrangements necessary to give a true class management a fair
opportunity to work out its legitimate results, in the prosperity and progress of a school in all its operations, bearings
and interests.
In this lecture I shall present the necessary arrangements
immediately preliminary to the opening and organization of
a school.
So many teachers, and those who are least prepared, too,
simply engage to teach a school at so much a quarter, and
156




LECTURE. XIII.                 157
learn nothing about the character of the school or its facilities or want of them, till they find themselves in the midst
of a turbulent, boisterous crew of children and youth, that I
have found it necessary in my training exercises to dwell
with particular earnestness and minuteness, on these necessary preliminary arrangements, in immediate preparation for
opening and organizing a school, in order to insure any fair
prospect of success. I shall now proceed to enumerate these
necessary preliminary arrangements.
I. ARRANGEMENTS WITH DIRECTORS.
1. You should consult the School Laws, a copy of which
you can find in the possession of any Justice of the Peace
or other State Officer, and learn the legal powers and authority of School Directors, as well as the duties enjoined on
yourself, by legal enactment.
(1.) You will find that their power over a school is almost
absolute, limited only by the amount of money they can
control for its support.
(2.) Contracts with Directors in order to be binding,must
be made before other witnesses than the parties immediately
interested, or they must be drawn in writing, and properly
signed.
(3.) You will discover that the Statute Law empowers the
Directors to make repairs and improvements on school buildings and surroundings within certain limits of expenditure,
and that they can raise this amount by a special tax, without
taking a vote of the district.
(4.) You should know that you have no authority in the
school save that which you derive from the Directors by
explicit contract, or continued assent.
(5.) And lastly you should understand that if you transcend
this authority so derived in any particular, in any direction,
you can be held as having violated your contract and are
liable for damages, and can thus,as you perceive, be dismissed
almost at pleasure by a disaffected board. Common Law and
general usage will sustain the Directors in almost any course
they may choose to adopt, in your case.
2. You will do well to be defnite and speciJic in your contract with Directors.
Items in Contract with Directors.
(1.) It is better to engage by the day than by the month or
term, for at least four good reasons. (a) Since you are
liable to be dismissed any day, as I have already shown, you




158'SCHOOL IMANAGEM ENT.
will thus be able to leave any day, and demand wages up to
the time at which you leave. Otherwise, not having taught
the time you agreed, you can not enforce payment for the
time you have taught. (b.) It gives the teacher opportunity
to look out for a better position, and stimulates him to work
for a reputation that will call him to a better position and
higher wages. (c.) It makes every day's work a distinct responsibility, for a definite amount of money. And this fact
being recognized by Directors and teacher is more likely
to energize the teacher in his every day's work, and make
it worth the wages he is to be paid. (d.) It makes the
Directors more watchful over the interests of their school, to
know daily that the teacher is faithfully fulfilling his contract
and earning his stipulated wages. "Short accounts make long
friends."'
(2.) Agree definitely as to the number of days the school is
to be taught in a week.
(3.) Agree definitely as to the number of hours you are to
teach for a day's work; otherwise, you may teach eight or
nine hours and then "you will do no more than you ought;
you are only sitting in the house by the fire and hearing the
children read and spell; the hired man works out doors at
hard work, a great deal longer, and he only gets half as much
as you do." By all means, then, agree to teach six hours for
a day's work, and only six hours; thus you will know when
your day's work is done. But if you think the school or any
class demands more time, you can give it, and get the credit
for your generosity. In the one case you are a'lazy school
master,' however much you may do; in the other, its being
known by the older and leading pupils, who of course will
form this extra class, that you are giving them your time and
labor, will aid you much in waking up a like generous spirit
in them towards you; and this will enable you the better to
carry out any desirable plans for the benefit of the school; for
instance, composition writing or declamation.
(4.) Agree as to the number of extra branches.-Show the
Directors that the common legal branches will more than
occupy your time, if properly attended to and that every extra
branch must take time from these common branches.
You can make the proposition, that if they will agree that
there shall be only one extra branch taught, that you will
take your own time beyond the six hours, to attend t6 this
class.
Without such a definite agreement in this matter, you
will not unlikely find as you are an extra teacher, paid extra
wages, that the older pupils, children of the Directors too,




LECTURE XIII.                  159
will wish to study a half a dozen different extra branches,
and no one will be willing to give up, "It's this branch that I
want to study, and pa agreed to pay the teacher such high
wages so that I could study it, and he would not have to send
me away to school." So argue the several children of the
different Directors. Now, previous agreement cuts off all
this difficulty and changes it into the advantage of giving
you an opportunity to show your generosity, instead of failing
to satisfy any one in trying to manage this otherwise
unmanageable difficulty.
You will do well to agree on the extra branch you shall
teach. I advise Book Keeping, provided you are competent
to teach it. You will find it the best means of securing diligent, interested study from  overgrown young men. Such'privileged characters' and'hard cases,' will give you no
trouble, if you can furnish them something to do, that they
think pays better than mischief or hoggishness. In fact the
hard cases of former teachers may thus prove your best
pupils and your firmest friends.
(5.) Agree that fuel shall be supplied, well prepared, and if
not, the school may be dismissed till it is; but you receive wages for time thus lost from want of fuel, or from any
other cause, for which you are not properly responsible.
Do not rest satisfied with the usage of providing green
unchopped wood, and especially request that the pupils may
not be under the necessity of chopping the wood during
school days. It is a great evil and adds very much to the
difficulty of securing good feeling from the larger pupils;
and without this, you cannot expect to manage a school well.
It is just as bad as a failure in a school, to be under the
necessity of sending out boys to chop wood when all their
time is needed to accomplish their regular work in the school
room. No regular programme can be maintained, if this
arrangement is forced upon you, and yet unless you make it
a matter of special agreement that good fuel and well prepared be provided, you will probably find that long usage in
that district has made this interruption of the boys' study
hours a law.
(6.) An understandgng 8hould be had as to.jantitorshp. If
you receive four dollars a day, or more, the Directors will in
all probability hire a janitor for you and pay him from the
school funds. If you receive less, you will be expected to
pay for sweeping and dusting the house, building the fires.etc.,
or to do this work yourself. "To him that hath shall be
given," you know.
It will be well to speak of this matter, and assure the




160              SCHOOL MANAGEMENT.
Directors, if you are a lady teacher, that you will not be
obliged to call on them to build fires, every cold morning.
This janitor's business is easily managed, however, even
if you do have to pay for it from your wages. A little contrivance and foresight will give a good warm room on the
coldest morning, and without this foresight any janitor that
can be hired, almost, will fail to build a fire in time on the
coldest mornings.
(7.) Inquirefor the number of pupils that you may expect.
The Directors will give the number that attended last session, and it will be about one-third, probably, of those legally entitled to public money. Inquire, then, for the number enumerated in the district, and state that you hope to
have nearly all in attendance. This you may fairly expect
if you obtain higher wages than any former teacher, and if
you succeed in impressing the Directors with your ability
and determination to make a good school.
(8.) Agree as to the admission of extra poupils, i. e., any
over twenty one years of age, or any from other districts.
Propose that the tuition of all such be not less than fifty
cents per week, and that one half go to the district, and one
half to increase the teacher's wages.  This arrangement
can be shown to be reasonable, and it can hardly fail to
work well, every way.
(9.) The Power of Suspension should be secured by contract. Since there will, in all probability, be pupils too old
and too large to control by physical force, even if you think
this admissible in any case, it will be well for you to provide
for the worst before hand. This very provision to meet any
exigency will be the best safeguard against the occurrence of
that exigency. I would, therefore, ask of the Directors the
power of referring any unmanageable case to them, and the
power of suspending a pupil, when necessary, until a meeting
of the Directors could be called to consider such a case.
If,then, the Directors are of the opinion, on examining the
merits of the case, by hearing both sides, that I am incapable
of managing the school, it will be for their interest and for
mine that I abandon the school; but if they decide that the
pupil, whose case is brought before them, is in the fault, and
that the school can go on successfully, provided this pupil
be expelled, they can expel him till such a time as he is willing
to make proper acknowledgement, when the teacher ought
to be willing to receive him back, on trial.
To such an arrangement, many boards of Directors will
not accede at first. They will object: "We don't want to be
bothered with governing our school; we hire a teacher to do




LECTURE XIII.                  161
it, and we want him (or her) to do it. We can't be running
to the school, every day or two, to settle difficulties between
the teacher and the scholars. We expect the teacher to be
able to settle his (or her) own difficulties, and manage the
school to suit himself (or herself) or give it up, and let some
other teacher take it, that can manage it."
To this I would reply:
"It is not my intention, gentlemen, to make you trouble, or
throw any responsibility on you which I can possibly avoid,
and it is for this very reason that I ask this power of suspending an unmanageable pupil.
If any vicious boy should stand out and resist every influence I could bring to bear upon him, becoming still more
troublesome, and defeating his own true ends in stubbornly
trying to defeat mine, it is plain that if I can refer his case
to you, and he knows it, that I shall have an amount of
authority and power which he will hardly be willing to brook.
Thus yielding to a necessity, he may come under more kindly
influences, while otherwise he would continue to set all influences at defiance. It is true, I might expel him from school,
but I prefer not to take such responsibility. In fact it will
do such pupil or pupils much more good, and be much more
likely to save them to the school, and to themselves to have
their case decided by disinterested parties."
Ca:ution.-Provided the Directors are persuaded to grant
you this power of suspension, it will be necessary for you to
hold it in reserve as the very last resort, acknowledging to
yourself, even then, that if you possessed more power in your
own personal influence, such extraneous aid would be unnecessary. So you can not but consider that every time such
aid is appealed to, or indeed a resort to it is threatened, it is
only betraying your own weakness. Still, it is better to use
such means than to be defeated in every plan and effort, you
can devise and put forth for the good of the school by one or
two brutish pupils. In other lectures I have spoken and
shall speak of special measures to be pursued with such hard
cases before referring them to the Directors.
(10.) Ask the Directors to visit the school house with you.
No doubt you may find some reluctance; but before you conclude your contract, by all means, examine the school house,
its grounds, its out houses, its well, its seats and desks, its
windows, blackboards, etc., etc., and report to the Directors.
Now you will be able to get the Directors to visit the school
house, I think.
Possibly, there will be some expression of surprise at the
state of affairs, a dirty floor, (possibly hogs or sheep have
11




162             SCHOOL MANAGEMENT.
lodged on it, since the close of the last term), broken window panes, rickety desks, demolished benches, fragments of
a'chair, an old burnt out, cracked stove with dislocated pipe
are the promising prospect for the'new teacher' to commence
school with.
It will be well now to suggest or rather to win the suggestion from the Directors, that there shall be a thorough renovation of the whole affair. The Directors have the power
to do whatever is necessary to be done within certain limits
of expense. The rest can be done by a general gathering of
the young people of the District. The floor can be scrubbed,
the windows washed and the broken panes restored, the
walls can be whitewashed, the desks repaired or possibly new
ones obtained, the stove can be repaired and the pipe replaced or a new stove and pipe purchased, a rostrum provided with a suitable teacher's desk and chair: lastly, recitation
seats are a necessity, and must be obtained if possible.
(11.) But what of the apparatus? viz., The blackboards, the bell, the clock; a globe, geometrical forms and
solids, wall maps and charts?
If you dare, Teacher, if the interest now excited will warrant
the probability of success in carrying through such arrangements, it will be well to suggest to the Directors that
most graded schools have such facilities, where the teacher
has much less to do, having only two grades in a room;
whereas there must be at least four grades in any good country ungraded school, so called.
Remark. —Let me caution you here, my young friend,
against leaving all or any of these proposed improvements
to be accomplished by the school board, before the time
agreed upon for your school to commence. In nine cases
out of ten there will nothing be done, without your presence,
inspiration and supervision of the whole matter.  So you
may as well assume the responsibility at once, by volunteering to come on as soon as practicable, and to go to work with
the Directors and any others that can be enlisted and do
what is necessary or desirable to be done. This is the only
safe course to take in the premises. And thoroughness and
energy in this matter will pay, I assure you.
(12.) it is well to have an understanding about text books,
how they are to be supplied, and what kinds are to be used.
You can thus forestall the objection, so often raised against
new teachers, by so many fathers who spend enough every
week, if not every day, in tobacco and whisky, to furnish
their children with an entire outfit of new books; "That's
just the way, every new teacher must have a lot of new




LECTURE XIII.                  163
books; just speculation, nothing else; I'm not agoing to
stand it."
To enable the Directors to answer this objection when
you call for additional books it will be well for you to state
that you can get along with the kinds of text books now
used in the school without change: all you want is that each
pupil be supplied with his own books, so that there will be
no necessity for two or more pupils using the same book,
thus creating disorder by communicating, or preventing any
one from working under a regular school programme.
3. Do not fail to enlist the interest of the Directors in
their school and: n your plans.
All these arrangements in your contract will aid you in
doing this, if you suggest them in the spirit of deference
to the proper legal authority vested in the Directors and with
suitable personal respect to the gentlemen themselves. An
earnest desire evinced on your part to make suitable arrangements for a good school with the ability to point out what is
necessary or desirable can hardly fail to win the respect and
confidence of any board of Directors that you will be willing
to work under, and to arouse in them an interest that they
have never before felt in the prosperity and success of their
school.
It requires more'common sense," knowledge of human nature and tact to win Directors over to their own interests,
and to the interests of their children than to manage the
children. Ladies, we must admit, if gifted with any degree of
personal attraction, can succeed in this direction better than
gentlemen teachers. But the interest and co-operation of the
Directors must be secured, in order to a large and true success.
I would be unwilling to engage to work for any board of Directors that I could not in some way influence to make some
personal effort and sacrifice for their school. In your novelties and innovations in methods of teaching, for instance, in
teaching geography by drawing maps, or in using the word
method, or phonetic method in teaching the alphabet, you
will very likely need the Directors to stand between you and
fault-finding parents; but still more, in the matter of government, as for instance, if you should think it necessary to
deny a pupil the privilege of reciting in a certain class, in
case he was tardy or otherwise troublesome.
By securing the friendship and confidence of one or more
of the Directors, you can proceed under his or their advice
with much more confidence in adopting any measures which
you feel are desirable for the good of the school.




164              SCHOOL MANAGEMENT.
II. ARRANGEMENTS FOR ONE'S SELF.
1. You must secure the sole occupancy of a comfortable
room, at your boarding place. For how can you otherwise
have the use of your time for study and preparation for
classes?
2. You will own such reference books as are necessary for
thte several branches you expect to teach. You will need an
unabridged Dictionary, and a Brand's Encyclopedia, as books
for general reference. Besides these you must purchase the
best books on the extra branch that you expect to teach;
also several practical works on methods of teaching and
school management. You ought also to subscribe for one or
more of the best Educational periodicals, and thus keep up
interest in professional friends and current professional topics
of discussion.
3. You should not put off coming to your school till the
morning on which you expect to commence the term; but
be on hand some days before, and see that all the arrangements in the school house and for your own comfort are completed. You will thus begin the new term with a pleasant
room, well arranged, newly whitewashed, sweet and clean.
So dispose of your apparatus, maps, charts, clock, and pictures if you have them, as to present an attractive appearance. The very atmosphere of such a room,even though it
be the same old place where disorder and misrule so long
held sway, —may by such a transformation become inspiring
with the elements of cleanliness, neatness, order, moral purity, and mental energy. You may use your school room for
your own study, if you can find no more convenient room at
your boarding place.
Remark.-The most important feature, after all, in these
preliminary arrangements, though they are all essential to
a high success in teaching any common country school, is
that they impress your pupils and your patrons with a new appreciation of the value of their school; and it is scarcely
possible that the teacher who enters upon his work with such
a spirit of earnestness and enterprise,can fail of making as
much better school than ever was known in that district before as his efforts and plans are nobler and more self sacrificing.
Such a Teacher can'have everything his own way,' in most
cases; at least, after he has demonstrated that he is able to
carry out his plans; because the Directors must feel and
know that his every purpose and effort is designed and is well
calculated to promote the real and permanent interest of
the school and community.




LECTURE ON SCHOOL MANAGEMENT,
(COPYRIGHT SECURED.)
LECTURE XIV.
ORGANIZATION OF AN UNGRADED SCHOOL.
INTRODUCTORY REMARKS.'Ladies and Gentlemen, Teachers:
It is supposed that the arrangements enumerated in my
last lecture have been made, and that you, any one. of you,
are to begin your operations as a teacher in a new room, new
in its appearance, attractiveness and facilities. Yes, the very
atmosphere and light of that school room are renovated.
Purity, vigor and honor are the pervading elements and so impress themselves on the feelings of every one entering.
You will be sure to be there, at your school room, at least
an hour before time for the school to begin. See that the
room is comfortable, and all charts, wall-maps, cards, mottoes,
and recitation seats, are properly arranged for making the
most pleasant impression. So of your globe, and any other
articles of apparatus, let them be properly displayed.
Now, ladies and gentlemen, if there is one here, more
winning and capable than the rest,>. to whom this preliminary work is not necessary and he or she can succeed any
where under the most unpromising circumstances, such a
teacher will avail himself of these suggestions and secure
the manifest advantage of such preliminary arrangements as
I described in my last lecture. But if there is any one here
165




166                 LECTURE XIV.
entirely inexperienced, possessing little working or winning
power, and who needs every favoring circumstance to prevent utter failure and an inglorious fizzle in his first attempt at teaching, he is the one who will give no attention
to these directions. He will simply agree to teach for so
much per quarter, learn nothing about the character of his
Directors, patrons or pupils, ascertain nothing of the condition of the school-house, not even whether it is tenable or
not. He will find himself late on the morning of commencing school, and most probably a noisy crew of semi-savages
to face, made so by his own neglect and inefficiency. The
sooner he leaves the school in discouragement and disgust,
the better for all parties.
I remember once, when a child, waiting at a school-house
an hour or more with fifty other boys and girls for the teacher who was to open the school that morning. All the hootings and howlings, the bawling and screaming, the stamping
and dancing, the running in and running out, the upsetting
of tables, desks and benches that could be done,weredone as
thoroughly and heartily as twenty big boys and little boys
intermingling with coy great girls and screaming little girls
could do it. In the midst of such a Babel we heard a
squeaky little voice, crying "Boys, boys, stop your noise.
Take your seats." The new teacher had come, a slender,
maiden-faced young man, "right from Yale College." He
thought we were the worst set of children he ever saw, and
so we were, but it was his own fault. The Directors dismissed him from the school at the end of two weeks.
Whether he had any better success any where else,I never
learned; but the Directors provided an old gentleman, who
by free use of the rod subdued that school into apparent decency though we did little but spell columns, and'do sums,'
that winter. It was the only district school I ever attended,
and I endeavored to make good use of it when I came to
teach by doing everything as differently as possible from everything Dr. Goodson did as a teacher.
But in order to prevent such proceedings, or the formation
of leagues against you, or the power of an unorganized combination of sulky or defiant rowdyism, find yourself early at the
school-room and prepared to take all such qualities out of your
pupils by infusing better ones.
Take every pupil by the hand as he or she enters, and interesting yourself in his or her studies or wishes, make him
or her your friend by showing an earnest friendly spirit and
a real desire to promote the interests of each pupil. You
can inquire about studies and books, the wishes and expecta



SCHOOL MINAGEMfENT.               167
tions, etc., etc., of every one, nearly, while the school is assembling. Thus, when the proper time arrives, a stroke of
the bell will enable you to call the school to order, and a
kindly request will be sufficient to seat the pupils.
Let the pupils arrange themselves as they desire on the
seats. They will for the most part take such seats as are
suitable. If not, a suggestion or request will be sufficient.
In case of any previous claims, however, which can not be
reconciled, a drawing for seats may be advisable. The seats
being arranged, it may be well to state definitely your purposes and aims with regard to your term's work; and in so
doing, a few pertinent, kindly sentences will be better than
any amount of gasconade or bluster.
In prosecuting a course of examination for classifying the
pupils,you will observe these three directions, as closely as
may be practible.
(1.) Furnish something interesting for every pupil to do,
from the commencement, and all day long.
(2.) Forestall disorder by establishing order at every
movement.
(3.) You will more readily interest the younger classes
by engaging with the older classes first, than by pursuing the
opposite course.
CLASSIFICATION IN ARITHMETIC.  INVESTIGATION IN READING.
In order to become acquainted with the pupils as speedily
as possible, their general culture, or want of it, their peculiar
personal habits of thought and expression, an exercise in
reading will prove the most satisfactory as a commencing
exercise. If conducted with any skill and vivacity it will not
only reveal the literary advancement of the older pupils who
engage in it, but the criticisms and re-readings of the teacher
will enlist the attention and interest of all the younger
classes. It may be well to ask all to join this advanced class
who have been accustomed to read in the two higher classes
before. Before dismissing the class from the recitation seats
you will make provisions for occupying their time, by proposing
to them the formation of an advanced class in Arithmetic, to
include all those pupils who can add and subtract'Common
Fractions,' with any degree of certainty.
You will say. "It is my wish to form at least three classes
in Arithmetic, and all who can add and subtract any simple
fractions, as two-thirds and three-fourths, four-fifths and seven*
eigths, I would like to have join the advanced class. Some,
I have no doubt, have gone farther in the arithmetic, but we




168                 LECTURE XIV.
will begin our operations in arithmetic this term with a
thorough review and mastery of fractions. How many of
this reading class have worked examples in fractions? "Well,
as many of you as wish to do so, may look over this subject,
work out as many examples by the rules in the book, as you
are able, and I will try your ability in adding and subtracting fractions, as soon as I have heard the other classes read."
CALLING PUPILS TO RECITATION SEATS AND EXCUSING THEM.
You will establish order in this matter at once. While
you can not call individuals, in the first instance, to the recitation seats, not knowing definitely who belong to any particular class, you will use all diligence in bringing every
pupil to the first exercise of the class who properly, belongs
in it. As the exercise proceeds you will ask some older pupil
to write the names of the members of the class on a piece of
paper which you will furnish. As soon as the names are
written you will call them, and thus fix more definitely in
your mind the name of every individual in the class, and save
yourself from the embarrassment of calling wrong names,
and the disorder and laughter at your expense which such
mistakes will necessarily occasion.
When the exercise is concluded, you will not excuse the
class in a mass, but individually, calling the name of a boy
and a girl alternately as far as this is practicable; it being
supposed that the sexes occupy separate seats during recitations, as also, of course, during study hours.
This easy, kindly, introduction of orderly movement, at
the very outset, will, if managed with any skill, impress all
pupils with a respect for the school room, and all its evolution and exercises.  While so much military precision as to
be burdensome, may not be required, yet just enough of
orderly movement to avoid confusion will secure a good
natured compliance from all, and the very atmosphere of the
school room will seem pervaded with cheerfulness, kindness
and respect.
Having assigned business for the most advanced class, in
preparing for an informal examination in Arithmetic, you can
now call for those who are accustomed to read in the second
and third readers; and after an exercise of about thirty minutes, during which their names shall have been taken, you
may state that you intend to form another class in Written
Arithmetic. If any are able to add and subtract Fractions they
may belong to the highest class; if not, and they can perform examples in Long Division, they may belong to the sec



SCHOOL MANAGEMENT.              169
ond class. Then you can mention some example by which
you will be likely to test the class, as 1565 by 35. This definite example with a few others placed on the blackboard will
give more point and energy to the effort than the simple announcement of an intended examination. Thus you provide
interesting work for this class, while you are attending to the
class in the first reader, and to the abcdarians.
You will carefully dismiss the pupils of the several classes
in order, by name, from the recitation seats, and secure quiet
and respectful movements to and from recitation seats.
Numbering the pupils in the classes may be deferred until
their formal adjustment in their respective classes. Still the
requisite order may be sustained by dismissing pupils by
name, a girl and a boy alternately, rather than dismissing a
class in a mass.  The classes of small children may be furnished with slates for drawing when not engaged in their
class drill.
RECESS
By the time that the reading classes are examined, it will
be proper to give a recess. It may be well to ask the pupils
to arrange their books and slates so that they will not be
thrown on the floor during recess. It will now be necessary
to excuse pupils by rows or tiers of seats, rather than to pronounce the word, Recess, and thuis initiate general disorder
and misrule, by permitting forty, sixty or more to bound pell
mell towards the door, out of which there goes an explosion
of noises hideous, as if all Pandemonium had broken loose on
an unoffending world. Convert all such occasions for disorder into pleasant orderly movements; then you will not be
compelled to give disagreeable scolding lectures against
rowdyism and ruffianism. You will find in nineteen cases out
of every twenty where you are inclined to scold the pupils,
that you are mole in fault, than they, for not having foreseen the
difficulty and for not having made such arrangements as would
have prevented it, or converted it into a decided instance of
good order and kindly management.
EXAMINATION IN ARITHMETIC.
As your school will in all probability be graded best on
the basis of Arithmetic, and as you can not well make more
than four grades, I will suggest that the grades may first be
established according to the following plan:
The A grade will include all who can add and subtract
fractions.




170                LECTURE XIV.
The B grade will include all below the A grade who can
work ordinary examples in Long Division.
The C grade will include all below the B grade who can
read simple sentences.
The D grade will include all below the C grade.
The examination in Arithmetic should be conducted with
reference to locating every pupil in his proper grade. It will
be objected to this plan of grading a country school, that
some pupils who can not manage fractions will be found
much more advanced in other studies than some that can.
To this, I reply that while I would not hold every pupil inflexibly to the grade to which his advancement in Arithmetic
would assign him or her, I would adhere to this plan of grading as closely as possible, for reasons that will soon appear,
in constructing an ideal programme.
The examination of the Arithmetic classes may occupy
the rest of the forenoon, save that one more exercise must
be given to the abcdarians: they must not be overlooked
nor neglected.
AFTERNOON EXERCISES.
Classes may be organized in English Grammar by assigning a definite sentence for all who are sufficiently advanced to
study grammar to parse with reference to an examination
for the purpose of forming two classes. Those who can parse
the sentence with some degree of correctness may form the
advanced class, all the rest included in the A and B grades
can begin in a primary class. While theA grade is preparing
for examination in Grammar, the B grade can be examined
in Geography, also the C grade in primary Geography, and
such directions for the first recitation may be given as may
incite to some effort for the preparation of the first lesson.
The a, b, c, pupils must now receive attention, after which
the Grammar class may be examined by being called on individually to parse any words in the sentence assigned.  If it
is found that few if any can parse common constructions correctly, and are unable to distinguish parts of speech, it will
be well to have but one class in Grammar.
RECESS.
Be careful to maintain good order in excusing pupils for recess, again also in their resuming their study seats. A writing
class may now be arranged for, and you will carefully state
what kind of paper, pens and ink, you prefer, and ascertain




SCHOOL MANAGEMENT.               171
what facilities there are for obtaining them. It is understood that you give your entire time to Penmanship during
the practice hour, and that all the pupils who write copies
attend to it at the same time, and at no other time during the
day.
When the Reading and Spelling classes also are provided for, you will be ready to decide on the arrangements for
the extra class. (1.) What branch it shall be in.  (2.) What
text-book the class shall use.  (3.) At what time the class
shall meet.
As to the branch, I advise Book-keeking,if you are competent to teach it.  No branch can be made so useful and
interesting to an ordinary class of boys and young men, and
no study will help so much to win their respect for the school,
provide you know how to teach it, and no branch will prove
so heavy a drag,if you do not understand teaching it. The individual plan pursued in Commercial Colleges will prove a
failure in every sense.
These arrangements having been satisfactorily made and
such provisions for a good supply of books and slates for
to-morrow's work as shall seem to be satisfactory, you are
now ready to engage in the closing exercises of the day. They
may consist of a speech of congratulation as to the very favorable prospects for a good and interesting school; your determination to lay yourself out to do your best to please your
pupils and benefit them; your expectations that there will be
so much of interest in the recitations and in the preparation
for the recitations on plans which you shall propose that
thercm will be no necessity for any rules save the rule of right;
but if there is, you intend to propose a rule only when the
last necessity demands it, and then you expect that every
pupil for the good of the school, for the better improvement
of its privileges, and for the higher advantage that can be
derived from them, every pupil will try to sustain any such
rule or regulation as may be seen to be imperatively necessary, but just so soon as the rule is found unnecessary it will
be laid aside. But still it is vour desire rather that so much
interest and good feeling shall be manifested that no positive
rules will be necessary. It is so much more pleasant and
noble to feel that every one, teacher and pupil, is trying so
hard to do right and is so busy in his regular work that he
has no time nor disposition to do wrong and make trouble. It
is in fact your feeling, and you are persuaded that it is the
feeling of every pupil, that the school is to be a grand success.
I have thus, teachers, given you a few leading thoughts




172                 LECTURE XIV.
for a closing speech just such as several similar occasions in
my early experience inspired me with. In every case, my
hopes and purposes were more than realized, and my experiences in my country District Schools are remembered as
among the dearest and happiest of my life.
Now, it does seem to me with such feelings in your own
heart, earnestly expressed, that there can not fail to be a
more than corresponding feeling and determination on the
part of your pupils to avail themselves of the arrangements
which are being made for their benefit, and that every one
will leave the school-house that evening with a new purpose
aroused in his soul to try and do something for himself, and
to make something of himself, if he has never had such a
feeling before. Earnestness begets earnestness, kindness
begets kindness, enthusiasm begets enthusiasm, pure motives
and high aims beget noble resolutions and determined effort.
After such a hearty, earnest speech and the cheerful
responsive countenances answering in smiles or tears to its
sentiments, is a most fitting time to introduce the singing of
a hymn, the reading of a fow verses in the Testament, and a
brief prayer for the guidance of divine wisdom in carrying
out the plans and purposes of the term. Teacher, if you have
never prayed before, how can you deny yourself so high and
blessed a privilege now?
I will not here contrast the common way of spending the
first day of a term in a country school; its want of systematic procedure; its consequent embarrassment, disorder
and confusion in trying to find out what is to be done; the
noise and turbulence of the occasion, the sharp words, and
the sour looks of the teacher; the ill restrained boisterousness of the pupils, ever ready to break out into a brutish laugh at the teacher's expense; in short, the general
disgust of both teacher and pupils for each other, and for the
school; the noisy, defiant or contemptuous talk of pupils on
their way home, including threats of barring out, and all
sorts of mischief and wickedness, if the teacher don't carry
himself pretty straight.  Such scenes are too common and
too well understood to call for any description here.
ORGANIZATION PROPER.
I pass now to the construction of a programme to guide
and control the labors of the school.
Remarks.
(1.) Nothing can be done well without an orderly dispoBition of time, and a well arranged system of labor, both for




SCHOOL MANAGEMENT.                         173
the teacher and every pupil during every moment of school
time.
(2.) It will be necessary to make as few classes as possible, in order that more time may be secured for those recitations which; require some considerable time in order to excite an interest in the subjects of study.
(3.) It may be well to condense reading and  spelling
classes, making only half as many as has been the custom
before.  The reason for this course must be carefully explained to the school.
(4.) Before beginning the construction of the Programme,
it will be necessary to make out a list of the recitations for
each grade, annexing to each the amount of time desirable
for the recitation, also the number of recitations or exercises
of any one kind to be held with any class in a day.
I will give such a list here as may be supposed to be ap.
plicable to almost any of your prospective schools:
ALLOTMENTS.
Trial.   Corrected
Minutes.   Minutes
Arithmetic, advanced class...............  40           35
Arithmetic, intermediate class...................   30        25
Arithmetic, primary class......................  25           15
Grammar, advanced class.........................  40   30
Grammar, primary class..........................  25     15
Geography, advanced and intermediate classes......  50         35
Geography, primary class...............  20            15
Reading and Spelling, advanced class............  40        25
Reading and Spelling, intermediate class..........  30       15
2 Reading and Spelling, primary class, each 20.....  40        30
4 A, B, C, exercises, each 10..................... 40         40
Book-keeping or Algebra.........................  50          40
Recess.........................................  40            40
General Exercises...............................   10         10
Penmanship.............................         30           30
8h:40m.    6h-40m.
I find in adding the column of trial allotments of time,
all of which are too meagre, the programme will require
eight hours and forty minutes. I cannot work over seven
hours per day in the school room without loss of animal vigor
and spiritual vivacity. So I shall have to cut down the several allotments and reduce my entire time including Religious Exercises, General Exercises and Extra Class to seven
hours'
I have given in the second column the corrected allotmnents and reduce the time to six hours and forty minutes.
Now I am ready to make a programme. It will be better to




174                     LECTURE XIV.
arrange the several recitations and drills first; and afterwards, arrange the times of study.
If I could have an assistant how much better work I could
do.  But I must submit to the circumstances and make the
best of them.
This programme which I give here will not be adapted
precisely to any school, probably; but with some slight miodifications it will be suitable for almost any ungraded school
with only one teacher, provided the pupils are all well supplied with text-books.
This ungraded school, so called, thrown into four grades,
A, B, C, and D Grades as before explained in this lecture;
and my programme must provide for the constant employment of every grade and every pupil in every grade, during
every moment of the school hours, save recess.
P  O G It i 1VAM: I E:.
TIME.                                                     Time
-—. —-~   ~~~~~~~~~~~of conFrom.  To.   A Grade.   B Grade.   C Grade.   D Grade.  tin'ce.
8:45  9:00   RELIGIOUs EXERCISES.    GENERAL EXERCISES.   15
9:00  9.02                    ROLL CALL.                       2
9:02  9:30   Geog'y.    Geog'y.  Ment. Arith.   Blocks.    28
9:30  9:45 Book-keep'g Geography.  ren2t.,~rit.   Blocks.    15
9:45 10:00 Book keep'g. Granmnar. Ment. Arith.   Blocks.    15
10:00 10:10                     REC ESS.                      10
10:10 10:20 Book-keep'g. Grammar.  Ment. Arith. Reading.   10
10:20 10:45 Book-keep'g. Arith-'tic. Read& Spell.  Slates.    25
10:45 11:00  Arithmetic. Arithmetic.  eacd d 8pell.   Slates.  15
11:00 11:10                    REC ESS.                       10
11:10 11:20  Arithmetic. Arithmetic. Geography. Reading.   10
11:20 12:00  ArithJ'tic. Arithmetic. Geography.  Dismissed.   40
1:00  1:30    Pen'p.        en'p.    Pen'p.       Slates.    30
1:30  1:45   Arithmetic. Read & Spell.  Geog'y.    Blocks.    15
1:45  2:00   Grammar.?ead 0 Spell. Geography.   Blocks.    15
2:00  2:10                     REC ESS.                       10
2:10  2:20   Grammar.  Grammar. Read a Spell. Reading,   10
2:20  2:45  Gratmnnar. Grammar. Read & Spell.  Slates.        25
2:45  3:00   Grammar.   Grammar.  Read,  Spell.  Slates.    15
3:00  3:10                     REC ESS.                       10
3:10  3:20 Read & Spell. Geography. Ment. Arith. Re.ading.   10
3:20  3:45 Iead6 Spell. Geography. Ment. Arith. Dismissed.   35
3:55  4:09               ROLL CALL AND SINGING.                5
4:00  4:50 fook-keep'q. Dismissed. I Dismissed.  Dismissed.   50
EXPLANATIONS OF THE PROGRAMME.
(1.) The consecutive exercises of each grade are given iv
the appropriate column.
(2.) The recitations are given in bold-faced type.




SCHOOL MANAGEMENT.                175
(3.) The study hours are given in common type
(4.) All general exercises are given in capitals.
(5.) The times of beginning and ending each exercise and
its continuance are given in the time columns.
REMARKS ON THE PROGRAMME.
(1.) It will be noticed that the study times of every pupil
are as carefully provided for as the recitations.
(2.) In order that every class may make immediate use
of the preliminary drill given in every recitation to enable
the pupil to work at his next lesson with interest and success,
some time for studying every branch is allotted as soon after
every recitation as is practicable, with the exception of the
Reading and Spelling Exercises, and the Geography for the
A grade.
(3.) It is supposed that the A grade will study their Geog
raphy lesson at home. If this is impracticable in any case
the pupil may be excused from the study of Geography or
from the study of the extra branch, Book-keeping,, as given
here.
(4.) If the teacher finds that a change of title is needed
in order to give more time to any particular subj c ct he can generally make the change on the programme for any one grade
without disturbing other grades. But he ought always to
make the change clearly on the programme, at the time he
orders it, for any class.
(5.) It will be found necessary to write out for the use of
the school on the second day two programmes at least;
one for the teacher and one for the monitor. It will be well
also for each pupil, to copy the programme for his own grade,
with the exception of the D grade.
5. The Teacher will find it imperatively necessary to work
closely by his programme. The temptation will be, continually, to hold on to recitations too long, and thus, some recitations, or some recess will have to be omitted, or the school
detained beyond the hour of dismission, all of which will
work very badly, every way, as the teacher will soon discover.
6. The teacher will find it a great relief to appoint a MONITOR for every half day, whose duty it shall be to announce
the time either five minutes or ten minutes before closing
each of the longer recitations. This is in order to give the
teacher time for preliminary drill, or to announce the extent
and character of the next lesson for the class within the time
prescribed for this present recitation. The choice of monitors may be made as a matter of honor; no one being comr




176                LECTURE XIV.
pelled to serve; or the pupils of the A and B graaes may
be appointed in regular rotation, each to act only for a half
day at one time.
An earnest enthusiastic teacher will find this kind of
monitorial system almost a necessity. It will operate infi.
nitely better in keeping order and preventing whispering,
though the monitor is expected to give his entire attention
to the time of the programme and his own studies, and know
nothing of the diligence or order of other pupils, than that
of appointing a monitor to watch offenders and record their
names. It is seen that the Normal monitor is no spy on
the actions of his fellow pupils, his duty is to keep the teacher in order, and if the teacher comply closely with the monitor's announcements, the very spirit of good order is estab.
lished in that school room and scarcely any other rules and
regulations will be found necessary. The respect which the
teacher shows for the programme can hardly fail to inspire
the school with like respect and with a love of good order
generally.
7. It will require some attention of the teacher for the
first few days, to keep the different grades at their appropriate work, according to the programme, during their study
hours, but the proper use of time during study hours is more
important for the pupil if possible than during recitation.
Very few, if any, variations from the regular programme
should be granted to individual pupils.
8. No studying together from the same book should be
tolerated. It is an open gate for all irregularity. Every pu
pil should have his own full supply of books to use for him
self, at the time assigned to his grade on the programme.
9. If pupils do not master their lessons during the time
assigned, do not let that be given or taken as a reason why
the time of some other branch should be used, in any individual case, but rather modify the next lesson, or make a
change in the programme for the whole grade.
10. It will be objected to such a programme, that some
are more apt in one study, and some in others; and hence
some pupil in a given grade will require much more time, for
instance, in Arithmetic, than another, while he requires much
less in Grammar perhaps, and thus it would be doing that
individual a wrong in such a case to keep all to the same
precise programme. Now, there, are several ways to manage
such a difficulty, without breaking up the power of a regular
programme by yielding to every individual caprice and demand for special deviations from the general programme.




'SCHOOL MAN'AGEMENT.           177
(1.) The pupil can study that branch in which he finds
himself behind his class, at home, out of school hours.
(2.) He must be encouraged to think that, considering his
previous opportunities and advancement, he is doing well,
even if he does not master the whole lesson; and the next
time he goes over the subject he will in all probability lead
the class.
(3.) He can be assigned to a lower grade, at least, in the
particular branch in which he is most defective.
(4.) He can be permitted to omit one of the studies of
his grade and thus be allowed the time of the omitted study
for the branch in which he is deficient.
(5.) The proper arrangement of the recitation, in the
matter of preliminary drill, and in dividing the class into a
more advanced and less advanced section, thus requiring no
more of each pupil than he can well do, is the proper remedy
for this difficulty, and can hardly fail if well managed to convert the difficulty into a real advantage both for the backward
pupil, and for his class. But he can be assigned extra duty in
the subject in which he is more advanced.
11. The introduction and explanation of this programme
on the second morning of school will consume some time;
opportunity must be given for each pupil to copy his part of
the programme for his own guidance, and the proper arrangement for monitors may be made at once.
It will be well then, to set aside that part of the programme for this day whose time is consumed in general arrangements, and commence at that part of the programme
which the time of day has reached. Lessons must be assigned, in making general arrangements, for those studies in
the programme whose recitations have been omitted. Thus
careful provision must be made for full employment of every
pupil on this most trying day of school, or disorder will make
such headway as will be difficult to overcome in many days.
12. The reading and spelling exercises have been condensed into one exercise, through the entire programme. The
time may be divided at each exercise or one exercise may be
given to reading and the next to spelling and so on alter.
nately.
12




LECTURE ON SCHOOL MANAGEMENT.
tCOPYRIGHT SECURED.)
LECTURE XV.
NORMAL METHODS OF INCITING  TO  DILIGENCE
AND ORDER.
PRELIMINARY REMARKS.
There are various courses pursued by different classes of
teachers who use the force methods, for introducing and
establishing order and compelling diligent study. I shall
notice one or two.
1. The Directors draw up a set of rules, and require the
teacher to enforce them, as a part of his contract.
Any such system of rules or regulations, however good in
themselves, will,in most cases, in a great measure defeat the
ends they are intended to secure,when introduced simply by the
authority of Directors and enforced by the watchfulness and
coercion of the teacher. Out of prison, no laws that are not
appreciated and sustained by the governed, can be enforced
to any good moral effect.
And any endeavors that seem to be successful in any degree in carrying out a code of school laws that do not receive the full and hearty sanction of the pupils, only seem
so, because that school is a prison, in its discipline.
2. Another plan is for the teacher to draw up a set of
rules with or without the consent of the Directors, to read
them at the opening of the school, and demand strict obedi178




SCHOOL MANAGEMENT.                179
ence from every pupil, under the penalties of flogging, imprisonment, or expulsion. This plan generally works better than
the first, as the teacher is probably more careful in constructing a code of laws, the enforcement of which he feels will be
difficult enough at the best.
3. The more common course is for the teacher to begin
school with no well defined plan of procedure, trusting to
luck or some other equally reliable power for the govern.
ment of his school. This teacher, not unfrequently, promulgates half a dozen laws in a day for days in succession,
and presently finds that his laws and his own personal authority are both treated with contempt and ridicule. Such a
teacher is generally blamed for "'not beginning right; for not
putting down the laws at the start. He was too easy, he let
the school get ahead of him," say the Directors. The pupils
all say that "He was too cross, he was scolding all the time,
he couldn't find time to do any thing else." I might continue
this enumeration of futile and mischievous plans or want of
plans in establishing order and diligence, indefinitely; but
these will suffice, I think, to show that all such measures are
abnormal, and defeat the true objects and aims of school
management, which are the promoting of the GOOD HABITS
of cheerful industry, all-conquering thoroughness, orderly
disposition of time and labor and the practice of useful activity.
Who cannot see that any plan of school government with
any system of laws or no system of laws, carried out mainly
by authority and coercion, will most surely defeat every one
of these ends, and of necessity fix the opposite class of habits, viz.: hatred of work, shallowness and shirking in study,
love of mischief, and increasing delight in tricks and meanness at the expense of the teacher.
Now, if any teacher who is pursuing any such plan and
is feeling more and more that teaching is a very wearing and
disagreeable business, and that he intends to get out of it
just as soon as he can find anything else to do; let me ask
him, if I can reach his ear or his eye, whether, if he were a
pupil under just such government as he is attempting to administer, he would not himself be one of the worst and
most troublesome.  He will answer, if he is candid, "Of
course I would.  I always used to keep up my end, when I
attended school,"d  And yet that same teacher pursues
that same course, which nearly ruined him, and made
most of the schools he ever attended failures. It has been
my purpose in these lectures to break up this line of hereditary descent, in which each successive teacher becomes




180                  LECTURE XV.
more pernicious than his predecessor; and I may express
my thankfulness, that so many hundreds and thousands have
gone forth from these training exercises with the spirit of
these lectures, and reported ere long that they enjoy teaching, and not a few, every year, declare, by letter or otherwise, each for himself, or for herself, "I have the best school
I ever saw; I am just perfectly delighted with my school, 1
have the best scholars, I love every one of them."
Now, friends, I wish you to contrast the declarations of
the abnormal teachers with those of the genuine Normal
Teacher. Nor do I assume that every one that attends here
a term or more and goes forth to teach, is able or willing to
adopt Normal methods and principles. Some haven't the
natural ability, or, in other words, the qualification of common sense. Very many do not remain here long enough to
obtain the requisite knowledge of the branches or of the
methods. Some are too far gone in vicious physical or moral habits to receive, or even to appreciate Normal methods,or
to drink in the genial spirit of good will and earnest application, which so generally pervades this school. I do not claim,
by any means, that every Normal Student will make a good
Normal Teacher, or that every person even of fair natural
abilities can adopt Normal methods in his own self-management, or in the management of others. It would be worse
than vain and foolish in me to do so, it would be criminal.
But this I -do claim, that multitudes (and large numbers,
too, possessing no extraordinary mental capacity) who have
been trained here, and elsewhere, in genuine Normal methods, have been revolutionized in all their ideas and practices
of school management, and so far from feeling that teaching
is a burden and a drag, have learned to feel that the business is their pride and their delight.
I. SOME NORMAL METHODS OF INTRODUCING DILIGENCE AND ORDER.
1. WORKING BY A PROGRAMME.
There will undoubtedly be some difficulty in bringing all
the pupils in a school to see the advantages of studying by a
programme, such having been the loose, careless usages in
this matter, that every one has studied any lesson when he
felt like it, or when he was especially urged to do so, by the
teacher. More frequently, if there has been any study of a
lesson, it has been just before recitation; whereas, a lesson
should be studied as soon as possible after a recitation,in or



SCHOOL [MANAGEMENT.               181
der that every pupil may avail himself, in the best possible
manner, of the instruction and directions given in the preliminary drill.
To overcome this difficulty of getting all the pupils to
study by the programme, the time of the first recitation in
each branch must be given in part to such explanations of
the method of conducting the recitations, as will show the
necessity and advantage of the plan proposed.
(1.) It should be stated that as the time of the teacher is
fully occupied in the several recitations, it will be impossible for him to give any aid to pupils during study hours, in
getting their lesson. The preliminary drill, if properly attended to by the pupil will enable him to master his lesson
without further aid from the teacher; and it is not expected that pupils will study with each other, or get help from
each other. Every pupil needs all his time to accomplish
his own work, and may not be interrupted by giving or seeking aid from another: besides, studying together is incompatible with good order and truly independent and self-reliant
development.
(2.) Then, a preliminary drill on some part of the branch
under consideration should be given; such as will arouse interest, excite curiosity, and make it easy for every pupil to
engage in the study of the branch at the time prescribed on
the programme. Nay, if a preliminary drill is conducted
with any skill and spirit in any branch, the difficulty will be
in keeping the pupils from working at the lesson before the
prescribed time, but this can be managed.
2. TRAINING THE WILL INTO GOOD HABITS.
I feel compelled to dwell here for a moment on the Normal method of training the will. The will as an educational
force is too often lost sight of, or it is viciously assumed, as
in breaking (not training) colts, that the will must, be broken.
Now, I affirm, that a broken will makes a spiritless or a
vicious animal, whether it be a colt or a boy.
The will is trained by a skillful horseman, not broken. So
the true teacher can never lose sight of the fact, that the
will is the force which is to be guided and determined, incited
and energized to choose, to prefer, and to work in correct and
useful action, rather than to be roused to resist and then
crushed; and no teacher should feel satisfied with his own
influence on a pupil, while he sees that the pupil's will is not
won, and it is not his choice to work, and to work with laudable aims and real satisfaction in the school plans. Some
few teachers, very few, seem to have an intuitive gift in this




182                 -LECTURE XV.
regard. Their pupils seem, at once, to prefer to do anything
they may request; but the majority of us, teachers, find it
necessary to study HUMAN NATURE in the boys and girls, that
we may know how to determine their choice for the true,
beautifiul and good, as involved in our plans, as worked out in
our methods, and as aimed at in all our arrangements.
In my opinion, the first lesson we have to learn is not to
excite antagonism, but to forestall it, and bring its energy, in
other words the will power of the individual, to work in our
favor instead of against us. To this end we must present
stronger inducements for virtuous action in carrying out our
plans, than possibly can exist in the minds and habits of the
pupils against them.
(1.) Now, in avoiding the senseless repulsive routine of
memorizing and repeating lessons, and of requiring such useless and tedious labor, one chief difficulty is removed, that
is so often effectual in exciting antagonism, or at least in producing listlessness and indifference to school work, and decided
aversion to the school itself.
(2.) In avoiding the assigning of any lesson without sufficient explanation and previous drill to enable every pupil to
accomplish the work assigned without discouragement and
consequent idleness and mischief, another very prevalent
difficulty is removed.
(3.) In exciting so much interest and enterprise in every
pupil, for the work assigned, that he is as eager to get at it
as if it were any game or play is indeed carrying the will
where you desire, teacher, and this must for the most part, be
relied on to convert the Will Power from indifference or antagonism to decided preference and energetic action in the study
and labor you prescribe for the pupil's pleasure and progress.
That which is first done by special excitement and dominant
attraction, sooner or later becomes a matter of habit, and
thus in a measure moves itself. Thus by careful foresight, by
ingenious contrivance, by patient labor and continued effort,
teacher, you or I may accomplish the transformation of a
mind, a heart, yes, a life, from habits of laziness, opposition
to all good and noble action, into habits of thrift, energy,
and benevolence. What true teacher can aim at, or desire
less?  But no one else can reach many of these young persons, and save them, but the teacher in his school work.
Caution in Training Will.
Let me give one caution, here. There is no worse way to
train a will to determined evil action, than to demand, exact
and compel good action. No really good act can be rpr



SCHOOL MANAGEMfENT.              183
formed under compulsion. Every one knows it, feels it in
his own case. Every one is ready to declare in any particular case of exaction made upon him or her. "I would do it, and
do it willingly, if he didn't try to make me do it.  Now I
won't do it if I can help it." So,Teacher, let us always try
to work by attraction, never by compulsion.
Another Caution tn Training the Will.
Whenever you have shown the propriety of any particular
course that you have requested or required; and much more,
when you have shown that the opposite course is morally
wrong, do not by any means, in a single case yield your claims
to parleying, teasing or coaxing. Demonstrate, establish
your firmness, your immoveable fixedness in your regard for
your own convictions of right. Show your pupils in all such
cases that your conscience is a sovereign power, and though
they may not yield to your arguments or persuasions, do not,
I beg, make yourself a partaker in any course of action that
you have felt is wrong, and that you have characterized as
such. One such case, however trivial, or however well explained away, diminishes the confidence of all in your moral
integrity; and your moral and religious influence is very
much weakened, if not entirely destroyed. How many a
mother has ruined her wayward child by first forbidding,
then arguing, then consenting, then apologizing for an act,
rather,a long series of acts that the boy well knows his
mother's judgment and conscience utterly condemn. His
will gains increased energy for wrong every time he wins in
such a conflict, and that mother can devise no more effectual method of training her darling's will to resist all reason and right, and make him the bound slave of appetite,
than the one she is pursuing.
Now, Teacher, every time you win with -a child, in helping him to assert the power of will in any right action, or
course of action, that will is being more or less effectively
trained into the habit of right action, and the easier will every successive victory become in the conflict with laziness
or lust, not in school only, but in after life.
By a beautiful provision in our natures, the control of the
will becomes less and less difficult in every effort till all difficulty is at length lost in a fixed habit of virtuous action in
any given direction.
A Precaution in Traising the WTll.
You will never succeed in managing a bad boy if he has
any suspicion that you.are afraid of him, You must have




184                  LECTURE XV.
his respect. If he thinks you are weak, or are a coward, you
can not. Almost any such boy or young man is very likely,
too, to interpret every act of conciliation on your part, into
an admission of fear, or an exhibition of cowardice. This
fact must be met decisively, or you will never succeed in
subduing a rebel, and winning him to friendship.
Any such bad boy or young man is a bully, and of course
a coward. He is easily intimidated, if not in a combination
with others who are backing him; but he is not very easily
won to anything that he thinks is tainted with right, and
especially that kind of right which shows submission to a
"school master." His only boast is in his meanness and hoggishness. This will continue as long as he can find anybody
to listen to him and laugh at him. You discover, teacher, or
very probably you will quite soon enough, that you have to
break up the confederacy of bullyism in your school before
you can have success with any particular ruffian, bully, coward or hog, for the same individual is all of these, and glories
in it; and it's all the pride or ambition that he knows or feels.
The management of such cases is generally easy enough
by the Normal method of commencing and organizing a
school as given in the last lecture. This method in fact forestalls all such difficulties. They seldom or never make their
appearance. The fact that you have the power of suspending any such hard cases until action of the Directors can be
had, if judiciously used, will be one means to hold such dastardly spirits in check until you can win them by better
measures.
II. How SHALL LAWS BE INTRODUCED?
They can not be well introduced, (1.) by authority of
Directors; nor (2.) by authority and coercive power of the
teacher. (3.) No law should be introduced when the teacher
is in a special excitement from the disorder or insubordination of any particular pupil or pupils. Such a law could
hardly have the assent or support of the majority of the governed, without which any law will prove an evil by provoking a general spirit of insubordination and rebellion. (4.)
No law should be introduced till the majority of the school
can see that it is necessary, and that their comfort and progress in the school can be improved by its enactment. (5.)
The teacher must admit that the necessity for the introduction of any law as law, with its penalty, (for no law is of any
force without its penalty) is but a confession at least to himself that he lacks the requisite personal influence and mental




SCHOOL MANAGEMENT.                185
activity to control his school without law.  Some other person might do it, but he can not. Still that teacher will prefer to secure order and good feeling by means of one or more
definite laws and the enforcement of their penalties, than to
permit disorder and lawlessness to prevail, thus losing the
respect and confidence of his school altogether.
To illustrate a wrong and a right way of introducing a law,
I shall give two examples of establishing a law against whispering or communication between pupils on study and recitation seats.
Example 1. Eastablishing a Law.
The teacher is engaged in the recitation of the primary
Geography class, we will suppose. He is compelled frequently
during the recitation to check the whispering of some of the
older pupils in their study seats. They are studying together,
or otherwise communicating, and some of the most influential pupils, are engaged in this form of disorder, regardless of the repeated request of the teacher that the pupils
would each study by himself or herself, and not communicate even about their studies during study hours.
The recitation is at length laid aside, and the teacher, feeling very much annoyed, attempts to present the necessity of
a law against whispering; speaks of the manner in which he
has been interrupted, and says "the evil is increasing to such
an extent that very much of the time and energy is diverted
from the recitation, and thus no recitation is as interesting
as it might be, if he were permitted to attend to it uninterruptedly." Now, is it not plain, that even if the teacher
should without exhibiting any particular irritation, try to win
the general assent of the school to such a law under such
circumstances he would be likely to fail, at least, in arousing
a general and hearty determination to stand by it, and carry
it through?  Why? Because some of the most influential
pupils can not but feel that they are chargeable with the
necessity of the law; they have provoked the teacher to say
that he can not work any longer with so much interruption.
Hence the co-operation of those whom you most desire to
win, is but feeble, if given at all. Here is want of tact.
Example 2.-Establishing a Law.
Let us suppose the teacher is engaged in the recitation
of the advanced Grammar class, that he is frequently inter



186                   LECTURE XV.
rupted by the communication and disorder of pupils in inferior grades, and thus he is compelled to stop his recitation
over and over again, and give his attention to disorderly
pupils in the study seats, and request them to be quiet, and
each attend to his own study.
Now,if there has been any degree of interest excited in
that branch, the members of the class will feel annoyed at
these frequent interruptions.  They see that their privileges
are very much abridged, and they are sustaining a real and
heavy loss by these interruptions. Now, if for the protection of this class of leading pupils in their recitation, as well
as for the greater interest which may be imparted to the recitations of all the' classes, provided they can go on without
interruption, the necessity and advantage of a law against
communication be presented, the hearty co-operation of all
the more influential pupils can readily be secured. They do
not now feel that the law is aimed particularly at them, and
made for their especial restraint.
Under such circumstances, and with such management I
have never found any difficulty in winning the vote of a large
majority in favor of such a law.
Fixing a Penralty.
But the next thing is the penalty; for no prohibitory law
can be effective without a penalty. In fact, a prohibitory
law without a penalty is worse than no law, for it soon brings
itself and all other law into contempt.
The penalty should be as light and as gentle as can be
selected, and yet be recognized as a penalty. A severe penalty is difficult to enforce, and when enforced always excites
the sympathy of the governed towards the offender rather
than feeling against him for breaking the law.
Neither will it answer for the teacher to use his discretion in imposing or withholding the penalty. It must
work with inevitable certainty, or the hope of escape is but
an incitement to infraction of the law.  The best general
penalty I have been able to devise for violation of school law
is privation of recess, by the pupil's retaining his seat and
communicating with no one during recess.
I would secure a full and hearty vote if practicable for
this penalty, while the matter of the law is under discussion,
and I would also state that "any pupil who is deprived of
his recess can be out if he desire it two minutes after the
recess, but only one pupil can be out at a time." I can readily see, Teachers, that you can raise various objections to this




SCHOOL MANAGEMENT.              187
plan so briefly stated for introducing a law or a series of
laws. But the necessity of having the full and hearty assent
and co-operation of the large majority of a school in sustaining any law or code of laws, is manifest if you would have a
Normal method of government. To my mind any government based on force and executed without the consent of the
large majority of the governed is abnormal, is tyranny; and
so far as school or college government is concerned can work
nothing but evil. If any have lived as pupils under such law
and have derived advantage from the school or college whose
government was carried on by force and suspicion, the advantage was derived in spite of the government and not as a
result of it.
Enacted Law an Alternative, and the Least of two Evilsl
I have said that the necessity for law or a code of laws,
is an admission of personal and strategic weakness; and even if
any school or college is held in subjection by law, and good
order is maintained by the vigorous executive ability of the
Principal or President; and the rigorous imposition of penalties
does crush down all disorder and insubordination; and even
though this course produces high per cents in lessons for the
time being; still, any such government is with the majority
of students pernicious in its moral influence, and just so far
as vigilance is exercised in ferreting out offenders and penalties applied to correct offences, just so far is any such government feeble and inoperative in fixing good principles and
good habits in the hearts and lives of the governed, whether
offenders or not.  In every such instance force is used foi
want of personal influence and moral power, but in no case
is it an equivalent.
Some years since a change of Principals occurred in the
Baldwin Institute. Some two or three months after the change,
the wife of one of the trustees, coming to the Founder, John
Baldwin, says, "Bro. Baldwin, don't you think it was a mercy
that we secured Bro. Harris when we did; the Teacher that
resigned would never have been able to govern these bad
boys, and high-strung young men that are here now. It takes
Bro. Harris to control them.  They are afraid of him, and
they have to behave.  He puts his foot on their necks and
they daren't say a word. By expelling the three that he did
he has made the rest a good deal more orderly and decent."
Bro. Baldwin replied, "Our former Principal was here nine
years and built up our school. He never had any bad scholars all the time he was here, and if he had remained nine




188                 LECTURE XV.
years longer he never would have had any occasion to punish any wicked young men, or expel them from his school."
In about a year that former teacher was offered an increased salary to resume his place in the school by a unanimous vote of the Trustees.
Co-operation of Directors.
In my last lecture I urged the necessity of securing the
consent of the Directors to decide the case of any pupil that
you were unable to manage.
If the promise of such co-operation be obtained, and the
power thus secured be judiciously made known to a school,
it will in most cases prevent any necessity for its use.  But
if you are compelled, Teacher, to acknowledge to yourself
that your own resources are insufficient, it will be better
that you avail yourself of the aid of your Directors, in deciding whether the rebellious pupil shall prevail, or your own
authority.
I would never call the Directors, nor any one of them into the school-house during school hours, to settle any difficulty, nor would I threaten anything of the kind.  If you
call the Directors once, you will soon find it necessary to
call them again. Your own authority is at an end.
But when every expedient has failed and you feel that
you can no longer exercise patience and kindness, toward
the wayward pupil or pupils, and that to do so would imperil
the farther progress, and final success of the school, it will
then be necessary to suspend the pupil till a meeting of the
Directors can be called to decide the case. If the pupil should
refuse to comply with my decision of suspension I should
proceed as if he were not present; if he should undertake to
make disturbance, I should quell it or dismiss the school until the matter could be settled.  If the Directors after a fair
hearing of the case from both parties with witnesses and
parents should decide me incompetent to carry on the school,
of course this would end the matter. But if they should decide otherwise, and expel the disorderly pupil, I should request the pupil to return and make proper acknowledgements,
and assure him that I was willing and anxious to aid him in
studies and to do him any favor in my power.
This in my opinion is the only legitimate method of using
the personal and legal authority of the Directors. But while
a resort to the Directors is better than the use of personal
violence on pupils, and is now the only alternative by which
you can retain any order or decency in the school, it would




SCHOOL MANAGEMENT.              189
be a self degradation that any truly noble and generous
nature would resort to as a terrible necessity, and the very
last expedient.
Sympathy'of Ptupils for or against a Law.
When a law has been enacted, the administration of that
law must be carried on with certainty and yet with moderation. It is a very easy thing to make a good law odious by
any rigor that may seem unnecessary to the majority; it is
still easier to make a law inoperative and a butt of ridicule
by setting aside the penalty from any plea or pretext that
may be offered by the offender. I would take no excuses.
The teacher has no time to weigh excuses. In fact itis to be
understood, so far as possible, that every violation of school
law is a matter of thoughtlessness rather than evil design,
and is thus the pupil's misfortune rather than his crime; but
that the penalty is annexed to train the individual to better
habits of care and thoughtfulness, rather than to extort
damages. Taking this view, a penalty is suffered with much
better effect on the individual, and without arousing the antagonism or exciting the sympathy of his school fellows.
Any spirit of vindictiveness in carrying out a law, will
most surely make the law a source of increasing evil.
Suppose the teacher, when he had secured a law by a
unanimous vote of all interested, should virtually take this
course in its administration, and his actions if not his words
should seem to say to his pupils, "Now I've got you; you
have made me trouble enough, and now you are cornered,
and I am going to straighten out the last one of you."
The power that made the law can easily unmake it, at
least, in effect, and the teacher thus applying the law as a
seeming means of obtaining revenge would soon find that
the law would make his vindictiveness more obnoxious to
criticism and resistance than if he had not resorted to a vote
of the pupils for the enactment of a law. The pupils would
have reason to feel that they had been entrapped, and that
they had just causefor indignation and rebellion.
The great and prevalent error, however, in school and
college management is the enactment of various laws, which
being necessary for a few, place uncalled-for restraint on the
many, and thus most surely arouse the sympathy of the better class of pupils towards the worst offenders, whenever
they fall under rebuke. Such unnecessary laws, then, not
only do no good in restraining the vicious, but, in many cases,
they positively excite the good to violate them and thus




190                  LECTURE XV.
bring all law into disrepute; and the offenders are generally
considered and treated by their fellow pupils as martyrs and
heroes. In no particular, do these remarks hold true more
disastrously on the morals and habits of students, than in
that of rigid laws to prevent social intercourse between the
sexes.
Thus, these most energetic forces for mental and moral
improvement, the very means provided by nature and society for making our educational establishments most effective
instrumentalities for cultivating the chivalry of manhood
and the graces of womanhood, are so perverted by this spirit
of barbarism  and monasticism  still clinging to the management of nearly all our colleges and academies as to
make them  the constant theatres of repressed disorder
or open lawlessness, and the very training schools for iniquitous indulgence of every appetite, passion and lust.
Is it any wonder that so many young men graduated or
expelled from colleges, make speedy final wrecks of themselves, trained as they are by such a system to view law and
order as their natural enemies, and the gratification of their
passions as their chief boast and their only desirable aim?
Teachers, beware that your well meant efforts to check
and subdue evil practices do not train the will irrecoverably
into determined resistance to every principle of right, simply because it is right.
III. NORMAL METHODS FOR INTRODUCING AND SUSTAINING THE
LAW OF RIGHT.
I. Exciting Interest in Studies.
The first general idea in sustaining the law of right, in
other words, living free from all positive enacted laws, save
the general arrangements proposed and explained by the
teacher at the organization of the school, and modified from
time to time as the progress of the school shall seem to require, is that the interest excited in the recitations and carried through the study hours must furnish full and attractive employment for all the pupils, and that they will be
so much absorbed in the legitimate business of their studies
and recitations, that idleness, mischief and disorder find no
time or place in the school. It may also be added that in order to excite and sustain this interest, the most earnest devotion of the teacher to his work is indispensable; and yet
more, a decided and positive personal regard and affection




SCHOOL MANAGEMENT.,               191
for every pupil must be evinced both in class work and in
social intercourse, and especially whenever remonstrance or
reproof is found to be necessary. These should, if possible,
always be given in private, in order to show the pupil that
you regard his feelings, and take that course in correcting
an evil which shall give him the least annoyance and pain.
2. Exciting Enterprise for Higher Exrcellence.
In the great disparity that must always exist in every
class, both in natural and acquired ability, it becomes necessary to provide full occupation for the most willing and the
most capable. This is done by assigning special topics, in
addition to the regular lesson, as has before been explained.
It will be found a valuable aid to the pupil if you can discriminate in regard to the excellence of his recitation, not
merely as to his knowledge of the lesson, but as to his power
of explaining or demonstrating any principle, proposition or
rule.
I am accustomed, as you well know, to distinguish the
different degrees of explaining power by recognizing three
grades, thus:
Grades of Explaining Power.
(1.) That degree of clearness which convinces the teacher that the pupil has studied the particular subject in hand
thoroughly, and has mastered it so far as patient study of the
text-book would enable him to do it.
(2.) That degree of clearness and energy of expression
which will make the subject matter plain to any of the best
pupils who have not studied the same matter.
(3.) That degree of clearness and tact in explaining any
point, that will make it plain to the dullest member of the
class, and impart to him a thorough understanding of the
matter.
The full and hearty recognition of these different degrees of power, (a) in analysis, (b) in synthesis, (c) in expression, (d) in illustration, as evinced by every pupil in his
recitation, will arouse a growing spirit of enterprise for higher excellence and more beautiful results, (1.) in thoroughness in mastering subjects, (2) in fluency and propriety, (3)
in the expression of ideas, (4) in aptitude of illustration (5)
in winning and holding attention, that will prove highly exciting to leading pupils, and very profitable to the entire
class.




192                 LECTURE XV.
the ambition of the pupils will be stimulated to relieve
the teacher from the necessity of taking up time in explanation, and so giving the entire opportunity and advantages of the recitation to the pupils, both as learners and
teachers. That teacher who can thus make himself the least
needed for explanation and demonstration, in other words
who can contrive to teach the least, is really the teacher
who teaches the most and best. He is the nearest approach
to my ideal of the Model Teacher.
3. Requiring no Mlore nor Less of Any Class or of any Pupil in a Class than it or he can Cheerfully Accomplish.
It requires no small amount of watchfulness and tact
to meet the different degrees of ability, advancement and
energy of the different pupils in a class, Perhaps the best
plan for accomplishing this is to section a class, giving different labor in the same lesson to each section.  To one
who has never tried this plan, nor ever seen it work, I confess
it may seem beset with difficulties, but we are accustomed to
make the plan work here, in all our classes, where we choose
to apply it, with entire success; and I first began working
on this plan in my geography classes in the first school I
ever taught. It was a country district school. I will not
here describe the plan nor the workings of a sectioned class,
but will close this lecture in giving a little of my experience
in that school which may be pertinent to this division of my
subject, viz: not to require more nor less than pupils can do
cheerfully, and yet with full employment.
I had an Arithmetic class of, perhaps, twelve pupils from
thirteen to fifteen years of age. They were, as to ability, an
average class of boys and girls.  They had been as badly
taught as most such classes are. They were unable to give
a single reason for any process required in Arithmetic, or in
any other subject.
I thought I would try to have them understand the rules
of Arithmetic, at least. So I commenced with that determination'; and as I thought gave very good and very clear
demonstrations of every point in every rule, -and then in
turn required them to give the reasons for the several processes. But the class instead of becoming interested, were
more and more restive and disinclined to study or recite.
After two weeks of pretty thorough discouragement on my
part, I concluded something must be wrong. In reflecting
on the matter, I said to myself, "The fault is not in the subject; Arithmetic can surely be made interesting if any




SCHOOL MANAGEMENT.              193
thing can; the fault is not in the class; it is as good a class
as is often found in a common school. The fault must be in
me, and in my management. It is just this, I am forcing
reasons upon the children. I will try another plan to-morrow." The next day as the class were engaged in Division
of Compound Numbers, I requested them to work the examples by the rule, and carefully withheld all explanations.
This went on till the class succeeded in following the rule,
and working the examples by it.
At the next recitation, as the class were occupied with
one of the most difficult examples given under that rule in
Adams' Arithmetic, and at a certain point, they had failed to
follow the rule, a little, black-eyed Helen earnestly inquired: "Why do we have to bring that down there  I
don't understand it." "O, never mind," said I, "the book
says so." "But you told us we ought to understand why we
do it." "Well, it will get the answer, wont it, if you do as
the rule tells you?" "Yes,sir; I suppose so, but I don't understand it." "Perhaps you will, after a while, if you work
the example correctly by the rule." Here a curly-headed
fellow, turning his head around back of the class, whispered
to the one that sat near him, "I don't believe he understands it himself."
I thought it about time, now, as the spirit of inquiry was
aroused, and somewhat at my expense, to give the explanation of the point in question. I had learned how to manage
my class, and thenceforth had no difficulty in securing all
the attention and study desirable.
Teachers, never force your wares on the market, but make
a demand for them, if possible; then you can sell them at
your own price.
13




LECTURE ON SCHOOL MANAGEMENT.
(COPYRIGHT SECURED,)
LECTURE XVI.
DISCIPLINE.-INCENTIVES.
PRELIMINARY REMARKS.
1. T/he Term Di8cipline Explained.
The term Discipline is often taken in a broad sense, including all the appliances, studies and exercises of the student's life. In its more contracted sense, it is applied to the
correction of particular errors and faults. I use the term
here more in the sense of preventing and correcting
bad habits, than of correcting and punishing special delinquencies in diligence and order. In this lecture I shall give
an enumeration and brief description of the regular and
definite means to be kept in constant daily operation to secure diligent and earnest study, as well as interesting and
profitable recitations. These means to be discussed in this
lecture I denominate Incentives, as their entire design is to
act in harmony with the desires of the pupil, to excite and
energize his will to pleasurable effort, to healthful and determined exertion.
194




LECTURE XVI.                  195
2. Tendencies to be Guarded Against.
(1) It is not my purpose to give you any school machir,ery that will go itself; and I wish to guard you against -presuming that I claim any such power for Normal methods of
discipline. No, if I knew of any' such machinery that you
could put to work in the school-room thinking it would exempt you from hard work and earnest endeavor, I would
reject it as worse than useless. You can never obtain good
work from pupils, and establish good habits in their characters without yourself leading in the work, in obedience to
the habits you desire to establish in them.
(2) You must guard against the tendency to routine; the
best means and methods conceivable lose all force and excellence when gone through with mechanically, by rote.
The means which I propose are of such a character, designedly, as to require constant inspiration in carrying them out.
Any thing like rote in their application will convert them
into a nuisance. Why? Rote is laziness; but laziness and
Normal methods are contradictory to each other.
(3) You must guard against too great rigor, oppressive
precision and exacting demand,with well-meaning, kindly-disposed, yet careless and thoughtless children. It is very easy
to convert thoughtlessness into willfulness. If you are not
particularly watchful in your anxiety to secure perfect order, and industrious application, you will interpret some
thoughtless neglect, or heedless act, as intentional disregard of your wishes, and thus make that child your enemy.
Better interpret ten intentional misdeeds as instances of
thoughtlessness, than one thoughtless act as designedly wicked. Your error in the former case is recognized as that of
charity and good will; in the latter case of harshness and
spite.
(4) You must guard against too great laxness, such as
will be attributed to indifference or want of sufficieint discrimination; or,again,that easy, slip-shod kind of good-nature which lets every thing take its own way, and everybody
do as he pleases. Above all things, you must keep up to
your programme, especially in Recesses and Dismission&




196               SCHOOL MANAGEMENT.
Do not permit yourself to use the time of recess for purposes of discipline; take the time rather from recitations. I
would like to have you tell me three reasons why this latter
course is the best. How many can give them?
3. Sine Qua Non.
The Normal methods of school management require first,
last and always, a spirit of thrift, of satisfaction and pride in
the work, an unflagging desire to please and be pleased, on
the part of the teacher. This spirit is the very soul of all
incentives; yes,of all penalties also, and without it nothing
can be done NORMALLY in the way of School Discipline.
INCENTIVES, AND HOW  TO APPLY THEM.
I. PROPER INCENTIVES.
1. For Pupils Who are Sufficiently Advanced to Study Their
Lessons.
1. In Recitations.
(1) Preliminary Drill.-In previous lectures I have
described and exemplified preliminary drill and characterized it as the most necessary part of a recitation, and as that
which requires more skill than all else. It is too generally
neglected altogether.
(2) Approbation in Recitation.-If the teacher seek
for every opportunity to find something to approve in the
performance of every backward and dull pupil, he can not
fail to win the confidence of that pupil, and he will soon be
found doing his best, since he has found some one who does
not think him a dunce or a brute. He has found in you a
friend, and your partiality, in spite of his awkwardness,
backwardness and many defects can not fail to win his gratitude and affection. He will try to please you as he never
tried to do any good thing before.  On the other hand, how
easy it is to discourage and alienate even a good pupil, to
make him indifferent and contrary, if he once feels that you
are watching for opportunities to find fault, and to be sharp
at!his expense.




LECTURE XVI.                   197
(3.) M]~arking the Standing. I am aware that the "marking system" as it is called, is decried by some of our leading
teachers, that it was recently voted out of Williams College
by the students. But the objections lie against the abuse of
the system rather than against the system itself. If marking
is used chiefly as punishment and as a means of checking
rowdyism, and intimidating roughs in school or college, it
ought to be squelched as a nuisance, for it can only increase
these evils.  But if the Teacher grades his pupils c~ie.ly for
their encouragement, and they really feel that this is his design, they accept of it as a worthy and effective stimulus,
and heartily avail themselves of its power, to hold them to a
good purpose, to help them in fixing. good habits. In large
classes it becomes necessary to mark each pupil called on for
an exercise in recitation, that none may be slighted, unless the
teacher pursues the same order at every recitation, which
ought not to be done, of course.  Hence, marking the character of the effort made by each pupil, with regard to thoroughness of preparation, readiness of utterance, skill of explication, facility of illustration, or any other point that he
may wish to make prominent at any given time, or with any
particular individual, is a matter of no additional labor or
inconvenience. The class or the individual should of course
be previously apprised of the particular point or points on
which the grading is to be given.
Grading bestowed in this manner, and always with the
purpose of encouragement, I have ever found to give excellent results, especially with the more backward or indolent,
in study, in recitation, in good feeling; last not least.  Nor
have I ever known pupils to object to the plan, and in but
very few instances has any pupil objected to his own grade.
2. In Roll-calling.
In many large schools the labor and time required for
roll-call are abridged by various contrivances. I prefer to take
time to call a roll every morning, and in most cases, every
evening.  The advantages of calling a roll more than compensate for the time, if the thing is managed well.
(1.) Without Enacted Law. The kindly respectful tone of




198               SCHOOL MANAGEMENT.
voice used by a Normal teacher in calling each pupil by
name, and the corresponding feeling evinced in the responses
more than compensate.   Then, if you wish to have pupils
give the number of minutes tardy, or any other special report in their responses, as a means of helping themselves and
each other in any specified direction, roll-calling may be
made especially serviceable in obviating the necessity of any
positive law.
(2.) T'EitlA Enacted Law. WVhen any law is enacted, as
that of'no communication,' roll-calling at evening as well as
morning becomes almost a necessity, in order that each pu.
pil may give his own report of his compliance or non-corn
pliance with the law or laws established.
3. In Self-reporting at each Recess or at Dismission.
No point in school discipline has been so much discussed,
and yet with such utter variance of opinion as that of selfreporting. Its opponents aver that it puts a premium on lying, and trains children to deceit; that it is evil, only evil, and
evil continually. Its advocates as confidently affirm that the
practice, when well managed,is the most effective means to
break up the habit of falsehood, and to establish the love of
truth, and the habit of fair dealing, not only in the school
government, but in the very heart and life of the large majority of the pupils.
It is not difficult for me to account for this striking dis
crepancy of opinion. I have noticed that those who favor the
plan of self-reporting, are in their management kind, genial,
hopeful, confiding and honest; and those who most denounce
the plan are bettor known as rigid disciplinarians, and of
course, they are exacting, suspicious, and cold-hearted. Such
teachers will train children to hypocrisy by any method, and
I am not slow to admit that self-reporting is the worst they
can adopt.
Normal Method of Self-reporting Described.
The pupils are supposed to be called on at regular periods,
each to report his own compliance with the established law




LECTURE XVI.                    199
or laws, or the violation of it or them. I will assume that
the law established is that of'no communication.' It is understood that the law has been successfully inaugurated by a
vote of a large majority of the school. Now, to make this
law work successfully, and win popular favor, till all shall
cheerfully comply with it, is the object. I shall endeavor to
show, as briefly as may be, how this can be done; rather, how
it has been done, in numerous instances.
The law is, no communication by any conceivable means;
i. e., no intentional communication of thought or feeling
among the* pupils. All communication must go on through
the teacher. If the law only forbids whispering, there is the
writing of notes; and if it excludes this also, then there are
innumerable other methods of communication which take
more contrivance and time.  So, the only rule that will do
any good is
No INTENTIONAL COMMUNICATION BETWEEN PUPILS.
In order to make the law work as pleasantly as possible,
it is well to give the pupils an opportunity to report frequently.
I have found that reporting every hour works the best.  To
this end, and for many other reasons,I prefer to have short recesses at the end of every hour, rather than one longer recess every half day.  I wish you would report to-morrow
three good and sufficient reasons why short recesses every
hour are preferable to one longer recess each half day.
When the signal is given, by the bell, for books to be laid
aside, and arranged on the desks; and this has been accomplished, I inquire, "How many perfect?."  As many as are
raise the hand.  It is understood- by previous explanation
that all who have not violated the law, will report "perfect. "
Then I inquire, "How many imperfect."  Any one who has
violated, thenraises his hand. Thus, in a moment, the report
is taken.  If I choose to record the vote, I can do it on my
general register, as I shall describe hereafter, almost before
the report is given.  It is understood that all who report
perfect are entitled to their recess, and those who report
imperfect will sit at their desks during recess, and hold com



200              SCHOOL MANAGEMENT.
munication with no one, unless the teacher should require it.
The teacher has no time to hear excuses, nor to deliberate on
them. Excuses form no part of the programme, either in the
violation of this rule or in the matter of tardiness.  If you
tolerate excuses either verbal or written you will have little
time for anything else. Excuses are the bane of good action,
and the pupil who is good at excuses is good for nothing else.
As I have before said, let every violation of rule or instance
of tardiness be considered rather in the light of a misfortune
oxr accident; and thus the penalty is not regarded so much
designed to punish the vicious, as a gentle stimulus, intended to quicken the watchfulness and foresight of the good,
in order that such misfortunes and accidents may occur as
rarely as possible. Thus the operation of this law, managed
in this manner will contribute most effectually to the breaking up of the bad habits of carelessness, thoughtlessness and
excuses, and to the establishing of the permanent habits of
foresight and promptitude, honest work and cheerful endeavor,
worthy ambition and noble aspiration.
Caution in Carrying out the Rule of Non-communication.
You will be plied with the request,'May I speak,'from
every quarter, as soon as this rule is adopted. My caution is,
do not permit yourself to yield to the request under any circumstances, do not even tolerate the request, "May I speak."
It is the utter defeat of all good order and diligence in a
school.  It is death to all honest effort. Out with the nuisance. Rather, forestall its entrance.
But in order that a pupil may not suffer from want of a
pencil, or a book, or from not knowing what his lesson is, in
troduce this practice thus:
Any scholar may call the attention of the teacher at any
time by raising his hand. Let the pupil then state his want
definitely, and the teacher will give his whole attention to the
matter until the want or desire is properly met. This of
course is done at the expense of the class engaged in recita
tion, but the very fact that the recitation is interrupted in all
such cases, is the best preventive to the too frequent recur
rence of the causes of such interruption.




LECTURE XVI.                  201
The honor and generosity of every pupil are thus appealed
to, and interruptions of this kind will happen less and less
frequently.  Pupils will suffer considerable inconvenience
and loss rather than call on the teacher to provide paper,
pencil, book, or anything of the kind. Rather, they will learn
to see beforehand that they have all these things in readiness,
and they learn thus to cultivate the labits of care, foresight
and generosity.
In case of violations of law during the last hour of forenoon or afternoon sessions, the offender remains seated two
minutes after the dismission, as the penalty for the violation.
In case of reporting for tardiness, the number of minutes
tardy in the morning may be given at noon, and the number
of minutes tardy in the afternoon may be given at roll-calling
at night.
4. In Daily Reporting.
Pupils also report at night on their compliance with enacted law during the day, thus: if a pupil's hourly reports
have been'perfect' for the entire six hours of the day he reports'five,' if he has been'imperfect' one hour during the day
he reports'four,' and diminishes one for every hourly imperfect report.  The report'one' or'zero' will then denote an
unfortunate day, indeed; and the frequent recurrence of such
misfortunes in the case of any pupil may call for additional
ways and means in his behalf.  But of this hereafter. Then
reports as given by the pupils in answer to roll-call are of
course recorded, when given, on the general register.
If disorder is somewhat prevalent, and the teacher
thinks it necessary, he can make a record of the hourly reports of imperfect, by a pencil dot in the day's space for the
pupil on the register. But this will seldom be necessary.
The teacher can generally remember the hourly reports well
enough to determine the accuracy or honesty of the daily
report any individual pupil may give.
S. Encouragement by Weekly Reports.
Weekly reports of each pupil may be given, (a) orally,
at the close of the week, to the school; or (b) on Monday,
they may be sent on Weekly Report Cards to the parents for
their examination and signature.




202                SCHOOL MANAGEMENT.
These weekly reports are the sums or averages of the
daily  reports, recorded on the general register.  Some
teachers may prefer to keep special class registers for each
class, or grade register for each grade; but I have always
made the general register answer all purposes. I will show
you by a diagram how this is effected, with the use of any
common School Register.  I give in the diagram a week's
record for four boys.
Mon. Tues. Wed. Thu. Fri.
i,  3 10   ii
Mer. Ge..I 2  1    2  1 2   1
Ar. Sp.I  21      3  7   21
Ar.-p. 55 55  24 6 56
|___   |_   |  4  | 5  4  4
Gr. Bk. 4 4  4555  55  6
s/eo,1              clde _IGr. Bk. 5 o 5  6 5  6 55 s   5
~c, Cab Cme~  jAr. Sp. i   s 5    5   6 5 6
This record includes (1) number of half days absent; (2)
number of times tardy; (3) number of minutes tardy; (4)
Deportment; (5) grades in four studies.
You will notice, I give two horizontal lines to each pupil.
In the upper parallelogram I keep the record of presence or
absence, by drawing with my pencil a line from the left side
to the center, for absence in the forenoon; and from the center to the right side, for absence in the afternoon; and a line
through the center from side to side for absence all day. The
number of minutes tardy is recorded in the upper half of
the upper parallelogram. The reports for decorum or compliance with established law or laws is recorded in the lower
half of the upper parallelogram. These reports are the same




LECTURE XVIL                   203
as given by the pupils as before described in daily reports.
Thus the upper parallelogram contains the record of the
the first four items as given in the enumeration, while the
lower parallelogram is used for grading in four studies. The
wide space immediately after the names is used as a key to
the marking of each pupil's standing in his several studies.
The four corners of the lower parallelogram of each pupil
for each day are used as the corresponding four corners indicate in the key, or large parallelogram marked as before mentioned. In case any pupil is absent one or more half days
in a week, he is allowed merit marks in decorum and recitations in making up his weekly report equal to his average in
the same particulars during the days present. I give on the
following page a copy of a weekly report card:
It is designed that each self-reporting pupil shall have a
card. Each card is enclosed in an envelope with the pupil's
name superscribed. The Teacher fills up these cards each
Saturday, writing the sums of the daily reports in their respective places on the card.
These cards, properly filled out, are handed to the pupils
on Monday evening. It is expected that they will take them
home, that the parents will examine them, and one of
them will affix his or her name in the appropriate space. The
cards will be returned the first time the pupil comes to school.
If any card is dropped by the way, a new envelope can be
furnished; if any card is lost, a new card can be made out.
Advantages of Weekly Report Cards.
(1.) They secure co-operation of parents, as no other
plan can.
(2.) They prevent false reports from scholars to parents,
and untruthful statements of detentions by the parents.
(3.) They thus secure regular attendance;
(4.) And aid in preventing tardiness.
(5.) They aid in inciting to earnest study;
(6.) And in securing good behavior in school.
(7.) If successful otherwise, they are found to excite a
healthy spirit of emulation in all the different exercises of
school.




204                        SCHOOL MANAGEMENT,
*TEACHER'S WEEKLY REPORT
OF THE SCHOLARSHIP AND DEPORTMENT OF
Commencing..................................        18.............
X,.  |Parents will aid the teacher much
X=~ n X3 g M r |,:^         l by visiting the school often, Please
(u ze:  vb  H     Sl     come often.
21    I   I   I   II           I I
6.i ___ _ _
310                             II         
111                         1         11 
121    1 1        ff1           I    I    I
_  _1___                               1
313
i     I       I     Ul -. I                           I
In the teacher's daily record of grade for deportment, and for each study, 5=perfect,
4_good, 3_fa, r, S2poor, 1,bad, 0 signifies a misdemeanor or failure. Hence, the high.
est grade for deportment, or for only one study, is 25. The O's in the upper part of the
spaces, signify the number of failures or misdemeanors for the week.
WTPhe parent will please examine this report and sign his.or her name in the blank
space opposite to-the last report given.
f..........................                 Teacher.
*The form of card here given is much wider than the card really used,
as that is the size of an ordinary envelope.




LECTURE XVI.                    205
Objections to the Use of Weekly Report Cards.
(1.) They cost two cents for each pupil.
(2.) It takes time and labor to make them out every Saturday.
(3.) Parents may refuse to sign them, or,indeed,may be
unable to sign them, and thus they may excite opposition to
the teacher.
(4.) Pupils may not show them to their parents, and get
some other person to sign the parent's name.
(5.) Some of the pupils may think themselves too old to
report to parents, and,indeed,it may not be best to require it.
I leave it to the ingenious and faithful teacher to overcome
these objections and others that may arise. They are used
in hundreds, thousands of schools and are made to work well,
though I do not claim that they will prove a success in all
hands. Nothing else will.
No teacher should rely on weekly report cards for his success. There must be industry, earnestness, foresight, contrivance, tact, superadded to all the other qualifications described in the first five lectures of this course; then weekly
report cards for a time at least will pay, and pay well.
INCENTIVES FOR PUPILS WHO DO NOT STUDY LESSONS. D GRADE.
As this method of hourly, daily, and weekly reporting
would be inappropriate and useless for children who can
not yet interest themselves in studying lessons, it will be
better to adopt the'reward of merit' system with the abcdarians, and,perhaps,also with those reading in the first reader.
The Atwater tickets work very well with this class of
children; but I prefer the plan which I introduced in the first
school I ever taught, over thirty years ago. It is simply this,
and I shall denominate it
Normal Method of Inciting Abcdarians to Good Conduct
and Love of school.
Procure some good thick fools-cap paper, also a blue, and
a red pencil, or crayons.  You can now with some little ingenuity and taste make any number of pretty tickets, with
blue borders and red fillings, of such words as,'excellent,''meritorious,' etc. One of these tickets may be given to each




206               SCHOOL MANAGEMENT.
pupil of the D grade every night, provided he merits it by
good behavior; in other words, has given the teacher no special trouble during the day. By the way, I would not insist
on'non-communication' for this class of pupils, and yet a certain kind and degree of order must be preserved, so much as
that they do not interrupt the recitations and study of older
pupils. The only penalty such pupils will ever need, if the
teacher has any skill in teaching them is to deprive them of
the privilege of "saying their lessons," and thus, in course, of
their tickets to take home at night.
When any child has received five of these reward tickets,
he can bring them back, and the teacher will give him a little primer, to keep for his own.  The teacher will write on
it or in it the name of the pupil, the number of the prize,
and the date. The child will be able to read that primer
through, in most' cases, before he comes to school next morning. Such primers can be bought by the gross for about a
half a cent each.  When a pupil has received five of these
small primers, he may be entitled to a larger or two cent
primer.  Thus it is possible for every child to win two large
primers in one session of three months.
You will perhaps foresee a difficulty in dividing the school
for these two methods of management, the self-reporting and
reward of merit plans.  The following suggestion may be
serviceable. The first reader class or C grade, (see programme, last lecture), may be placed in either system as you
may think best, or as they may prefer.  They will generally
prefer to be ranked among the self-reporters.  If any pupil
in the C grade, gives too much trouble on this plan, for a few
days, he imay be placed under the lower plan. That is, since he
is unable to take care of himself in the self-reporting system,
the teacher will have to take care of him as he does of the
other little fellows, and he will probably need a special seat
to make the care of the teacher over him more convenient.
Nolls of HIonor.
It is very helpful, sometimes, as a stimulus to good order
and promptitude, to have a roll of honor for all who comply
with the law or laws through a given time-say a week. This




LECTURE XVI.                    207
roll of honor may be placed in a frame with a glass front,
and, if it is somewhat embellished, all the better. The effect is much heightened if pupils are consulted before it is introduced. There can hardly be any opposition to the plan
from any one. On the other hand, the whole school will
welcome the plan, if proposed with any degree of kindness
and skill. It may also be proposed that the names of all
who are thus enrolled nine-tenths of the weeks during a
longer period-say a term or a year-shall be inscribed on a
permanent Roll of Honor, in a fine gilt frame, to be left
hanging in the school-room, or in any other place that the pupils may designate.
Several teachers have reported that this plan has worked
well in connection with other incentives. It is generally applied to the rules of no communication and no tardiness, and
is well calculated to promote an honorable regard for these
essentials in good management, and a cheerful and earnest
desire on the part of all to maintain these laws.
If there is a paper published in the village, it may be
well to have the roll of honor published once a month, or
once a term.
II. IMPROPER INCENTIVES.
I. Prizes.
Though the prize system is almost universal, especially
in colleges, I can see nothing but evil in it.
The first wrong it inflicts is on those who are superior by
nature or by previous training, and who, of course need no
such stimulus. All such are incited to use their advantage,
and that which is of itself an act of meanness, is sanctioned
and sanctified by the fact that the prize is offered by the
highest authorities.
All such as are superior to others ought in honor to withdraw from the contest.
Is it not mean for a six-footer to crush a five-footer, or in
any way to provoke a personal conflict?
Thus, any one can see that a very mean pride is excited
in those who consciously have a decided advantage in contending for any school prize.




208               SCHOOL MANAGEMENT.
The second wrong is inflicted on those who are consciously
inferior. All such need the stimulus,perhaps, but instead of
the prize acting as an incentive, it most thoroughly discourages them. They soon abandon all effort, not only to win the
prize but to attain to any degree of excellence. They are
disgusted, and well they may be.
The'head and foot' arrangement in the management of
a class works the same way, and should never be tolerated
under any circumstances in any study, recitation or exercise
whatever.
There is one exception to this general statement,that prizes
are improper incentives. This is in a penmanship class. By
offering a prize to the one who improves the most, and not
to the one who writes the best, the evils before mentioned
may be avoided. The poorest writers are most stimulated
because they obviously have the best opportunity to make
the most improvement. This plan of managing a penmanship class will be given at some other time and place.
2. Exemnption from Study.
While I consider the imposition of extra study, as the silliest and wickedest of all penalties, the offer of exemption
from study as a reward is so nearly akin to the penalty in its
effects, that it comes under the same condemnation.
The effect of it is to impress on the mind and character
of the pupil, the idea that work is a burden and an evil, and
that the highest honor and enjoyment is in avoiding it.
How does this tally with a purpose to make work attractive and industry honorable? How can any desirable habit be
established in the school room, while such practices make
work odious, by imposing it as a punishment, and idleness
honorable by offering it as a reward for extra exertion.?
I would rather strive to reverse this order of affairs and
give extra work as an incentive, and impose privation of
work as a penalty.
Teacher, with the true spirit of your calling, this can be
done.  It has been done.  You will at least aim for such a
state of feeling and habit, in your school. Do not be satisfied
till you attain it.




LECTURE XVI.                 209
With these views, I deprecate half holidays, holidays, and
believe that vacations are a nuisance, and should be abated
as far as possible.
It grieves me when I find my pupils are counting the number of days before the term expires. Rather would I have them
express regrets that the term or the school is so soon to end.
Such a state of feeling, Teacher, is worth working for, and
may be held as a proper incentive to incite you to the utmost
kindness and efficiency in your school management.
3. ifonitors and Spies.
If the use of monitors or spies has ever been resorted to
as a stimulus to promote good conduct or diligent study, it
is its own condemnation. Nothing in the whole range of human contrivance could be better calculated to promote determined and habitual shirking and shamming, mean expedients and shallow pretexts, than the knowledge that one is
watched and treated as a knave and a wretch beyond the
pale of confidence or hope.
Is it any wonder, that tricks on the teacher or professor
are the order of the day-of the night rather-that hazing
and cutting, are beyond control, in colleges and academies,
when spies are employed and proctors or'governors' are
watching round to keep order?
The teacher who resorts to such a method of school government ought to have his chair legs sawn nearly in two,
ought to be'barred out' most effectually.  Such a teacher
will do immensely more hurt than good in any school.
4. Excuses.
I hardly suppose you would place excuses in the category
of incentives, at all; but I have found they may operate
when received or tolerated as the worst form of incentive to
miserable habits of lying and laziness, unthrift and depravity.
I would not receive excuses in any form oral or written.
In any shape, they are an abomination, and can work only evil
results to the pupil who offers them, to the general workings
of the school, and to your character as a teacher. So, I beg,
that you make no provision for excuses; give them no countenance, no toleration.
11




LECTURE ON SCHOOL MANAGEMENT.
(COPYRIGHT SECURED.)
LECTURE XVII.
DISCIPLINE.-PENALTIES.
PRELIMINARY REMARKS.
My FRIENDS:
The subject for our consideration this morning, Penalties,
I approach with more reluctance and,possibly,misgiving than
any other in the whole range of our school work.  Yet, as
God has established a system of punishments as well as of
rewards in his all-fatherly government, we may not expect
with our limited capacities to be able to lay aside that which
the Infinite has deemed necessary for the well being of all
his children.
But our Heavenly Father always punishes in love, to
save the offender, and, through the suffering of any one, to
make better many more and thus protect from injury themselves and others. Here, then, is our Key Note.
IPrecautions.
(1.) We will not punish in haste, but with all long suffer
ing, will win if possible, by gentler means.
210




SCHOOL MANAGEMENT.            211
(2.) We will not punish in anger, and thus more effectu.
ally alienate those whom we have failed to win by incentives.
(3.) We will not use such methods of punishment as will
give unnecessary physical pain or mental distress.
(4.) We will not punish, expecting to force pupils into
good conduct, but if at all, to restrain them from bad conduct.
(5.) We will not punish by imposing any school duty or
exercise, as a punishment;, and by this means make that duty
or exercise and all others burdensome and hateful.
(6.) We will not punish by making the school-house a
prison and ourselves the jailors.
(7.) We will not punish simply to vindicate our own consistency. It is better to violate our word when we find ourselves wrong, than to demonstrate our regard for the truth
by committing a greater wrong.
General Tenor of Judicious Punishment.
(1.) Copying, as far as we are able, the great Original we
will adapt the penalty to the offence.
In the human constitution if the eyes are abused they
suffer, if the stomach is gorged it is compelled to rest. The
nerves of the skin are not made to smart for every misuse of
every other part of the system.
(2.) We will delay punishment until the majority of the
school shall consider the teacher the suffering party, andsympathy shall be on his side, rather than on that of the
offender.
(3.) We will so administer the punishment as not to turn
the tide of sympathy in favor of the offender, and thus render
the punishment a greater bar to our success than the offence
it is designed to remedy.
For the convenience of discussion I shall classify Penalties into Proper and Improper.
I. PROPER PENALTIES.
1. Privation of Recitations.
If a teacher hasn't the power of making every recitation
attractive, he should strive to obtain this power.  Some of
the ways and means to accomplish this necessary end, I have




212                 LECTURE XVII.
given in Lecture II, in showing how a love of any branch may
be obtained; in Lecture III, in discussing the'Teaching
Power;' also in Lecture V, in demonstrating that a love of the
Work is a necessary qualification, and in presenting the
methods by which it can be obtained.
If, then, the teacher has not the skill and interest in teaching any branch which shall make it possible for him to use
the privation of recitation in that branch as a penalty, his
first business is to secure the necessary ability. If be can not,
he is abusing not only that branch of study, but the minds
of the pupils. He is, moreover, fixing the habit of disrelish
for study, so far as that branch is concerned, and it will not
help the matter to compel the class or any pupil in the class
to make up for any remissness by extra study in that branch,
This course, so generally pursued,is only making bad, worse.
It is the teacher's fault, that the class are not interested, and
why should he punish the class for his malfeasance by the
imposition of a still larger amount of the same evil.
Again, if some pupil, when deprived of a recitation,
should seem to say in his actions, "That is just what I like, I
didn't want to recite, I didn't know any thing about my lesson, and I don't intend to," it will be found, if the teacher will
hold on his course patiently, that such a pupil will presently
come round, and be willing to make a good effort. The laugh
of the class will be against him, and he can't stand it. He
may also be informed that unless he can sustain himself in
this class, or at least make some proper effort to do so,he
will be unable to retain his place in the class, and will thus
be compelled to join a lower class.
2. Privation of Recess.
I have shown in Lecture XV, how this penalty may be
introduced by a vote of the school, for the violation of any
enacted rule, or law.
The teacher should strive to bring about such a state of
feeling among the pupils, in regard to the law or laws established, that their conscientious self-reporting may permit him
to stand in their defence, by showing that the penalty is not




SCHOOL MANAGEMENT.                213
deserved, as for a willful act, but is suffered as a means of aiding the pupil to more care and watchfulness in sustaining the
law. So it will be seen that the teacher can be inflexible in
the administration of the law and its penalty, and yet charitable in attributing motives to the violators, and kindly disposed in interpreting their purposes and intentions.
The propriety of this penalty is found in the fact, that if
the pupil takes the time of his study hour for communication
or play, it is no more than right that he should be deprived
of his play time, as a compensation.
In every case when a pupil is deprived of recess, he should
be permitted to "go out" two minutes, after recess.  But
only one should be out at a time.
3. Private Reproof.
The first object of every true teacher will be in every
case, to retain or win the good will of his erring pupil.... Any
unnecessary exposure or uncalled for severity in reproof does
not exhibit a friendly spirit, nor will it win friendship. Hence
tongue castigations, before a school, can not do the offender
any good, but worse than that, they turn the sympathy of the
school against the teacher and in favor of the offender; thus
every scolding makes the state of the case worse, and increases the demand for more of the same article.
But if, on the other hand, the pupil realizes that the
teacher regards his feelings, and it is only from the necessity
of the case, that the reproof is offered at all, and yet it is
done so as to annoy the pupil the least possible, that pupil
will thank the teacher for his kindness in the matter, and
make a good effort for amendment; whereas, in the former
case, he would only be alienated or enraged, and declare to
his school mates, that he hated the teacher and would make
him all the trouble he possibly could.
4. Reproof Before a Class, or Before the School.
I do not deny that there may be cases, in which public
reproof or remonstrance may be necessary, but even in any
such cases, it is better to make the remarks general rather
than personal, unless in case of open impudence or insolence.




214                 LECTURE XVII.
5. Privation of Position in a Class.
If a pupil fail through carelessness, continual idleness, or
absence, to keep up with his class, it is immeasurably better
to remove him from the class, than to compel him to study
to "' catch up with the class." By the former plan, his study
and his class position are held as desirable objects of which
he is deprived; by the latter course, coercion makes study
hateful, and puts idleness at a premium.  Who can not see
it?  Why will teachers continue to take that course which
more than any other makes their occupation a tread-mill and
life a burden?  But worse than this, why do the great majority of teachers in all schools and colleges persist in making
their pupils consider shirking and shamming as honorable,
and industrious application as only the part of a menial or a
soft pate? It is this course which has given occasion for so
many opprobrious epithets, ready to be applied to any student
who shall resist the general current of college life, and really
make good use of the advantages which the institution
affords. The more common epithet for the diligent student,
one who prefers industry to idleness or wickedness, is that of'Di g.' To this is not unfrequently added Spoon, Spooney,
Scrub, Spy, Boot-licker, Bore, Blue, Blue-light, Blue-skin, etc.,
each of which is applied according to circumstances.
Who ever heard any of these epithets used here?
6. 1Daily and Treekly Reports.
Such reports given, as. described in my last lecture, mainly for the purpose of incentives, may of course become effective as penalties, and the more so, as the general' character of the reports improve, under a kindly and successful
management. A poor report under such circumstances will
of itself be all the correction that a pupil may need, for any
remissness whatever.
7. Yotes to Parents.
Notes to parents by safe hands, stating facts of absence,
tardiness, or any bad habit or act, may under suitable cir



SCHOOL MANAGEMENT.                215
cumstances be very thankfully received by parents,, and may
be made very helpful in restraining the pupil, or in helping;
him to restrain himself from indulgence in some careless habit
or vicious propensity. But it is one of those helps which
must be used with discretion or it will only increase the eeil.
The parents are very likely to array themselves against the
teacher, and thus confirm the child in the wrong.
8. Suspension.
It is understood that the power of suspending a pupil has
been derived from the Directors, by contract, as was described in Lecture XIII. The teacher will hold this power
in reserve as the last to which he can resort. He will always
confess to himself that it is only for want of sufficient personal attraction, or adequate strategic ability that he finds
himself compelled to fall back on the Directors. Taking
this view, he will be strongly incited to more patience, more:
contrivance, still one more expedient, one more trial of the
pupil, before he gives him over to the Directors as beyond
his power to manage. And even then it is the teacher that
is under trial as much as the pupil.
9. Expultsion.
I ought hardly to include this penalty- among those pertaining to the teacher's school management. The Directors, I
conceive, are the only authority empowered to deprive a pupil
of his school privileges. Yet as a probable result of a hearing of the case before: the Board of Directors-this may
perhaps be made use of in argument with an incorrigible
pupil, not so much in the way of threatening, as an inevitable result to be dreaded< by both teacher and pupil.
10. Corporal Punisnement.
It is not my purpose to discuss the propriety or necessity
of corporal punishment here. Notwithistanding it is a prominent object in this System of'"Normal School Management'
to enable the teacher to govern his school without degrading himself by the use of any form of corporal punishment,




216                LECTURE XVII.
I would not advise any teacher to take the position before
his school or elsewhere that he will never use the rod. It
may be necessary, and is much more likely to become so, if
the teacher shall declare that he will not use any form of
physical punishment.
I know of several instances where young men have
avowed such a purpose on opening their schools, and were
compelled to abandon their school or take back their avowal
In every one of these cases the declaration appeared to
me very unfortunate, inasmuch as, if it had not been made I
thought from the character of the young men they would
have succeeded without the necessity of corporal punishment.
11. Withholding Friendship.
The true teacher of the highest grade only, can resort to
this form of punishment with good effect. Where an ordinary,
or even a tolerably good teacher, would make his denial of
the ordinary kindly intercourse a means of provoking still
greater wrongs, and perhaps personal insult on the part of
the pupil, that teacher who knows and feels that his smile
is the life and power of his school may with the very best
effect withhold such kindly expression from some individual
who has thoughtlessly or wantonly trespassed on the law of
kindness in regard to some other pupil. I only mention this
as one of the occasions where such a penalty may be proper
and very effective.
12. Special Penalties.
There is no class of general penalties which will afford
the best correction for the ten thousand special evils arising
incidentally from the ever varying peculiarities of dispositions, and the endless novelties of circumstances. The
ingenious teacher will often better resort to special penalties
growing out of the special character of the offense rather
than apply any general penalty, whatever. I can, perhaps,
illustrate by an example or two:
John has a new jack-knife, the first he ever owned. He




SCHOOL MANAGEMENT.               217
must snap the blade, even after requested several times not
to do so. He can not help it. Now, it will be better to ask
him to place the knife on your table, than to inflict any punishinent recognized as such. The smile of the pupils at his
expense will be all the correction the case requires. The
knife will of course soon be returned to him, and will give
no more trouble.
Sarah will keep combing and "fixing" her hair. Even after
being requested not to spend so much of her school time on
her toilet, she still persists. Now, if after requesting her
repeatedly not to waste so much time, and she still continues in the practice, it may be well to request her to
stand up every time she feels it necessary to rearrange
her hair. It might help her to understand how much time
she bestows on her hair, and thus calling the attention
of the school to the matter in a kindly way, enable her to
overcome the difficulty. Probably in such a case, however,
a private conversation with Sarah would have a better effect
in checking the evil, and in holding her good will.
Samuel, in his uneasiness, has discovered that his desk
can be made to creak and the temptation is too strong for him
to resist. Now the better wvay,perhaps,in this case would be to
set him, during a recess or intermission, to remedying the evil
by repairingthe desk. If this is impracticable, a change of
seat with some more quiet pupil would be better than any
more common or general penalty.
William brings apples and nuts to school and is inclined
to eat them during study time. Of course a general request
has been made that pupils will not eat or chew any thing
while engaged in study. But William disregards the request,
and is noticed eating or chewing somewhat furtively, even
after being requested to eat only in time of recess.  It
may be well to propose to set apart a special time by the
clock each hour for William to do up the business of eating,
which seems so necessary for his well-being. You may inauire of him how much time he wishes to devote to it, as it
will be better to do one thing at a time, and do it well,
rather than attempt to study at a difficult lesson and have




218                LECTURE XVII.
his mind more than half engaged in a different direction,
on something more attractive.
Concluding Remarks on Proper Penalties.
There is no penalty nor class of penalties enumerated
here, which may not become entirely improper by misapplication, or by being inflicted in a bad spirit. The spirit and
feeling of the teacher in carrying out any plan of school
management, whether by incentives or by penalties, is of
much more importance than the kind of penalty or incentive
used in the particular case of Discipline.
And most especially swould I urge, again, and again, that
the teacher do not permit himself by impatience or petulance, and thus by seeming ill feeling toward the offender, to
turn the tide of sympathy in the school against himself and
his mode and degree of punishment as vindictive or spiteful.
No punishment with the exhibition of such a feeling can do
any good. but will, in every case, make more punishments
necessary, till the school shall become a very prison or
bedlam.
II. IMPROPER PENALTIES.
I shall only enumerate some of the more commonr irM
proper penalties, and shall leave the discussion of their oevils
or benefits, if they have any, to yourselves:
1. Threatening individual or general punishment.
2. Scolding at individuals or at the school.
3. Asking for excuses either written or oral.
4. Whipping as it is generally practiced, i, e.,as the common punishment for every kind of offense.
5. Compulsory study, inflicted as a punishment. Compulsory study is worse than its own negation in any case,
but when imposed as a punishment it is as sure to drive the
pupil into a hatred of study, school, and teacher, as forcing
an orange into a child's mouth would be to make him resist
it. Yet I am aware compulsory study is the common practice in nearly all public schools. The Teachers generally
say, "Why, our pupils wouldn't study a particle if we let




SCHOOL MANAGEMENT.              219
them have their own way about it." I reply: This state of
feeling with both teacher and pupils is the inevitable result
of this terrible malpractice in school management.
6. Any form of physical torture or mental distress beyond
the absolute demand of the case, any sudden or violent action,as throwing rulers or slapping the head, are not only
highly improper but dangerously criminal.
7. Any punishmcnt whatever beyond the school-yard, or,
indeed, any punishment in the school-room, for acts committed beyond the school-yard I consider entirely improper
and badly impolitic.




LECTURE ON SCHOOL MANAGEMENT.
(COPYRIGHT SECURED..N
LECTURE XVIII.
STRATEGY AND TACTICS.
PRELIMINARY.
1. ScAool Strategy.Defined.
I shall use the term strategy in this discussion more in
the sense of contrivance by which an evil can be averted or
changed into a good, a difficulty forestalled or converted into
an advantage, than in the sense of outwitting by pretended
movements.
Strategy means generalship, but generalship does not
necessarily signify deceit or over reaching, but rather management by far reaching views and appropriate tactics.
School Work a Training for Life Work.
It requires but little observation to discover that he who
rises through difficulties to an eminent position, is stronger
in that position than he who is born to it. The training of
school life could be no training, were there no difficulties
220




SCHOOL MANAGEMENT.                 221
involved in it; but if these difficulties and temptations are
not overcome by the pupil and made the means of fortifying
him in virtuous action, (and this must be effected by the
strategy of the teacher, if at all), the end is lost, perverted,
and these difficulties and temptations become inevitably the
means of training the pupil to moral delinquency, to selfindulgence in idleness, to the uncontrolled sway of appetites,
passions and lusts.
I claim,then,that difficulties and temptations are an indispensable and invaluable part of school training; but it is
equally true that unless' the teacher has the moral power,
enterprise, and skill to convert these difficulties and apply
them to their legitimate ends, the school will only contribute
to the demoralization of the pupil; and that the teacher only
aids in the work of establishing habits of laziness, license
and worthlessness. It is with such views that I come to the
discussion of this morning's theme.
3. The Common Idea of Teaching as Derivedfrom Klonasticism.
Monasticism inflicts pains and penances, with no higher
end than to mortify the flesh and purify the spirit of the individual-suffering by self-infliction. This is in direct antagonism to the all-diffusive, all-loving spirit of true Christian
benevolence. The devoted follower of Jesus has no time to
waste in chastising himself, in counting beads, in keeping
vigils, in kneeling on bare pavements or on pebbles. His
soul is all aglow with desire to bless and save his fellow
men. His life is full of generous exertion to this end, and
thus is but one continued hymn of praise to his Redeemer.
Now the Good Father has not made such a blunder in our
constitutions that the training of ourselves and our children to a virtuous life shall necessarily be painful and repulsive; as, for instance, memorizing long pages of meaningless
words in any science, or in determining the measure of innumerable Latin words, or in the composition of Latin verses as
is still practiced in the schools and universities of England.




~222                LECTURE XVIII.
No, by no such distressing means are we compel'ed to work
forthe attainment for a high degree of mental and moral
culture, and power of service in the Master's vineyard.
Throwing off the time-worn shackles of the ascetics and the
monks, we are permitted to feel and know as teachers that
our work is no longer one continued imposition of tasks and
enforcing of compulsory labor by floggings, imprisonments
and expulsions, but rather the leading of the lambs in the
paths which the great Shepherd has so kindly provided. For'l He knoweth his own and they follow him." It remains for
us as teachers to discover these "paths of pleasantness,'
to delight in them ourselves, and devise means by which we
can lead (not drive) those committed to our guidance. It is
true that we have numerous and formidable difficulties to contend with, but nearly all of these are the habits and usages
inseparable from the monkish training, still continuing in
our families and schools,'Relics of the Dark Ages;" but it
is the constant aim of these Normal Methods of school management to drive barbarism and monasticism from the schoolroom and to introduce the principles of Christianity and the
disciplinary usages in accordance with these principles. This
is our Strategy.
Normal Strategy and Xormal Tactics, then, are but
converting the very ideal of discipline from that of the burdensome, the repulsive, the compulsory, into that of the attractive, the winning, the saving; and so making use of the di-ficulties arising from previous monkish training even, that by
contrivance and contrast they shall contribute to the more
beautiful attainment of our new ideal. While I claim that
this ideal can be maintained through the entire course of
school life from the a b c drill to the university graduation, it
is only my purpose here to give a few examples of strategy
in common school management by which I conceive this
ideal has in many cases been measurably attained, hoping
thus to afford some succor and encouragement to those of
you who have so joyfully labored in the same glad spirit of
enthusiasm in all the way in which your teachers have led
you, here.




.SCHOOL MANAGEMENT.            223
NORMAL STRATEGY. —NORMAL TACTICS.
Teaching the Alphabet.
The'ts nat method of teaching the alphabet is terrible to
contemplate. It is the method in which all of us present
were taught. I suppose we have forgotten the dreary days
of wearisome weeping, and we ought to be thankful. But I
fear many of you have been pushing, scolding, pinching and
shaking the little ones through those tearful columns, wondering why children are so dull. Now, Teacher, you have had
an opportunity of witnessing the phonic method of our Training
Class, and no doubt have said to yourself, "Why was I so dull
as to attempt to force and scold children into that which may
be made so delightful, so exciting."
You have seen how this difficulty can be converted, not
so much into an advantage as into a joy, a delight. What'
play or game can keep a phonic pupil away from his reading
exercise? But does this Normal phonic method of teaching
require more time and labor on the part of the teacher? No,
you have well judged that it saves more than three-fourths of
the time required by any other method, not excepting the
more recently introduced word method, or the other phonic
methods so called. But the point I wish to make is that in this
case strategy converts repulsive drudgery into attractive and
exciting exercise, and that which before made it necessary
to force the little fellows off to school, now draws them in
spite of themselves. I have known a little boy to run away
from home without his dinner in order to read with his class.
A little girl who was detained by a sore throat from one exercise making her appearance at the second, I enquired, "How
is this, Maggie, I heard you were sick and couldn't come to
school to-day." "I be sick, and ma wouldn't let me come,
but I cried and cried, and I made her let me come."
Stuldy a Burden. Study a Delight.
I do not believe the human soul so constructed that Mwith
all its insatiable thirsting for knowledge, its ever increasing
longings after the'reason why,' and the'object for which,'




224                  LECTURE XVIII.
there need be any force applied to compel it to gratify these
indestructible cravings. On the other hand the use of force
is the main'reason why' study is a burden, in spite of these
natural inclinations. It is given as a task. The teacher, the
Professor in most cases, is little else than a task-master.
It is,then,the office of Normal Strategy and Normal Tactics to take advantage of the means that the "God of
nature has put in our power" and change the entire character of the school work. Who does not know that free and
cheerful labor is ten times more effective in any direction
than slave labor?
I have shown in Lecture XII how a Mental Arithmetic
class may be made attractive and exciting, and that pupils
properly managed will study their Mental Arithmetic lessons
with as much zeal and gusto as if engaged in any game or
sport. If a teacher can exercise that degree of strategy, and
practice that kind of tactics that will render the study of
Mental Arithmetic a success,' for the love of it,' he can hardly
fail in any other branch. All other branches present a wider
range for anecdote, a better field for illustration, a more
immediate opportunity for useful application, from any or
all of which sources the teacher can draw the power to interest his classes, and stimulate them to love study.
In connection with Mental Arithmetic, let me say that
difficult problems in Mental Arithmetic, Written Arithmetic
or in Algebra are not mastered, nor is any determined effort
made to solve them by the majority of any class that is
managed on the force plan or on the prize plan. This is
true enough, I fancy, in the past experience of nearly all of
us as pupils.  But a still worse method of paralyzing the
energy of a class in matheinatics, is for the teacher to work
all the difficult examples, and give all the explanations and
demonstrations. The teacher who does all the work for the
class, is not only a lazy teacher himself, but will inevitably
make a lazy, listless class, growing more so, until, one by
one, they drop off, like gorged ticks not able to hold on
longer.  Unless a teacher can inspire his class with
a love of overcoming difficulties and a pride in doing it, he




SCHOOL MANAGEMENT.              225
will come very far short of my ideal. I once heard a teacher
in assigning a lesson say something like this, "The fourteenth example is somewhat difficult, I think most of you
can work it; the fifteenth is rather knotty, I fear that only a
few will be able to master it; the sixteenth and last in the
lesson is the most complicated problem of the kind I ever
saw, and I doubt whether one in the class can conquer it
without help." I overheard a pupil say as she left the room,
4"I will work it if it breaks my neck." - Sure enough, many of
the pupils at the next recitation signified that they had
solved every example. But suppose no pupil had succeeded
the first day, should the teacher have then worked the example for them. By no means. He would rather inquire, " How
many would like to try that sixteenth example another day?
Just as soon as you'own up beat' I'll come to the rescue:"
and the class would all vote to try it again. A class trained
with the kind of tactics of which this example is but an outcropping, can not fail to be enthusiastic; every member of
the class will partake of the enthusiasm, and hard study will
have more fun in it than any deviltry that can be proposed.
Tricks upon teachers are but the necessary result of their
want of ability to manage the natural forces of their pupils,
and to incite and guide those forces to legitimate and worthy
ends. Viewed in this light,are not most college Professors
and Presidents, partial or perfect failures a
Parents' Interference Converted.
While teaching and superintending in Marlboro, Ohio, I
first introduced the phonic method of teaching the alphabet,
using Longley's Phonetic Primer. The Primary teacher
informed me that Lizzie Griffith had been kept out of school
because her father did not like the new-fashioned phonetic
letters in the primer. At the first convenient opportunity, I
called to see Mr. Griffith. I found him at a machinist's lathe
engaged in turning.
"How do you do, Mr. Griffith?"
" How de do, sir?"
"Miss Dakin says that Lizzie was not in school to-day."
"I thought I wouldn't send her any more at present."
"What is the difficulty?"
15




226                 LECTURE XVIII.
" Why-well-ahem —I don't know aoout-I don't under.
stand them new kind of books that the children has to learn
to read from."
"Is not Lizzie interested "
"Yeas, she is interested enough, that ain't no difference;
but I'm afraid of them books."
"Why are you afraid of the books? "
"Why, aint them infidel books?  I don't find no such letters as them in my testament."
Mr. Griffith was a worthy church member.
"No, sir; these primers have no infidelity in them, as
you can readily ascertain by reading them."
"But I can't read'em."
"Well, it is very easy to read them by the use of the
key. But I have a Testament at home in the same kind of
type."
" What, is that so? Well, I'd like to see it."
" I'll bring it over."
~ "Well, I guess you needn't take the trouble.  I think
Lizzie can go to school again. She's cryin' herself sick,'cause
I wouldn't let her go. I'se afraid there was something wicked'bout them new fangled letters. But I guess it's all right.
I am much obleeged to ye."
"' Not at all, sir. Good day, Mr. Griffith."
Parents' lndifference Converted.
We teachers all know that it is immeasurably more difficult to manage the parents and get them interested in their
school, and in their children's advancement than it is to manage the children.  All sorts of planning and contrivance
are required in this direction.
One young lady recently reports that she succeeded so
well in interesting her older pupils (that class which generally
furnishes the " hard cases,") in Book-keeping, that one of the
Directors proposed that she should teach an evening class
of "old folks."  She consented, adding considerably to her
salary; but, better than this, she was enabled, by this means,
to enlist the parents in various improvements for the benefit
of the school.




SCHOOL MANAGEMENT.               227
Closing exercises, in the form of exhibitions, may be so
managed as to be very profitable to the pupils and interesting to the parents. But examinations as they are too often
conducted are a sham and a nuisance, and do nothing but
evil in every direction.
The exhibitions should consist entirely of original essays
and colloquies declaimed, not read; of readings of selected
pieces; of scientific experiments and illustrations by the
pupils; of reports of the six best pupils in every branch-in
decorum, in promptitude, in regular attendance, and the
awarding of prizes in penmanship by the committee selected.
Not unfrequently will the faithful teacher, on such occasions,
be surprised with a present from his pupils. Some teachers
are able to sustain monthly exercises in declamation, in
composition reading, or in some exercise in the regular
branches, which are sufficiently attractive to draw the parents
into the school. Thus the enlisting of parents serves to deepen
the interest of both parents and pupils in the school and its
daily work. As I have shown in Lecture XIII, a suitable
interest manifested by the teacher in " getting a good ready "
before he commences school is almost an infallible preventive of parental indifference. Here comes in the power and
beauty of strategy. I suppose you apprehend, ladies and
gentlemen, by this time what I mean by school strategy and
school tactics, and that its chief element is an entire consecration to the work of blessing, saving those under your
charge. Can this be done by force? Must it not, then, be
accomplished by our own devotion to the work, by our own
foresight, by our own contrivance and tact in making use of
every means within our reach?
False Reporting —.fow Checked.
In every school, almost, there will be found a class of
pupils who think it smart to be mean; who conceive it quite
coming down to be decent, and feel very much degraded, if
circumstances are such, that they have to submit to the
wishes of the teacher.
It is with this class of pupils that self-reporting does not




228                  LECTURE XVIII.
seem to work well at first; and unless some patient strategy,
more far-reaching than they are looking for, some adroit tactics sharp enough to flank these unfortunates, can be adopted,
it may be possible that they will defeat the plan and make it
obnoxious to the old charge, that "it teaches lying."
While teaching a district school in northern Ohio, I had
several pupils from families'squatting' on Granger's lands.
Their parents made a livelihood by stealing stave and hoop
timber from " Granger's woods," and it is not to be supposed
that these overgrown boys of sixteen and seventeen would
give up and be decent, without a struggle.
I had adopted the self-reporting system before these
squatter children entered school.  Soon finding, however,
that they were inclined to report falsely and to brag about it,
I felt "here's a job to be worked up, not so as to crush
out and expel these five or six animals as animals, brutes,
but if possible so as to save and win them to love truth,
decorum and industry.  I tried various expedients, as, for
instance, having a private talk with the oldest and worst.
This won him to more circumspection, but not to honest
reporting, or to any sufficient effort to comply with the rules
and improve his time.
One day, at recess, when Ruth, one of my best girls, had
reported " imperfect," all these squatters having " gone out"
with the rest to enjoy their recess, she came to me saying,
with tears in her eyes, "I think it is too bad." "Why so,
Ruth?"  "Why, Mr. HIolbrook, I try to keep the rules  "
" I know you do, Ruth." "And there are some of the scholars
who report falsely nearly all the time and get their recess,
but those of us who try to report correctly often lose our
recess." " It i8 too bad, Ruth; I am fully aware of the way
the thing works and know perfectly well who are trying to
be honest and sustain the rules, and who are not. I shall try
to remedy the evil as soon and as well as I can." After much
thought I concluded to adopt the following plan, which I
brought out next morning in General Exercises, somewhat in
this manner:
" My friends, I find this difficulty in our plan of self-reporting: Some pupils report perfect, when others think they are




SCHOOL MANAGEMENT.               229
imperfect. Now, it is very possible that those who report
perfect think they are right, and those who judge them as
reporting falsely may be mistaken.  In order to give any
who are thus misjudged an opportunity to vindicate themselves, I am going to call on all who think any one has
reported improperly, to say so, in order to give him a chance
to explain why he reported as le did, and to show that his
report was correct. Thus, you see, if you all try to judge
charitably, in the first place, and then are desirous to know
that every one is trying to do right, and are willing to have
the explanation or confession of every one who seems to
report incorrectly, we may secure a better state of feeling,
and we shall know that all are trying to sustain good order
and make a good school."  "But," says, one of the more
truthful pupils, "lIMr. Holbrook, you don't want us to tell
tales on each other, do you?" "No, that is not my object,
and if I find any spirit of recrimination or retaliation arising,
I shall try to hold it in check. It is my purpose to give every
one a chance to vindicate himself when any other pupil
thinks he has reported falsely. I want you to learn to have
confidence in each other and help each other to do right,
and not take satisfaction in blaming any one for doing wrong.
I only wish to try the plan a few days; if it does not work
well we can lay it aside; and if it does, we shall hardly need
to continue it long."
The plan worked, and I had the satisfaction of feeling that
the squatter children were just as good pupils as I could
desire or expect, considering their home associations.
Hard Cases —How Manage.d.
In other connections I have given the course of tactics to
be pursued with hard cases. The general plan is to provide
such employment as shall interest them more than their
mischief and wickedness, and, at the same time, let it be distinctly understood that you are able to control them, and
are not afraid of them. This is not difficult to accomplish.
Either Book Keeping or Physiology as an extra branch can
be made an exciting subject of study, and, if once a pupil




230                 LECTURE XVIII.
becomes interested in any study, there is a basis for.further
action, and the watchful desire on the part of the teacher to
approve of every good effort will most surely convert such a
hard case into a friend, a docile and assiduous pupil.  There
is no department of our work, teachers, that demands so
much tact in carrying out our plans as this; the salvation of
those who seem utterly averse to all good that can come
from a school-master.
Mischievous Tricks —low Cured.
A boy who seemed to enjoy more than almost any other
one I ever met with, his little tricks and annoyances, still
persisting in trying new methods as old ones were checked,
came around to paper wads the second or third time.  I
requested him to make three wads and lay them on a brick
which happened to be convenient, telling him that when he
had them all made and well made, we would all witness the
performance of his lodging them on the ceiling. He demurred.
I insisted, saying it was a pity that he should enjoy so much
fun all by himself. He ought to let the rest of the school
have a share in it. The laughter of the school at him, rather
than with him, as he was throwing the wads seemed to be
effectual. Pursuing this plan for a while, viz: compelling
him to do whatever he wished to, and depriving him of the
privilege occasionally of doing whatever I wished; his preferences seemed to change by degrees, and he learned how to
find entertainment in study and decent conduct.
Nornmal Method of Curing Stammering.
Some time since I received a letter from a teacher, inquir
ing how to cure a boy of adding the syllable uh to almost
every word in reading.  The teacher stated that he had
tried every plan he could think of, punishing, coaxing, hiring,
shaming, and all only made the difficulty worse. I replied,
" If you will compel the boy to pronounce the useless syllable
after every word in his reading exercise, and persist in it till
he is heartily sick of it, I think you will succeed." I soon
heard that the plan worked finely. As soon as the boy began




SCHOOL M ANAGEMENT.              231
to pronounce under compulsion, the whole school began to
laugh. It was too much for him. He took hold of the matter himself in good earnest, and, of course, the difficulty soon
disappeared.
Evening Parties —ow Managed.
It is often the case that the greatest obstacle in the way
of a high success in a village graded school is evening parties.
Even if but two or three leading pupils are in the practice
of attending a party once or twice a week, not only is it
impossible to excite any thorough-going interest in their
minds, but their influence is a dead weight on the school.
But of all kind of parties, dancing parties are the most
fascinating, and the pupils that attend them the most
uncontrollable. Having taught a graded school about four
months, in M. I found that nearly all the older pupils in the
high school department, young ladies and gentlemen,were
attending dancing parties, frequently. After having requested
them several times to abstain from the practice during term
time, and yet finding that the practice continued, and
realizing that all my efforts to interest and benefit them
were in a great, measure neutralized, I came to the conclusion
that something must be done.  I could not longer permit
myself to be a party to their self-abuse and waste of
opportunity, nor could I feel it right to throw away my time
and reputation in such a fruitless work. The young people
were always ready to admit the force of my statements, and
saw the evil of their course, but some new and unforeseen
circumstance arose time after time to seduce them from their
purpose; and so the frequency of the parties rather increased
than diminished.  A day of weariness, listlessness and
inattention having passed, in consequence of the young
people having been out late at a ball the night previous, the
next morning but one after the ball, finding them comparatively rested and cheerful, I made some remarks in this wise,
at General Exercises:
" My young friends, I am glad to find you so well recovered
from the fatigue and excitement of the ball. It is now, I
think, a fit time to state my determination in'this matter of




232'LECTURE XVIII.
balls and parties. You well know that until dancing parties
commenced, I enjoyed my position and labor here, that I was
well satisfied with your progress and general deportment.
Even now, I have nothing to complain of in the want of
personal respect, or in your willingness to comply with my
wishes in all other respects than that of attending dancing
parties. lMIy personal feelings are as kindly towards all of
you this morning as ever before, and my desire for your
improvement and happiness could not be greater than it is
at this moment.  But, under the circumstances, I feel
compelled to resign my position, and yield it to some other
person better calculated to win your respect and confidence,
and to whose wishes you will be more willing to defer. My
only ground of complaint is in this matter of dancing parties.
You are as well aware as myself that your school privileges
are almost entirely lost in consequence of attending evening
parties, and I do not think you can blame me when I say
that I am not willing longer to spend my time and efforts
where they can accomplish so little. I shall therefore feel
it necessary to ask the Directors to release me from farther
connection with the school after this week."
I sat down. One of the older pupils arose and said: " We
are sorry we attended the ball against your wishes, and I am
willing to promise that I will not attend another ball this
winter."  "So am I," said another, and so said several. "Well
I have no wish to leave here. I came at some sacrifice and
considerable expense; I have enjoyed my work exceedingly
until these dancing parties commenced. All I wish is to see
you as interested in your school as you were, and as earnest
for your own improvement:"  Said the first speaker, James
MI.: "We will do whatever you ask of us, and try to give no
more trouble, we don't want you to leave us."
"Will you be willing to sign a pledge that you will not
attend any dancing party hereafter during term  time.?"
"Yes, I am willing."  "Well, let me see how many are
willing to sign such a pledge."  All hands were raised.
"But such a pledge will not continue in force very long
without some penalty for its violation. Some peculiar and
unforeseen temptations will arise in all probability when it




SCHOOL bMANAGEMEN'T.            233
will be impossible, or next to impossible, to abide by the
pledge, and it will thus gradually lose its force, and the evil
will then be worse than now, I fear. If you will sign such a
pledge as this, which I shall write including a penalty, all of
you, I shall be willing to serve you still, and I have no doubt
our school will then prove as interesting and attractive as it
was during the past term."
I wrote and read the following pledge: " I hereby agree
not to attend any dancing party during this or the remaining
terms of this school year; and in case I do, to deprive myself
of school privileges for the two consecutive school days
after the offense."
Some one saying that he thought the privation of one day
would be sufficient, I replied that the pupil virtually lost
one day any how. He was so tired, jaded and cross, that it
would be better for him to remain at home and sleep all
day, and that would hardly be any penalty; so I thought
the pledge would have to include two days to work well.
So all consented and signed their names to the pledge.
We had prosperous times again. The only infraction of
of the pledge that occurred was by a young man who
spending a Saturday and Sunday with some friends in the
country, felt compelled to dance in a party that had been
gotten up especially for his benefit, without his knowledge.
On Monday, at roll-calling, he rose and stated his case, and left
it with me to decide whether the circumstances did not
justify his violation of the pledge.  My sympathy was
aroused for the young man, he was so candid, kind and
respectful, and the circumstances seemed so beyond his
control; but taking the matter into careful consideration for
an hour or so, I then decided that it would be better for the
school that the law should take its course rather than that
we should begin to take excuses. I admitted that I thought
it very severe on him, but assumed that he would be willing
to make the sacrifice for the good of the school. He suffered
the penalty, and we had no farther difficulty with dancing
or evening parties of any kind; in fact,this contest with old
habits and usages, this triumph of law and order, was
necessary to the highest success of the school. It gave that




234                 LECTURE XVIII.
school more union in effort, more manliness in character,
more devotion to school objects, than they could ever have
obtained without it. Thus this greatest of all evils,which
threatened to ruin the school, was converted by this course
of management into the highest positive advantage.
One morning, months after the pledge had been signed,
William M., at roll-calling, answered "six."   Now "five"
was the report which denoted perfect decorum for the day
previous.
" Why six, Wiliam?'"
"Well, sir; I was out to cousin G.'s last Friday night,
and they had a dance there. It was just as much as I could
do not to' go in.' But I went off to bed and let them dance.
Now, if these scholars in town with no such temptation
report' five,' I think I ought to have six."
"Very well, William, I will give yon six this time."




LECTURE ON SCHOOL MANAGEMENT.
LECTURE XIX.
ERRONEOUS OBJECT TEACHING.
PRELIMINARY REMARKS.
1. It is charged that I am opposed to object teaching.
No charge can be more groundless. I am opposed to the
errors, abuses and absurdities of object-les8son teaching, and
I propose in this lecture to point out some of these errors,
abuses and absurdities, together with some others, practiced
in other lines of teaching.
As well might it be claimed that I am opposed to the
conveniences, comforts and embellishments of my home,
because I think it would be absurd for me and my
children to confine ourselves in a warehouse an hour or more
every day to talk about cooking-stoves, sideboards, bureaus,
pianos, pictures and statuary. I prefer to enjoy these comforts in theirlegitimate uses and applications. So of objects
for illustration.
If there is any body of teachers anywhere that makes
use of a greater variety of these objects, material and immaterial, real and invented, and in a greater variety of applications, than the corps of Normal teachers here employed
I know not where they are to be found. I would travel far
to shake hands with them.
2. In order to develop more vividly, what I consider the
true method of objective teaching, I shall be compelled to
235




236                   LECTURE XIX.
dwell somewhat at length on the errors and abuses in this
direction, now so prevalent in the educational world. Some
of these belong more particularly to the object-lesson systems, and are somewhat extensively practiced in the mechanical routine of too many of the trained (?) object-lesson
teachers found in the primary and secondary departments of
several of the city public school systems.
ERROR I. Book Lessons; no Ilutstrations; "Thoroughlness."
The teacher who requires memoriter recitations, and
makes use of threats and punishments to enforce his requisitions, is a most venerable nuisance; revolutions come and go,
in church and state, in home and school; but this oppressive dynasty still holds its sway over millions of innocents.
If any extraneous power is ever adjured to consummate and
justify this tyranny, it is that of the relentless exactions for
examinations, under that baleful watchword, "Thoroughness."
The exact letter of the text, in Definitions, Rules, Special
Rules, Paradigms, Remarks, Observations, Notes, are extorted
by imprisonment and ferule; and this is thoroughness, in the
estimation of the force teacher. No explanations, no applications, no illustrations, no objects, but words, fear and
force; no apparatus; but the letter of the text, pure and
unmixed, and this is the unvarying mandate, the ever present
object, enforced with conscientious integrity of purpose and
rigorous persistence of exaction.
Am I not safe in saying that at least seven-tenths of all
children and youth now in our city and village schools are
being repressed, disheartened, demoralized, demonized, by
just such an infatuated idea of thoroughness, and just such
a terrible mode of reaching it?
The present city and village public school systems, with
here and there a marked exception, are among the most
viciously effective agencies in crushing our children and
youth from an eager love of knowledge, and fr-om a hearty
good will in their school work, into a positive antagonism
to all reasonable requirements, and into the fixed habit of




SCHOOL MANAGEMENT.                 237
despising and avoiding all remunerative labor. This combination of tyranny and rote, so inseparable in nearly all our
graded schools, is the secret, if there is any, of this terrible
efficiency.
I ought, in justice, here to say that in many of these
tread-mill systems there are one or more subordinate teachers who infuse their own life and inspiration into their own
pupils, in spite of the reign of suspicion and tyranny all
around them. I have known such a subordinate to modify,
if not purify, every department in the building in which she
worked.
Again, I have known one of these "lesson grinders"
and per cent. extortioners, a principal teacher, of course, to
have apparatus, (a pair of globes, and an air pump
perhaps,) standing in a glass case, dusty and rusty, exhibited, indeed, to visitors "through a glass darkly;" but
he thought it took too much time from the daily lessons,
and diverted his pupils' attention too seriously from their
regular work, to use this apparatus, if, indeed, he had any idea
how it could be used.
I have known another teacher to bring out the apparatus
for show in an evening lecture, hoping to win eclat in this
form of public effort. Singed eyebrows, burnt extremities,
stunning explosions, not provided for in the programme, were
the most exciting portions of the evening's performance.
The apparatus was laid away, charged with being ill constructed, and the manufacturers were denounced as humbugs
and swindlers.
ERROR II. Book es0sons, with Illustrations and no Appli.
cations.
Another class of errorists are those who, using illustrations of various kinds, fail to carry the minds of their pupils
beyond the experiment, or the use of the apparatus itself.
For example, in illustrating the change of seasons by the use
of a tellurian, or globe, such a teacher fails to make the con



238                 iLECTURE XIX.
nection with nature, and to carry the mind of the pupil to
the grand machinery of the solar system. Too much of objective teaching is of this character, and, falling short of its
true aim, is often almost as bad as lesson grinding.
ERROR III. The Teacher Using Illustrations, but Failing
to Arouse the Power of Illustration in the Pupil.
College professors in natural sciences belong to this
class. The result is a most helpless condition of mind on the
part of the pupils, the victims of these lecture-spinners and experiment exhibitors. This error can be corrected only by
putting the apparatus into the hands of the pupils and permitting them to perform the experiments and to give the necessary explanations and applications.
ERROR IV. Dealing in Quidities.
Now and then I have seen an expert in scientific manipulation who took special pride in the curiosities of science,
using up the time of his pupils in illustrating far-fetched
anomalies, curious and unexplained phenomena, dwelling
always with special unction on the "last achievement of
scientific research," not realizing that his pupils had failed
entirely ot the veriest outlines of the science under consid-.eration, and were profoundly ignorant of its fundamental
and well established principles.
ERROR V. Object-Lesson Teaching.
There is no doubt that object-lesson teaching has among
its advocates and practitioners many good and worthy men
and women. The system is undergoing constant modifications, and has, in fact, taken to itself many improvements
since its introduction into this country; but these are always in the direction of the Normal, or Direct methods, and
at the expense of the boasted peculiarities of the object-lesson methods. By these modifications at the hands of some
of the leading object-lesson book-makers, several of the ab



SCHOOL MANAGEMENT.                 239
surdities which I shall characterize have been laid aside, and
thus, in every instance, a nearer approach has been made to
correct practice in teaching, and the object-lesson teaching
has become less and less object-lessonative, and more and
more objective. I may also add that I consider object-lesson teaching, with all its absurdities, a decided improvement
on lesson grinding, or "setting on the bench and saying A."
ABSURDITY I.  While lnsisting on a Certain "Natural
Order of Development," the object-lesson teacher ignores
the natural fact that the faculties can not be detached from
each other. He works on the absurd assumption that the
mind is made of parts, and each of these parts can be separately trained. Now, the mind is a unit; the different faculties are only different modes of its activity. Nor can any
faculty, or any class of faculties, be well trained, or, in fact,
trained at all, without the corresponding activity and training of other faculties. To ignore this fact is as absurd as for
a plow-boy to use the beam of his plow in the morning, the
share at noon and the handles in the evening; or more
closely, perhaps, to use his feet in the spring, his body in
summer, and his hands in autumn.
Nor is the intellect the whole of the child. The training of the will to determined persistence in right action, the
training of the entire individuality to habits of eager industry and cheerful self-denial for the attainment of noble ends,
are of infinitely more moment in any period of education
than the following ot any " natural order of development" that
has ever yet been shown to exist.
The best and only worthy training of the memory is by
means of relations, and these relations the mind must learn
to find for itself, in fxing  the habits of investigating, systematizing and utilizing all proper subjects and objects of
thought or study. Now, the object-lesson method rejects or
subordinates the use of the understanding for the first three
or five years of the child's training, and thus depends almost
entirely on the sensible impressions and the inadequate and
feeble inductions called "points," as brought out in the con



240                   LECTURE XIX.
cert exercises of object-lesson drill for training the memory
to retain-what?  Principles?  No. Principles belong to
the reasoning faculties, and involve relations; but these exercises train the memory to retain a knowledge of the properties of natural or artificial objects and the technical terms
that express them. Is it not obvious that the memory is not
thus trained in its legitimate hold on truth, (namely, through
relations), but is burdened by a multiplicity of disconnected
facts, and their corresponding technical terms?
ABSURDITY II.  Rejecting the use of Books. —I feel
myself safe in asserting that there is no stage in the school
life of any pupil in which books judiciously used may not
become a marked and effective aid even in the unnatural
operations of the object-lesson school room, or yet in accomplishing the ends which the object-lesson teacher professes to
have in view. The object-lesson abuse is but the necessary
and natural opposite extreme of the lesson-grinding, and percent. extorting abuse, so generally cursing our American
school system. Men of small calibre, copyists and imitators
are prone to absurd extremes in their futile application of valuable principles discovered by original thinkers.  Such,
undoubtedly, are many of the present advocates and practitioners of object-lessons. I am glad to be able to state in
this connection that some leading object-lesson men are
gradually falling back from this absurd extreme of "no
books in primary teaching" into a more rational use of
books than they left; while most of those primary teachers in
our graded schools who were compelled to adopt the objectlesson methods are as rapidly as they dare resuming the
other extreme and grinding more fearfully than ever in the
prison house of books, and per-cents.
ABSURDITY III. Training children to helpless dependence on their teac:~ers.-Undoubtedly any true or valuable
training tends towards independent and self-propelling activity, and the development of true individuality, but no one ot
any discernment can witness an object-lesson drill without
perceiving that with the majority of object-lesson teachers




SCHOOL MANAGEMENT.                241
all individuality is lost in the concert drill (the almost universal concomitant of object-lessons); the teacher and one
or two leading pupils doing all the thinking, while the others
are mere echoes in their parrot like repetition of the words
of the leaders. This special form of mental abuse, however, so generally practiced by the first object-lesson teachers, is more recently being somewhat corrected in more
advanced classes by assigning writing lessons to fix the
results of the object-lesson drill. But these writing lessons
are relatively open to nearly all the objections which lie
against the object-lesson system as a whole.
ABSURDITY IV.  Using Technicalities out of their true
Scientific Relations.-The object-lesson system claims, as its
special aim, and advantage that it cultivates the perceptive
faculties in the child, without making unreasonable demanps
on the reflective or reasoning faculties. But in doing this,
beside involving itself in absurdity 1st, it also necessarily
brings into use a very considerable variety and extent of
scientific technicalities. To have any just understanding of
the proper use and application of these technicalities, the
true relations of the properties and facts which they legitimateiy express, must be understood; otherwise, as is too generally the case with object-lesson pupils, they fall into very
superficial and inadequate, if not absurd uses of these
technicalities; and what is worse, fix the habit of loose and
incoherent use of high sounding words. With the more sensitive class of childern, the ridicule excited by the misapplication of some few object-lesson terms, will generally
repress too severely the use of even appropriate language,
and drive the child into common-place and slang; while
with those less sensitive, the habit of parrot-like use of big
words and small, is engendered. This habit, in some cases,
seems to be ineradicably fixed for life.
ABSURDITY V. Ignoring thepower of Systematic Relation and Dependence in training the Jfemory.-The only plan
of mnemonics worth any attention, is that of systematic relations and dependence. Nature, at once, begins to train the
16




242                   LECTURE XIX.
memory in generalizing, by the application of names to similar
objects; first, material objects and their concepts; then, and
almost simultaneously, to abstract objects and their concepts.
But nature teaches by the use and application of these
objects to the common wants and satisfactions of life, and
in these relations, their appropriate terms are obtained and
treasured in the memory. Scientific terms, not found within
the ordinary range of daily wants and experience, when forced
on the memory, out of relations, must be held, if at all, by dint
of repetition. But by any correct and comprehensive training
in any science as such, the necessary terms, technical, or
otherwise, are received with avidity, and retained permanently, without effort, as inseparable from its objects, laws
and applications.
To illustrate. How long will it take an ordinarly intelligent class of children to learn the names of the two hundred
and forty bones in the human system, saying nothing of their
common and peculiar properties, provided these bones are,
presented in any detached arrangement. But I have often
seen a class grasp all the names and relations, and very many
of the properties, uses and elements of the entire osseous
system in two or three lessons; the teacher depending on the
use of the reflective faculties to sharpen the activity of the
perceptive faculties, in ascertaining and fixing in memory
the names, relations, properties and uses of each of these
two hundred and forty bones.
I repeat it then, it is not only an absurdity but a gross
abuse of the memory, the understanding, of good sense especially, to force a mass of disconnected and incoherent names
and facts upon the minds of children.
ABSURDITY VI. ThLat Children can learn to read more
readily, intelligently,by the Object-Lesson method than by any
other.;-While there is no doubt that the object-lesson method, with all its absurdities and abuses, is, in most cases, an
improvementon some other prevalent methods, yet, so far
as the object-lessons themselves are concerned, they stand in
the way of the pupil's progress to an independent use of his:




SCHOOL MANAGEMENT.                243
books, in the practice of diligent study, andin acquiring and
fixing the habit of earnest work for the love of it.
I have seen pupils of less than six years of age, trained in
the Normal method, with phonetics, who, in eleven weeks,
were able to read, write, and study independently; and in
comparing this progress with that of those children who had
been trained by the most approved object-lesson teachers,
for more than a school year, I was satisfied in every case,
that from one-half to two-thirds of the labor, time and ex.
pense bestowed by the object-lesson teacher, might have
been saved; while the habits formed in the first case were
good, and in the latter, for the most part, were indifferent or
bad-i. e. I discerned in the children trained by object-lessons, no positive love of school, or power of independent
study, or of individual effort in observation and investigation,
or appreciation of the beauty of systematic arrangement and.
procedure; or any perception of departure from it on the part
of the teacher.
Now, all of these I hold as objects of vital moment in
the primary department, as well as in every other department of the school work.
The Normal method, aiming, as it does, at these habits,
will surely be more likely to reach them than the objectlesson method, which ostensibly aims at the development of
only the perceptive faculties, and the power of expression,
by oral drill, with drawing and writing lessons, as an essential accompaniment.
Besides, if in graded primary schools, there is time enough
in the six school hours of a day, for a teacher to give a
considerable portion of it to the exercises called objectlessons; in an ungraded school of a country district, in which,
by the best classification, twenty different classes at least must
be attended to, in order to meet the wants of all the grades
of pupils in attendance, where is the propriety of wasting th&
little' time that can be given to the primary class in such
indirect and dilatory processes?
ABSURDITY VII. Assuming that any object-lesson book, in




244                   LECTURE XIX.
the use of which the teacher is trained, contains, or can
contain enough of all the physical sciences to make safe
teachers of the technicalities ot these sciences or of any one
of these sciences.
There are, perhaps, a dozen different volumes published,
each claiming to be a correct and sufficient guide for objectlesson teaching, each embracing lessons involving nearly
all the physical sciences. Yet any one of these physical
sciences, if but very meagerly presented, must occupy a
volume, quite as large as any object-lesson book yet published, the greater part of which is given to matter entirely
irrelavent to any science or any scientific course of procedure.  To carry out the assumed purpose of objectlesson advocates, and object-lesson book compilers, legitimately, would then require the thorough training of the ob.
ject-lesson teacher in at least ten different physical sciences
but much more in psychology, logic, rhetoric and moral phylosophy. But a person thus trained would never practice
the absurdity of attempting to develop one class of faculties the better by ignoring or subordinating the rest.
CONCLUDING REMARKS.
I. These animadversions are directed entirely against
the abuses and perversions of object teaching. But these
abuses and perversions are practiced by so many of the
trained object-lesson teachers, that they seem to be inherent
in the object-lesson system. Still I do not wish to deny that
a large minority of object-lesson teachers are doing a good
work in the primary school-room, as compared with the other
force work almost universal in city schools.
II. I have sometimes thought, in visiting city schools,
and in hearing the Principals boast of their success in their
Exactions; of their rigor in carrying out their laws, so grinding and crushing toall free action and noble aspiration on
the part of the pupils, that object-lessons might perform the
same office in the force system of instruction as the dancing




SCHOOL MAN~AGEMENT.               245
and revelry of holidays among the former slaves of the
Southern plantations; or as the gladiatorial shows in the governments of Nero and Caligula. Object-lessons, by an enthusiastic teacher, do afford some considerable mitigation to
the reign of force, and the exactions of tyranny, and seem to
make the rote-force management much more tolerable to
its subjects; are indeed a kind of safety-valve, the more
necessary as the pressure of tyranny is the more severe.
III. There is no desire on my part to deny the validity
of the principles which are said to underlie the objectlesson system of instrution; but it is the ignoring of these
very principles in the object-lesson practice that I complain
of. 1 do deny,however,that all lknowledge is acquired through
our external senses. This fundamental principle of the object-lesson system, is Comptism, and belongs to the sensational
or positive school of infidel thinkers. On the other hand, I
am confident that much the greater part of all valuable
knowledge, even in childhood, comes through other channels, and the sense perception affords only one basis of intelligence, the other being the internal sense, or conciousness
and the intuitions. But all of these are mere bases which, with
out communication with other minds in conversation, reading, and study of books, would yet leave their possessor a
savage or an idiot. And right here I wish to reiterate that
knowledge is not education, through what ever channels it
may be obtained. Education is the established working of
good habits; and it does seem to me that the object-lesson
system as generally practiced, is not designed, nor is it
expected by its advocates to establish such habits as a love
for work, a love for investigation, a love of self-mastery, a
love of thoroughness, a love of noble and benevolent activity.
IV. The question arises, if there are so many objections lying against object-lesson teaching, why has it
been received with so much favor in many of our city school
systems?
I have virtually answered this before, but will again give
my solution of the problem.




246                    LECTURE XIX.
I have observed that the more grinding the despotism in
any system of schools the more ready was the Superintendent to accept the object-lesson palliation.
Again I have noticed, and in fact it has been confessed
by some politic Superintendents that the object-lesson sensation, in its ad captandum features, enables Superintendents
to introduce other modifications which are really needed and
which could not be obtained from their Boards of Education
by any other means, as soon, if at all; and it must be admitted by those who have watched the movements of affairs, that
Superintendents are not unwilling to avail themselves of the
exciting exhibitions of infantile wordiness to enhance the
value of their own services, even though their better judgment may condemn many features in the workings of the
object-lesson system of primary instruction.
V. If the object-lesson exercises are recognized then
as an amusement, necessary to while away the time and
relieve the evils of six hours' daily confinement of the children in the primary  departments  of  graded  schools,
perhaps their true  place  is  found. Or  if it  be
asserted that they are a kind of compensation in
the force system for the iniquitous stripes and imprisonments inseparable from a government of force and fear, I
am willing to grant the fairness of the statement.
VI. So far, then, as object-lesson teaching is introducing true objects or ends into the school work; so far as it is
calculated to relieve the children of the spirit of tyrannical
rule, and the grinding of intolerable rote; so far, I am in favor
of object-lesson teaching. I have no doubt but that there
are trained object-lesson teachers who work with sufficient
enthusiasm to make their departments attractive, and they
do some thing to counteract the baleful influence of their
respective school systems which drives so many of the children from their only school privileges into the marble-gambling crowds of young ruffians that infest nearly all our towns
and villages.
Now,. I know, and have seen it accomplished, that the




SCHOOL MANAGEMENT.               247
change of objects, from " thoroughness," to good habits; the
change of spirit, from that of oppressive control by means of
stripes and imprisonment, to a spirit of enthusiasm and
encouragement; a change of school work from that of memorizing book formularies, to that of studying subjects, and with
the aid of suitable illustrations or " objects," will revolutionize, not the school only, but the moral aspect of the town.
Why, think of it once; on the one hand children are compelled to attend school, and avail themselves of every
opportunity to escape school drudgery; they rejoice in holidays, and brag of any success in eluding or evading the scrutiny and exactions of their teachers; exult especially in'iplaying hookey," and not getting caught in it. Is it any wonder with such a condition of things that from one-third to onehalf the enumerated children are not regularly in school
with such worthless parents as many have? On the other
hand if the school is managed on Normal principles and by
Normal practices the children will have to be compelled to
stay away from school, and every school day is better than a
holiday. They brag, if at all, on the superiority of their own
teachers, and discover that there is a thousand times more
fun in right than in wrong. Will not such a change work a
revolution in a school; in a community?  Nay, will it not
almost of necessity build up each pupil in a new and true
life? instead of driving him into a continued practice of deceit
and evasion; of shirking and shamming, of hating every thing
that is good and loving every thing that is evil?
VIII. In my next lecture I shall endeavor to present
very briefly-what I consider TRUE OBJECT TEACHING. 1St.
The True Objects and Ends. 2d. The True Spirit in working
for those Objects.  3d. The True Processes in carrying out
that Spirit. 4th. The True Forms of Objective Illustrations in
conducting those Processes.  5th. The True Methods of
using those Forms of illustrations to reach the true Ends in
view.




LECTURE ON SCHOOL MANAGEMENT.
(COPYRIGHT SECURED.)
LECTURE XX.
TRUE OBJECT-TEACHING.
PRELIMINARY REMARKS.
Ladies and Gentlemen:
Having in my last lecture considered some of the prevalent
errors practiced in schools and colleges, with reference to the
use of objects and methods of illustration, I shall now as briefly
as possible present some of the points in what I consider the
true use of objects, both as ends and means-in other words,
I shall try to present what I understand to be the true system
of object-teaching.
As I conceive the Normal Method of instruction to be
broader in its scope and more far-reaching in its outlook than
any of the methods which I have characterized as erroneous,
or than any method which tolerates such abuses: and absurdities, I shall feel compelled to present a condensed synopsis of the
general scheme of Normal Instruction, as given in Lectures
X, XI, and XII, but in the reverse order. In giving this
general view, I shall take occasion to show, as I proceed, some
of the points of difference existing between the Normal or
Direct Methods, and Object-Lesson Methods on the one side,
and the Rote or College Methods on the other.
248




LECTURE XX.                   249
THE TRUE OBJECTS IN ANY COURSE OF INSTRUCTION.
In Lecture XII these were given in the natural order, thus:
Immediate, Mediate, Ultimate. I shall here reverse the order,
and first consider the Ultimate objects or ends which should
be aimed at by every teacher and every pupil in every department of education, primary or advanced, theoretical or practical, in school-room or work-shop. Nay, these are the true
ends of life; and any education, or department of education,
which does not harmonize with them, is abnormal and vicious.
THE TRUE OBJECTS OF TRUE OBJECT-TEACH ING.
(1.) The highest of these is to glorify God and win his
approbation. Any line of instruction or any process of school
drill which leaves this object out, or holds it in the remote
future, or commits it to other spiritual guides, is so far abortive,
and must in a measure defeat the first and highest of all objects
in true object-teaching. I abhor sectarianism, but the teacher
who is not all aglow with the love of the Father, who is not
working in the communicated energy of His Son, falls far
short of his own true inspiration; and how can he hope to inspire his pupils with that which he does not possess?
(2.) The next true ultimate object in the school work, in
the descending order, is to bless mankind, and win the approbation of good men. It may be said, and is, that the school
work is but preparatory; it should look to the acquisition of
knowledge, for future use, and the teacher should be fully absorbed in his present aim. To this I reply, that by so limiting
himself in his views he cripples himself, and paralyzes the
nobler energies of his pupils, and thus in a great measure
defeats the attainment of even his own meager end. By the
way, I consider that end, or object, relatively absurd and practically abortive, as I do many other of the aims and processes
of the rote or college system of instruction, whether practiced
in school or in college. Again, it may be said, and is, that the
training of the senses and development of the mental faculties
should be the chief or only object of the school work; and
these, together with the cultivation of the power of expression,
should command the exclusive attention and interest of the
object-lesson teacher, at least for the first two or three years
of primary instruction. Such short-sighted views, however,
object-lesson teachers themselves will deny when alleged against
their system; however much they may urge them in their books




250?              SCHOOL MANAGEMENT.
and training lectures. Now, I claim, and.I have no fear that any
one will dispute it, that these true and highest objects will, far
more than any other, energize and sanctify the labor of every
teacher for every pupil, and more effectually aid him in reaching any of the lower objects or ends desirable in any course or
department of instruction. Not only so, but the love of God
and the love of man, or Faith, Hope, and Charity, may, and
do in many cases, neutralize in some measure the abnormal
practices and vicious tendencies of the present rote-force system
in many school-rooms, giving a gleam of spiritual light and
warmth, all the more cheery in the surrounding moral darkness and winter of death, too generally pervading the rote-force
systems of school discipline and instruction.
(3.) The remaining ultimate objects, or ends, in the school
work, still following the descending scale, are position in society
and success in business. I call all' these objects ultimate, because they are ends which give fruition in themselves, and do
not look to others for this end, viz., happiness or personal
enjoyment. Now, my complaint still is, that even these lower
ultimate objects are too generally left out of sight, both in the
object-lesson drills and in the rote-force methods of school and
college management, including both instruction and government. The application of force in the absurd attempt to
compel children and youth to study and be virtuous, necessitates the use of improper objects, as the avoiding of disgrace
and bodily pain, the attainment of school or college honors or
prizes. As every clear and candid observer must admit, these
vicious objects poison the entire moral atmosphere, and vitiate,
more or less,. all the spiritual energies of both teachers and
pupils, in whatever school or college the rote-force is in
operation.
But the Normal Methods, using -these legitimate objects or
ends, and rejecting rote and rant, suspicion and force, relies on
the natural constitution of " human nature" in children and
youth, as being able to be incited in the spirit of Liberty and
trust for the attainment of these ever-present ultimate ends by
the use of the appropriate Normal processes in each of the
consecutive stages of the school work.
TRUE MEDIATE OBJECTS.
These I have given somewhat at length in Lectures X and
XI. They are the Habits, ESTABLISHED HABITS, controlling
and energizing all mental, moral, social, and religious activity,
vitalizing these higher objects, and making them the very substance and essence of the entire life. But these habits, to be




LECTURE XX.                     251
worked for and established, if possible, in the very nature of
every pupil, are the love of work, as if by a matchless inspiration; the love of mastery, or thoroughness, as if by a dauntless
enthusiasm; the love of order and system, as if by the spirit of
beauty4 the love of utilization, as if by the power of a benevolent anrid loving heart. What less dare I aim at in my efforts to
prepare you for your work?  What less can you strive for, my
friends, in calling forth the soul energies of your pupils, and in
giving them direction for life; nay, for eternity?
Thlese habits well established, I affirm, are an education;
and without them there is no education, though there may be,
and too often is, in place of them, effectual training in these
vticilous habits, viz., repugnance to all continuous labor, per-.functory accomplishment of every school task and life duty, a
dilettante cultivation for general uselessness, often called culture,
and yet all this under the popular idea that these habits ate
compatible with, if not the most distinguishing characteristics
of, a polished gentleman or of an accomplished lady.
TRnE ImME3DiATE OBJECTS OR ENDS IN THE SCHOOL'WORK.
(I.) These are not what the tote-force system  assumes-'(a) "perfect memoriter lessons for high per cents."; nor are
they what the object-lesson system assUmes (b)"' the develop-:merit of the perceptive faculties and of the power of expression."
Such immediate objects or ends are comparatively futile and ineffectual ih establishing the habits before mentioned. The roteforce object necessitates processes and methods which establish
habits of laziness and deceit. The object-lesson objects are
reached with vastly more directness and certainty by the true
immediate objects of Normal management, while the vicious
habits of depending on the teacher for exocitement, and of the
parrot-like use of language, are avoided.
(2.) These true immediate objects of class management I
have already given in Lecture XII. I will only recapitulate
them here:
(a) Earnest and interested atten'tion and independent activity of every pupil in every class, during every moment of a
Ieeitation or drill.
(b) Enthusiastic and spontaneous study in preparation for
every recitation.
(e) Selfreliance in continued and coherent speech; and
this may be, normally, worked for in primary and secondary
departments, as I have shown in Lecture XII.
(d) Quickness of apprehension and grasp of memory. These,




252               SCHOOL MANAGEMENT.
as I understand them, are virtually identical, as objects in class
management.
(e) Power of independent investigation and self-propelling
analysis in the thorough mastery of every subject assigned for
study.
(f) Entire familiarity with the principles and processes of
the particular branch under consideration, and ready and constant application of these principles to the affairs of life, or to
the explanation of natural phenomena.
(g) Orderly self-control, with a manly or ladylike bearing
toward the teacher and fellow-pupils.
These, in my estimation, are the true objects (immediate,
mediate, and ultimate), ever present and ever operative, in the
daily, hourly work of every true object-teacher. Not one of
them can for a moment be lost sight of in true object-teaching.
They most effectually preclude all the rote force methods, while
they include all that is valuable in the object-lesson methods,
vitalizing and intensifying them.
It may be objected, that children in the primary stage can
not study lessons, hence some of these objects would be out of
place with a primary teacher. To this I reply, (1.) that in the
proper management of primary pupils, a brief time in school
each day is required; (2.) that appropriate exercises on slates
and with blocks, or with such natural objects as minerals and
plants, can be furnished, in connection with the phonetic drill,
as to occupy their attention, and, as far as desirable, accomplish
all the objects proposed; (3.) that children will learn to read
and study in from three to six weeks, when properly trained by
a true object-teacher; so that study, good, earnest, independent
study, may enter even a primary department, and hold and interest the children just so far as is desirable for them.
THE TRUE SPIRIT OF TRUE OBJECT-TEACHING.
(1.) The system of Pestalozzi is often assumed as the basis
of all modern improvements in teaching. Now, there is no
doubt that Pestalozzi was a success, in his way, and that he
possessed much of the true spirit of true object-teaching; but
I apprehend that if he should witness much that assumes to
bear his name in the training schools of America, and much
more in the schools of the trained, he would hardly know why
his name were assumed, unless to cover practices which he
worked all his life to eradicate. These are, mechanical routine,
coercive government, suspicions, censoriousness, and compulsory
study. These elements are no part of Pestalozzianism, as I
understand it; and yet, so far as I know, they are some or all




LECTURE XX.                      253
of them retained in all object-lesson schools, inasmuch as objectlesson teaching has scarcely been introduced elsewhere than
into the treadmill systems of education existing in our larger
villages or cities; and in every case, so far as I know, it is
used to mitigate but not to eradicate the rote-force evils of
these schools.
I would look higher than Pestalozzi, even to the Great
Teacher, for my inspiration; and partaking of His Spirit, I
would before, beyond, and above all forms and methods, work
in the spirit of love, and hopefulness, and trust.
(2.) It is not unfrequently the case, however, that the spirit
of some teacher engaged in the rote-force work of a system of
schools, or working in an isolated position, is vastly superior
to his own or her own theory; and while he or she may maintain the frame-work of compulsory labor and the machinery of
coercive rules, the spirit of enthusiasm and gentleness that pervades the school-room renders this frame-work and machinery
almost entirely inoperative, and thus, of course, they do little
harm. I have even found teachers of this character contending
for the force system of government, and appealing to Solomon
for wisdom. Why, I should as soon think of asking Solomon
for instruction on matrimonial affairs as in school teaching-at
least, unless he has been very badly misunderstood. Teachers,
you may always feel in your school-room, "A greater than Solomon is here." " Suffer little children to come unto me," and
"Put up the sword," are to me mandates of higher authority
than "Spare the rod and spoil the child."
(3.) While the spirit of Pestalozzi or of Jesus does not
necessarily dwell in any objective or subjective forms or methods,
I do feel that it is impossible for any one of you to gain any
clear conception of these true objects as I have tried to present
them, and not imbibe somewhat of the spirit necessary to teach
them; at least, you can not fail of a better spirit, a higher tone,
and a more vigorous effort, in the prosecution of your daily
work.
(4.) But what is this true spirit of the teacher's work? I
answer, first and always,
1. The spirit of liberty.  Force in the direction of right is
oppression, is absurd, is abominable. It makes right hateful;
beauty, hideous; and truth, a lie. If coercion must be used,
let it be applied only to prevent wrong, never to compel right
action or right feeling. But the true teacher will sooner or
later grow out of even the necessity of using force to prevent
wrong action; for this necessity is manifestly only his want of
power. This lack of moral, personal power has to be made up
by the use of physical force; and the true teacher will, by ex



254                 SC:HOOL NANAGEMENT.
perience and'daily improvement on himself, obtain this power.
Again, is it not perfectly obvious that right can not be compelled?  Moral rectitude belongs only to free agents.  How,
then, can there be may'morally right action or right feeling as
the result of coercion?  If any of you hear the wisdom of Solomon in answer, listen only to the higher wisdom, not of Pestalozzi, but of Jesus.
2. The true spirit is a spirit of ENXrTTISIASM, that can no more
be restrained' by'any particular forms or methods than can an
eager traveler by the laziness or fatigue of his horse.  If one
horse does n't suit, he takes another; if none can, he seizes the
mane of steam, or rushes forward on foot.  This spirit of enthusiasm is contagious in the school-room. This was the secret
of Pestalozzi's power and success, in spite of his many errors
and much short-sightedness. This spirit abominates rote, supersedes coercion, wins respect, if not admiration, reaches its objects
by dint of its own essential vim.  Impossibilities? —it knows
none; nohne which it does not convert into higher possibilities,
nobler achievemoents, and sweeter conquests  victories of love,
how sweet, how uplifting!
3. This true spirit is the spirit of CHARSTY, of SYMPATHY; it
believes against belief, it hopes against hope, it loves the meanness all out of a boy.  Woman, thy sphere is here, where man
fails.  Where man is compelled to fall back on his muscle and
tapply the rod to crush rebellion or insolence, thy tender spirit
has disarmed or converted it. A perfect teacher demanded?
No. The more imperfect, the more filled with the consciousness
of infirmities, the more efectively will this spirit work, and the
more speedy and certain its victories.
Teachers, let us sit at the feet of Jesus; he is touched with
the feeling of our infirmities, else he is not our Savior or Deliverer.
REMARK.-I have been led to compare the enthusiastic spirit of pupil
teachers in training here, with that exhibited in training schools elsewhere.
The almost universal promptitude, regularity, and energy of every pupil
teacher in attendance here, where the spirit of freedom reigns, is, i apprehend, quite in contrast, if reports are at all reliable, with the spirit of perfunctory compliance with tules) and frequent evasions of school duties, in
those training schools where rules are held to be necessary, and "submission to authority is considered essential in the training of teachers."
While pupils here, of their own spontaneity, not unfequently,estblish adq
ditional class recitations at five'o'clock in the morning, I am told that at
the annua.l training exercises in the Cincitnati schools, conducted mostly
by object-lesson advocates and practitioners, it is necessary to call the roll
in the respective training rooms four times daily, in order to secure the
continuous atteydiance of the pupil teachers. And even this is found inoperative without cutting down, for absence, the wages paid to these same
pupil teachers for attending these training exercises in the annual City
Normal Institute.




LECTURE XX.                     255
TRUE FORMS OF ILLUSTRATION.
1. RHETORICAL ILLUSTRATIONS. Instead of the rhetorical
forms, the object-lesson teacher would place real objects first in
the list. In teaching addition, he would use such articles as
pen-holders, pencils, or, perhaps, the balls on a numeral frame.
t is my opinion that the child is trained into ideas of number,
or, rather, acquires the power to grasp and combine numbers,
m-uch more rapidly and surely without these objects before his
eyes, and that the use of them retards his development in the
clear conception of numbers, and the power of combining them
and computing with them. It is better, then, to concrete the
ideas of number by using rhetorical illustrations, and arousing
the imagination of the children by using the ideas of these
objects, and multitudes of others which can not be brought into
the school-room, rather than the objects themselves; and yet,
when such objects are seen to be necessary or desirable, I would
not fail to use them. Right here, the assumed end, the development of the perceptive faculties, stands plainly in the way of
the true end, that of securing earnest and interested study during
the study hour.
I would, then, make use of rhetorical illustrations, chiefly,
in teaching primary arithmetic, instead of any kind of real
objects whatever. The idea of number can thus be concreted
more rapidly and certainly with any primary class; and ideas
of abstract numbers, and their abstract relations, can be conveyed to the minds of children with much more facility and
interest by means of rhetorical or invented illustrations, than
by counting beans or shoving red and black balls on an arithmometer.
It is a sad mistake to assume that no correct primary teaching can be done in number without real objects; and again,
that these can be entirely laid aside in higher classes. The
truth is, the more advanced classes need the objective illustrations the most; and the farther those classes advance, the more
necessary do real objects become, especially in the combination
of form with number, as in squares and cubes, with their roots,
or, in the more obscure relations necessary to be understood in
demonstrating the computation of the contents of curved surfaces and curved solids.
To illustrate rhetorical illustration by a rhetorical illustration, I will assume that I am combating the definition given
in: many of our grammars, that " Case is the condition of a noun
or pronoun."  I would state to my class that " Case is the external form which the noun or pronoun assumes to indicate its




256               SCHOOL AMAN-AGEMENT.
reation to the verb or other words in a sentence, and thus to
give a clear idea of the use it is intended to accomplish in the
expression of a thought.
"So the case on a bag of feathers, giving it a certain form
and appearance, will indicate whether it is to be used as a
cushion or a pillow. The case is virtually its external form.
So the cases on meat may indicate the kind or condition of the
meat, whether ham or sausage. But the external form is not
the condition, or the quality, or the use; it is the result of that
condition, quality, or use intended, and thus can be safely taken
to indicate it.
"Just so with the forms of nouns, but more distinctively
with those of pronouns; they assume one form when used as the
subjects of a verb, and another when used as the objects of a
verb or of a preposition. For example, He helps me, I will
reward him. I and he are used as subjects, but me and him are
used as objects."
2. SCIENTIFIC ILLUSTRATIONS. It is hardly necessary to
detain you with any continued remarks on scientific illustrations. These are for the most part objective, that is, the real
objects are presented and used by the pupils. These consist
of the apparatus and materials appropriate for every science.
Geography demands its globes, maps, and charts; but the true
object-teacher will make more frequent use of such real objects
as his own town, township, and county, with whatever physical features they present, as rivers, lakes, plains, hills, etc.;
and by means of these object illustrations he will convey clear
and correct conceptions of physical geography to his pupils.
In chemistry, the true object-teacher will not only make
use of the appropriate apparatus and materials, but he will
incite his pupils to make apparatus for themselves; as you
know it is the constant practice in our classes here for the
pupils to construct a considerable part of their apparatus for
themselves, from such common utensils and articles as can be
obtained in the boarding-houses, or at the groceries, or hardware stores, or tin-shops. This is done by our pupil teachers
here, that they may be able to teach this science objectively
in their own schools.
Thus, we see, every science has its own objective forms of
illustration, and that every true object-teacher will not limit
himself or his class to purchased apparatus; but that, in every
science, the best part of objective illustrations are those obtained by the pupils from the every-day operations of life.
So in mineralogy, botany, and zoology, the true forms of
object illustrations are not so much those found in extensive
collections of museums and cabinets, as those which the pupils




LECTURE XX.                     257
man collect for themselves in their rambles and journeys, classifying and labeling them under the direction of their teacher,
or by the aid of such books or other authorities as can be reached
without too much labor or expense.
3. ARTISTIC ILLUSTRATIONS. Under this head of illustration in true object-teaching, I would include chiefly those
efforts in drawing, which it is the special endeavor of every
true object-teacher to encourage. In geography, map drawing
and somewhat of natural scenery and architecture; in natural
history, the drawing of vegetable and animal forms; in natural
philosophy, the drawing of apparatus as arranged for special
experiments. All of these, in exhaustless variety, are some
of the appliances by which these subjects are made inviting,
and study is converted from a burden and a task into a pleasure and a triumph.
Especially in the primary and secondary departments in a
graded school, or with the primary class in an ungraded school,
is drawing indispensible as a means of interesting the children,
advancing them in reading, spelling, and writing, and giving
them more interesting employment than mischief; last, not
least, in the normal method of school management.
To these results in drawing, in all of the departments, the
true object-teacher will add such pictures, drawings, casts, and
other artistic productions as he or she may be able; all of which
increase the attractiveness of a school-room, and of the normal
teacher himself, or herself, in making his or her school the
cynosure of every child that enters there.
Besides the illustrations already mentioned, suitable for all
classes, I would furnish for the primary and secondary departments a considerable quantity and variety of blocks; some of
the shape of bricks, four inches long; some one-inch and twoinch cubes; also, connecting blocks, sawed with grooves and
tongues for dove-tailing; also, a variety of blocks for pillars
and turrets. These, with a set of geometrical solids, would
furnish interesting employment and valuable self-instruction.
I would also have the teacher trained in drawing from real
objects, and thus able to guide and incite the children in their
first efforts at linear and perspective drawing of real objects,
on their slates and on paper. These bricks, cubes, pyramids,
etc., before mentioned, are as good as any simple objects to
commence drawing from. Soon it will be found, if children
are permitted, not required, to draw, that drawing any real
objects in the school-room, as tables, chairs, stoves, hats,
buckets, will be the amusement and excitement of the children
at the times assigned for this exercise in the programme.
Thus, drawing from real objects on slates, building blocks
17




258              SCHOOL MANAGEMENT.
into architectural and mechanical forms, using the blackboards
(which boards should extend to the floor all around the primary
school-room), may, with some little contrivance and tact, some
real sympathy and interest, occupy the time of the children
when not under the direct drill of the teacher in phonetic
teaching and phonetic reading.
But in a few days-at most, in a few weeks-by phonetic
training, a primary class of children will be able to begin to
study and prepare exercises in mental arithmetic, or primary
geography, or primary physiology. It is preposterous that
children should be kept in the primary department one year,
learning to read in the first reader; and in the secondary, another,
in conning over a second reader; and so on through eight or
ten departments in as many years; learning nothing that in
any measure counterbalances the bad habits of hatred for school
and repugnance for labor, which they must inevitably get thoroughly established under any method that makes their progress
so slow, and their continuance in school so useless and irksome.
So far as my judgment could decide, I would not have a child
in school at all till eight or ten years of age. But, as a teacher
in charge of children who are legally entitled to school privileges when six years old, I would introduce such employments
and such apparatus and appliances as would make the children
happy, and just as far independent of the teacher during study
hours as possible.
This is all the more necessary in an ungraded school, under
the care of one teacher with at least twenty classes to attend
to, besides all other business.
I shall dwell more at length on the methods of accomplishing these ends, in speaking of the true processes of using
these objects and materials of illustration for amusement and
instruction. I pass now to speak of
4. PRACTICAL ILLUSTRATIONS. I shall only be able to
give a few examples of this class of illustrations. They may
more properly, perhaps, be called applications. In geography,
I would have the children measure the school-room, the schoolyard, the distance of a mile in some one direction, and for this
purpose a foot rule and a measuring tape would be necessary
apparatus.
In studying weights and measures, I would have the actual
weights and measures used in the school, in weighing and
measuring water and other substances. Scales, weights, and
measures might be borrowed or bought for this purpose.
In studying the mechanical powers, or the steam-engine, I
would take the class, or the school, to visit the machine shop,
or the steam saw-mill or grist-mill, and examine the machinery




LECTURE XX.                     259
in operation; and I would ask the proprietor for a full opportunity to examine the machinery in all its details, and relations,
and particular uses.
In teaching surveying, I would train the pupils in the reality of surveying; in the use, adjustment, and repair of the
instruments; in plotting their own surveys, and computing
them.
In chemistry, I would not fail to give the student opportunity to examine the substances described, and to familiarize
him with the use of the apparatus in preparing experiments,
and performing the various operations of the laboratory. A
good working laboratory can be fitted up by any teacher who
has a heart to it," with comparatively little expense.
These are only a few of the numberless varieties of practical illustrations, which I consider essential to good teaching
in every branch. Is it then asked, what practical illustrations
could be used in studying English grammar? I answer, the
true study of grammar is conducted entirely by practical illustration, and less by memoriter book lessons than almost any
other science or art, not excepting the common trades of shoemaking, tailoring, blacksmithing, etc. If our children were
permitted to study the language practically, instead of being
compelled to learn some grammar by heart, the study would
become the most exciting and valuable in the school drill,
instead of the most repulsive and useless, as is now too often
the case in many schools. The writing of letters, essays, and
reports are practical illustrations of mental power and its development, as well as of the principles of spelling, syntax, and
rhetoric.
But the collection of cabinets of minerals for the school, and
each pupil for himself, can in many localities be made a very
interesting and useful exercise. Besides the mineral cabinet,
the collection of animal and vegetable curiosities, and the proper
display of them in the school-room, can be made exceedingly
useful in elevating the school in the opinion of the children,
and changing the idea of school life from that of hateful, prison
drill, to that of a really free and happy employment, immeasurably more attractive and exciting than any villainous games
or sports that boys playing hookey can engage in.
But walks, short journeys even, with a class or school, as
affording opportunity for observation in geography, study in
geology, mineralogy, botany, and natural history, will be found
full of practical illustrations in these sciences and others, and
in many of the useful arts.
By the means of all of these illustrations, and the processes
which I propose to describe in connection with them, not only




260                SCHOOL MANAGEMENT.
is every worthy object, whether in the rote-force system or in
the object-lesson system, attained, with greater rapidity and
certainty than in those systems, but what is of infinitely more
value than any thing which either of these systems seems to
contemplate in its drill or outlook-the habits of cheerful, joyous
occupation for worthy and remunerative ends is fixed; the habit
of thoroughness and mastery in whatever the child or youth
engages is established; the habit of promptitude, systematic
action and dispatch, becomes itself a success in giving success
to every work and enterprise engaged in; the habit of real
enjoyment in doing good (rather than in doing evil) is vitalized, energized, and becomes the working power of the life.
These habits make the boy or the girl just what the God of
Nature and of Grace designed that he or she should be, in His
great scheme of agencies for the redemption of our fallen race.
REMARK.-The briefest statement possible of the means of illustration
has occupied so much time and space, I shall be compelled to devote another hour to the description of some of the processes necessary to make
these different classes of illustration available in True Object-teaching.




TIE-1E OBEOrCTS A1~WD AI)CES
OF THE
SUCCEEDING TWELVE LECTURES ON SCHOOL
MANAGEMENT IN VOLUME II, NATIONAL NORMAL.
Theywill demonstrate that the entire school management, as based on the "prin
ciples avowed" and exemplified in the twelve lectures already published, in vol.
ume I, can be carried out in the spirit and power of truth and love; and they will
give such methods for school organization, sustaining order, inciting diligence,
arousing ambition, sustaining cheerful, earnest effort, and FIXING GOOD HABITS, as will overcome all difficulties, and such as have, in a multitude of cases'
converted the school room from a prison into a paradise, from. L> incipient hell,
where the most favorable state of affairs, resulting from suspicious domination and
wearisome routine, is treacherons eye-service, cringing servility, compulsory toil
and repressed antagonism, into a brotherhood, where mutual confidence begets
earnest endeavor, where increasing daily success incites higher aspiration and more
determined effort, where the teacher finds his every faculty, every susceptibility,
exercised to its utmost in guiding and blessing those so eager to appropriate every
suggestion, so anxious to comply with, or forestall, every request.  Such is the
power, the success of truth and right in the Normal Methods of School Management as these Lectures will demonstrate.
XIII LECTURE Preliminaries to organization. Contracting with directors.
Most important items generally neglected.
XIV LECTURE. Organization; a definite mode of procedure; the beginning of
a noble success.
XV LECTURE. Normal methods of sustaining order and exciting diligence.
Rules? how enforced without corporal punishment.
XVI LECTURE. Discipline; incentives, proper and improper.
XVII LECTURE. Discipline; penalties, proper and improper.
XVIII LECTURE. Strategy, how to convert difficulties into advantages.
XIX LECTURE. Illustrations; or true object teaching.
XX LECTURE. General exercises, how made attractive.
XXI LECTURE. Superintendency, with six hours' teaching, and no time for examinations.
XXII LECTURE. Superintendency, with sufficient time for examination of
classes.
XXIII LECTURE. Declamation and composition; how introduced and ustained
without compulsion.
XXIV LECTURE. Professional improvement, self-culture.




SYNOPSIS OF FIRST TWELVE LECTURIS ON SCHOOL
MANAGEMENT, IN VOL I NATIONAL NORMAL.
In order to present the general scope of this course of lectures on School Man
agement, we present here a very brief outline of the twelve lectures in Volume I.,
NATIONAL NORMAL. Also, of the twelve lectures, yet to come, in Volume II ~
I LECTURE. QUALIFICATION 1st, Common Sense.
II LECTURE. QUALIFIalTION 2d, Knowledge of The Branches.
III LECTURE. QUALIFICATION 3d, Teaching Power.
IV LECTURE. QUALIFICATION 4th, Governing Power.
V LECTURE. QUALIFICATION 5th, Love of the Work.
VI LECTURE.                   (I. Insubordination from bad predecessors.
2. Insubordination from good predecessors
DIFFICULTIES IN SCHOOL ROOM   3. General prejudice against novelties.
How to overcome them. 4. Bad habits in school room.
5. Interference of parents.
6. Amount of labor to be performed.
7. Irregularity in attendance.
VII LECTURE.                C 8. Tardiness.
9. Indifferenee of parents.
DIFFICULTIES IN SCHOOL ROOM. 10. Want of uniformity and sufficiency of boonx
How to overcome them. 11. Want of sufficient accommodations.
12. Want of properly prepared fuel.
13. Hard cases.
14. Low wages.
VIII LECTURE.         [1. Bad grammar, pedantry, dogmatism.
2. Use of tobacco, and what comes of it.
SELF-DIFFICULTIES.   3. Want of self-control, seven specifications.
How to overcome them-. 4. Want of social power, the reason and remedy.
5. Want of confidence in one's self, how to obtain it.
6. Want of confidence in human nature, why.
7. Want of confidence in God.
IX LECTURE. Human constitution as the material for training.
School training defined and exemplified.
X LECTURE. School management in class management.
Education the formation of habits.
The habits to be aimed at in the school work:
1. Cheerful, earnest industry. Love of work
2. Oarmful,thorough investigation. Promptitude and energy.
3. Systematic arrangement and methodic action. Good order
XI'LECTURE.   4. Useful and benevolent activity. A noble and virtuous life
XII LEOTURE. Sihool management in class managemennt.
Exemplified and explained in the management of m Bnta
Arithmetic class.












LECTURE ON SCHOOL MANAGEMENT.
(COPYRIGHT SECURED.)
LECTURE XXI.
PROCESSES OF TRUE OBJECT-TEACHING
IN THE HIGH SCHOOL.
PRELIMINARY REMARKS.
1. In attempting to describe the processes of true object
teaching, two difficulties present themselves: (1) the description is unnecessary to those present, who have been trained
here, more or less, in these very processes; (2) they can hardly
be made intelligible to those who have not used them, or, at
least, witnessed their operation and enjoyed their results in
the school work; nevertheless, in order to give a somewhat
complete view in this course of lectures of the system of' Normal School management as here wrought out and taught, I
shall venture on the description of these processes, with the
hope that the statements and details may hereafter prove valuable by way of reference or suggestion in your several fields
of labor.
2. I would like, if possible, to make these statements, so
that they may be applicable both to graded and unclassified
schools, saving the time and space necessary for a re-arrangement and restatement for either purpose. I shall attempt this
double work as one; and in order to bring the description
within the least limits consistent with perspicuity, shall give
261




262       SCHOOL MANAGEMENT -LECTURE XXI.
the processes only for five departments in a graded school,
viz: The High, Grammar, Intermediate, Secondary, and Primary Departments. These four last, it will be noticed, correspond respectively, as near as may be, to the four grades
in a well organized unclassified country school.
3. It must be kept in mind at every step, as we proceed,
that in every effort you make in carrying these processes into
practice, that the same true objects of True Object Teaching
are ever present; the same spirit of Liberty, of Enthusiasm, of
Charitly, of Benevolence is ever operative and controlling
both teacher and pupil; and that the noble and precious results of a true manhood, a beautiful womanhood, working in
cheerful industry, with vigorous enterprise, for eminent attainments in a pure, honorable, and usefill life, are constantly
foreshadowed, with more and more promise day by day, in
every pupil's character engaged in these processes and their
concomitant exercises.
4. In order to make these descriptions intelligible to the
uninitiated, and at the same time to bring them  within the
limit of a lecture, I shall be compelled to select one or two
exercises in one or two branches in each of five departments,
more to illustrate the nature and drift of these forms of instruction, than to give any connected and available guide to
their development and practice.  These can only be obtained
by a consecutive and protracted course of training.
I. OBJECTIVE TEACHING IN THE HIGH SCHOOL.
1. RHETORIC.-In this branch, in contradistinction from
the ordinary rote method of requiring memorized recitations
from  one text-book, we make use of a variety of text-books
in a class, using them  more for the purpose of training our
pupils in the processes of finding what they desire to know
in the development of a given thenle, than as text-books.
The real work in the study of rhetoric, with us, is most purely
objective; making text-books our servants, or mere tools,
collateral or subordinate aids, in the prosecution of the class
work.  From  first to last, the teacher lays out the work in
the hour of recitation for the class to perform  during the
study hours assigned to them.  He also gives such preliminary drill as is necessary to the understanding of the work
to be performed, and such as will excite an interest in this
work, so that, while it shall be done intelligently, it shall be
done with all cheerfulness, in the slpirit of true enterprise and
of noble emulation. The only difficulty in this plan is, that
pupils can hardly restrain themselves to the prescribed hours,




TRUE OBJECT-TEACHI'NG.                  263
and too often give more time to these themes than is consistent with other duties.
Now, such a class, managed by this objective nmethod, with
these Normal objects in view, enumerated and explained in my
last lecture, never fail to rouse themselves to their highest effort,
in the prel)paration of their dalilv assigned work.  Day by day,
as the result of such earnest labor in the spirit of liberty and
enthusiasm,   a higher power is evoked in each soul, and a
better habit of strenuous exertion for noble ends is fixed in
every life.  And just this is what we'work for, and what we
consider the True Object System  of teaching.  And we accomplish what we worlk for; that's the beauty of the thing.
I h}ave shown, in another lecture (Lect., p.    ), how
the hligher objects, good-will to man and reverence for God,
are reacted in the spiirit of charity, benevolence, and devotion.  Success in attaining these higher objects, as also the
others, must depend on the peculiar character of the teacher.
lie can not fail, in the Normal method of' Object-Teaching, to
impress his own spirit into the very life and soul of every
pupil.
Now, I claim  that, while a klnowledge of Rhetoric, as a
science and art, is held as very subordinate in this objective
method of treating the subject, yet a more than ten-fold power
is obtained by this method over that obtained by any other
method which I have ever known used in the college drills.
Work that is work, in the spirit of' enthusiasm  and liberty,
accomplishes miracles, when compared with work which is
drudoery in the spirit of toil and submission to exacting requiistions for such mere temporary and inadequate endls as good
recitations, in expectation of reward, or avoidling censure, and
in preparation for a quarterly or annual examination.  How
hateful and burdensome, comparatively, is such work; and
how rnuch of slhirking, deceit and shlaming necessarily enters
into all this line of what is called  instruction, education,
preparation for life! If there is any vim  or juice in it, it is
all in the wrong direction-establishing bad habits, and fixing
the supremacy of' bad inclinations, passions, and practices in
the school work for the life outfit.
To make this objective methlod as intelligible as possible, I
will ask your attention for a moment to sonie specinmen points
in the nmanaemnent of a I-hetoric Class, conducted  in the
method that I consider Nornlal, or that, for thle tinme being, I
denominate "The True Object Method."  No object-lesson taint
can be found in it.  Instead of assigning lessons by the }:age
or chllapter in one text-book, according to the colle(re mnetlod,
the teacher gives a drill in partitioning sonle theme involv



264        SCHOOL MANAGEMENT — LECTURE XXI.
ing some common and interesting object-as "The Watch."
The class is led on to consider and suggest the subordinate
topics contained under the general theme, such as the history,
construction, materials, classes, movements, modes of manufacture, uses, abuses, etc.  AWhile the hour of recitation is
thus mostly spent in developing this theme in subordinate
themes, by arousing the tllilllnking and observing energies of
the class, at the close of the exercise nnother theme is given
for the class to stutly out, each pupil by himself, during his
study hour.  Tlhe steam  engine, for instance, would be an
appropriate tleme, provided the class could visit one, or
more, in the village or neighborhood.
At the next recitation the prepared outlines are received,
examined, commented on by the teacher and pupils; and,
possibly, it may be best to give another day to study the
same theime, objectively, in this. same general manner; probably not.
T'he logical or natural order of arrangement of these subordinate themes now receives attention.  Each pupil is requested to pin or tack his paper to the wall, that every other
pupil may have opportunity to aid himself by examining the
work of every other in completing his arrangemient of subordinate topics in the general outline.  When this is done, each
pupil is requested to arrange the entire list of subordinate
topics in that order which seems to him the most natural and
appropriate for their consecutive discussion.  The several arrangements are then examined by the teacher, the merits or
demerits of one or two discussed by the class, and the place of
each topic decided by a vote of the class, so fhr as time will
permit.  The object of this part of the drill is to interest the
class in the power of relations, beauty of' systematic arrangement, and to confirm the habit of systematizing whatever they
take in hand, and to establish the love of good order everywhere.
Then a subordinate topic is assigned to each, for him or her
to partition in preparation for elaboration in a brief and yet
exlhaustive essay, giving a description or discussion appropriate to the particular theme assigned.  The partitioning of
some of these subordinate topics may be necessary in the
class, and by the whole class, under the guidance of' the
teacher, in order to secure earnest work at this step, and prevent discouragement on the part of' any pupil.  These outlines of' subordinate topics are received at the next recitation,
and examined by the teacher, or they may be pinned or
tacked to the wall, as before, for general examination.  It
may be well to propose to grade these consecutive papers in




TRUE OBJECT-TEACHIING.                   265
three particulars, viz.: neatness, exhaustiveness, logical arrangrement, on a scale from  1 to 5 in each particular.
r'he pupils, in making out tllhese outlines, ihav\e been encouroged to get infbr-mation friom every reliable source, first,
and best always, by usin, their own powers of observation on
the object itself; secondly, by conversation with tho-e who
are nmost familiar with tile article or object under consideration; and, lastly, by consulting any books that will give any
pertinent info)rmation.'T he subordinate topics are then elaborated and read by the
several plupils, for the general interest and ilistruction of the
class.  The teacher often finds hinilself as much instructed as
any other member of the class.  These papers are then taken
and examined by the teacher, and returned to the pupils, with
the errols note(l by figures given on the scale of' criticism —
froll 1 to 20.  The pupils are then requested to correct the
errors thus indicated, aInd another hour or more is occupied in
receiving from the pupils the correction of their own errors, as
they give them  aloud befbre the class.  As soon as the work
on the first general theme is completed by any of' the pupils,
another general theme of' similar character is assigned.  It is
necessaly, in  this class, as elsewhere,  to  furnish  work, a
plenty of work, for every pupil, or the result is dissatisfaction, laziness, or mischief.
But, after having assigned two or three themes of these visible and tangible objects, the ends for using them are attained,
and a higher class of' themes is then assigne(l —as photography,
telegraphy, or some other useful art.''These being treated in
a more vigorous manner-as the pupils can bear it-are laid
aside, and(  a more abstract class of themes is gradually
reached, and more thoroughly canvassed, and  more elaborately discussed by our young writers.  Trhe development of
power by this process is so rapid, and the accumulation of
energy is so great, that no unprejudiced observer will say
I exa~ggerate when I affirm  that ten times as mluch is accomplislied by this "True Object Mlethod," as by any of the
mlsty, lazy, slavish book-lesson methods pursued in tile academies or colleges.  Rather, he would say, I opine, that these
same college methods, handed downl f'om the dark ages, are
a positive waste of time, and a terrible abuse of miid and
character, whene compared with the True Normal Method of
Objective teaching in this branch of study.
The enthusiasm  arotlsed is so intense that the laziest are
reached, and( the most actively-mischievous and vicious are
controlled and converted, for the most part, into noiOle and
pure workers.  These vicious ones, made so by bad school




266        SCHOOL MANAGEMENT-LECTURE XXI.
management in previous schools; from being the curse of the
community and the dread of the teacher, become the pride of
the school, and tile leaders ill all good works in the community at large.  But these are only the necessary and legitimate results of true teaching; and the true teacher expects
such things.  He is satisfied with nothing less. It is his
mission to (lo what the p.ulpit can not-to reach even further,
with his schemes of active benevolence, than the Sabbathschool or the colporteur.
To those of you who have participated in just such exercises in our Normal classes here, I am sure my description of
these processes will seem meager, and my statements, as to the
results obtained in this ki nd  of normal objective drill, very
tame; but I trust you feel energized by your experience as
pupils here to carry these same processes, improved by your
own ingenuity and enthusiasm, into your own schools wherever
you go.
2. CHEEISTURY.-I shall now, as time and space may permit,
develop the objective niethod of treating one of' the natural
sciences, chemistry, fbr instance.  It would be supposed that
college professors, with a good supply of materials and apparatus, would, at least, in the natural sciences, prove to be objective teachers.  But, I am sorry to say that I consider them only
object-lesson teachers; they (lo too much of the work in handling the apparatus and materials, and nearly all the thinking
in lecturing before the classes, thus making their pupils more
helpless, lazy, and mischievous than if helplessness, laziness,
and mischief were the objects for which they were working.
It is true that many professors in colleges, and many college
teachers in academies, require memoriter recitations from textbooks in the natural sciences; and I am at loss to determine
which of the two methods is the most effective in establishing
bad habits in the pupils-the lecturing plan or the memoriter
plan.  Much evil inevitably results firom  both; and some
good, undoubtedly, in spite of their general and baneful tendency. You. know very well, my friends, how  these things
are managed here.  Wre permit our pupils to do the work, the
thinking, the lecturing; and a more enthusiastic crowd was
never witnessed, than that which assemble daily to work out a
thorough mastery of chemistry. Laziness, where can it lodge?
Mischief, swho has any time for it?  The only trouble is, there
is not time enough to do one-tenth of what each pupil desires
to do.
It is asserted by some college gentlemen that, by such methods as these, the pupils fail to get a thorough knowledge of the
science or art studied, because they do not prepare themselves




TRUE OBJECT-TEACHING.                 267
to be examined in some text-book on that science or art. My
reply is, that, by such objective processes as are practiced here,
the pupil obtains a ten-fold more practical and valuable knowledgye of any subject, than by any amount of mental labor bestowed in memorizing one text-book, or in preparing for any
examination, however rigid.  In the one case, the labor is
bestowed directly and objectively on the substances and facts
involved, also to their applications in business or in science;
and these real and objective processes, if managed with any
skill on the part of the teacher, can not fail to arouse every
energy the pupil possesses.  In the other, the mental labor
is given indirectly to the words and ideas of the text-book,
looking more to the marks of censure and approbation in the
recitation, than to the applications and relations of the truths
contained in the text-book.  In fact, not one in a thousand
gets any clear apprehension of the ideas contained in a textbook without the objective work to aid the mind and heart in
the effort.
The Objective or Normal Method is full of enthusiasm and
fruitful in results for good, both in the school life and in after
life, througlh the habits established and the power obtained.
The college or rote-force method is a paralysis to all voluntary effort, and is fruitful in results for evil, both in college
or school life, and after life, through the vicious habits established and the utter lack of personal power, energy, and enterprise engendered, whether by the memoriter processes, or by
the object-lesson processes connected with the lecturing method'
of instruction as now pursued in nearly all colleges and universities.
THE AIANAGEMENT OF A CHEMISTRY CLASS..
Instead of assigning a lesson of some six or eight pages at
the beginning of the book, to be memorized by the class, for
the first recitation, according to the rote-force method; instead of delivering a learned introductory lecture, desiring.
the pupils to take notes in preparation for an examination oni
the subject-matter of the lecture, according to. the most ap-.
proved college method; which method, as it proceeds, develops itself as being the veritable object-lesson method im-.
ported from Germany into our colleges, and into our primary
and secondary schools by the way of Oswego; instead' of any
rote-force method, or any object-lesson, however modified, I
would strive, in my first exercise, by the use of objects, to
arouse an interest in the subject; such an interest as would
stimulate my pupils at once to apply themselves to work, for




268        SCHOOL MANAGE3MENT-LECTURE XXI.
the love of it; to thoroughl-going, self-propelling work. This
I would strive to accomplish by processes like these which I
shall attempt to describe. I would, in the first place, direct
the attention of pupils to the iron rust on the stove, stovepipe, or other iron surface in the room, noticing the difference
between the iron and iron rust.  I would also ask the class to
mention other kinds of rust; and I would then ask the class
to open their text-books (of which there would better be several d(ifferent kinds in the hands of different pupils) to the
chapter on oxygen.  I would ask them to find the article on
oxides, and from  that, if possible, discover the true nature of
rust, whether of iron or other metals.  I would then ask my
class to discover, if possible, from their books where else oxygen could be found beside in rust.  The leading facts in regard to the presence of oxygen would thus be drawn out of
the text-book by the class, in connection with the objects;
rust, air, water, etc. I would then inquire if any one in the
class can ascertain the process by which oxygen can be obtained in a separate and pure state.  Yes.  The description
of the process is read. Now, who would like to step forward
and perform the experiment, as described in the book, of
" making oxygen?"  " Here is the apparatus; here is the material given; here is every thing you need for the purpose."
I shall, probably, have a dozen volunteers for the work. I
accept of two to work under my eye, and in the presence of
the class, in the manufacture of oxygen.
All are watching eagerly the process of preparation, and
when the oxygen begins to " come over," expressions of satisfaction or delight burst from memblers of the class. Several
jars or glass fruit-cans are filled with the gIas. By this time,
perhaps, the hour of recitation is nearly gone, and time must
be taken to assign the lesson, and to explain the method of
study. A topic list, previously written on the blackboard, is
now presented and explained as the means by which they can
study the substance and the subject, oxygen.  Pupils are requested to copy this topic list, and to prepare themselves to
discuss any topic contained in the list, in its relation to oxygen, at the next recitation.  It is also stated that some of
these topics will be found more fully treated in some books
and some in others.  It wvill be desirable for every pupil to
have the use of more than one text or reference book in preparing the lesson.  If this is not practicable, eacll must do
the best he can with one book. If the teacher can possibly
find time and strength, he will do well to ask two or three
pupils to meet him, at some tinie, outside the regular schlool
hours) to prepare experiments for exhibition before the class




TRUE OBJECT-TEACIIING.                 269
at the next recitation. The proper conducting of any class in
natural science needs ain extra hour with a )part or the whole
of the class in the preparation of materials and the alraingement of apparatus for successful experimenting during the
hour of recitation.  This hour of drill in mnanipulation is
worth more to the pupils who engage in it, vastly more, than
all the rest without it.
At the next recitation, then, the experiments are performed
by those who have enjoyed tile previous drill during the extra
hour; and, possibly, some others are permitted to repeat the
sime experiments for the sake of general practice, and giving
greater familiarity to the whole class with tile experiments,
their manipulations and explanations.
It will be borne in mind that, as each pupil performs an experiment, lie is expected to give an explanation of' its details
and results, and make its appllications and connections with
the general line of discussion in the development of' the general subject.  It may be necessary, at first, for tihe teacher to
aid the pupil in his efforts at explanation by some suggestions
or questions; and if the pupil fails, the class is called upon
for the elucidation of the point under consideration, and some
volunteer is requested to give his view in regard to the imatter in hand.
Oxygen being the first substance examined, it may be necessary to detain the class on it, as a subject of study and manipulation, for three or four days, before hydrogen shall be assigned as the next substance to be examined in the light of
the same "topic list."  A similar but more rapid course will
be pursued in the management of hydrogen, and other simples
and compounds, the teacher always selecting such as, in his
judgment, will be best calculated to sustain and increase the
interest and working power of the class.
I have only attempted, here, to give a description of the
introductory work for a class in chemistry.  It is sufficient,
however, I apprehend, to give some idea of the processes involved in TRUE OBJECT TEACHING, as applied to the natural
sciences.
As the class progress, on the same general plan, new devices
are introduced at every step, to secure the grand OBJECTS set
forth in order in lecture XIX.
Can it be supposed that, with such processes, carried out in
the spirit of liberty, enthusiasm, and kindness, that there can
be any possibility that any pupil should continue in habits of
laziness and mischief, shirking and shamminig?
It will be perceived that no memorizing of definitions, processes, or explanations is tolerated, much less required.  Noth



*270      SCHOOL MANAGETMENT-LECTURE XXI.
ing so repulsive and hateful, so useless and abominable, is permitted to neutralize the interest and power of True Object
Teaching.  It will also be noticed that the lecturing is done
almost entirely by the students, and that the manipulations
and experimenting are given into their hands and hearts, as a
means of arousing the highest possible interest and energy, as
the true working power of the class.
It has not unfrequently beeii the case that pupils managed
in this way originate apparatus of their own in their own
rooms, homes, or elsewhere, to practice still more than the possibility of class drill will permit.  Sometimes, indeed, the
teacher calls for volunteers to get up a certain experiment with
apparatus of their own construction; and, in a class properly
managed, there will be no lack of volunteers for this or any other
good purpose. Such experiments and apparatus are generally
exhibited before the class, and commented upon by the class in
due order, after the explanation or lecture by the exhibitor.
Now, if some good, honest, hard-working rote-force teacher
objects to this method of teaching chemistry, natural philosophy, or physiology, by saying that "I can teach the lessons
as they are given in the book well enough for me; but as for
the experimenting, I have n't any apparatus, and if I had, I
would not know how to use it; in fact, it would only keep the
scholars from getting good lessons," I reply, that your teaching any one of the natural sciences by book lessons alone is just
as sensible and useful as it would be for the architect or surgeon to teach his pupils the " art and mystery " of his profession by book lessons alone. No; the book teacher, the roteforce teacher, is a quack and a nuisance.  He makes his pupils
wicked, and, in the main, defeats the true OBJECTS of school
life, and too often of the entire life, by making school work
burdensome and hateful.  But what shall we say of the object-lesson lecturers, with their most approved courses of instruction after the manner of the German Universities? I am
free to say that, comparatively, they belittle and paralyze their
pupils, by failing to arouse that spirit and enthusiasm of independent investigation, of self-propelling work, of thorough
mastery of subjects, of systematic arrangement of their labor
and acquisitions, of a ready, coherent, and apt expression of
their own thoughts; by failing to draw out of their pupils that
self-sacrificing energy for the good of a class, which the True
Object method of teaching is sure to accomplish, as its necessary and legitimate result.




PUBLISHER OF
IFLBD0' O'S  SCHOOL   APPARATUS,
AND
I'oLcQpokk,                   TER.EESTP:EL  QLOBES.
WVIT H VALUABLE- IMPRIOVEMENTS.
No. 1 A, 12 inch, Brass tripod stand, with new iron horizon.
No. 1 B, "     Bras round stand,'
No. 1 C, "     Wood round stand,           "
No. 1 D, 8 inch, Tripod stand,    _      "
No. 1,    "   Metal round stand,:          "
No. 2,    "   Wood round stand,
No. 3,
No. 3 A,6 inch,
No. 4,  5 inch,. 
No. 5,  3 inch,
No. 6,  5 inch, hemisphere.
No. 7,  3 inch,   "
How to Use Globes-In the School and Family.
Teachers' Guide to Illustration-Showing how to use Holbrook's
Globes and School Apparatus.
The Twelve Inch Globes are Entirely New, showing all the latest
political divisions-Annexationl of; Alaska, Atlantic Cable and correct
mountain chains and deserts, &c., &c.The Six Inch Globe is also new, and superior to any of its, size in the
market. It is light and, substantial, being maitde of the same material as
the eight and twelve inch globes.
Amnong the advantages which these Globes present are the following,viz,:
1st-O-utlines of natural and political divisions are distinctly given.
2d-Ocean currents are represented.
3cd-Parts representing water are colored blue, which, besides making
a better looking Globe, prevents their showing signs of wear, evenafter long
use.
4th-Made of a material that will not crack or indent.
5th-Of the most convenient size for general use.
The above Globes are made of papier mache, and covered with a coimposition which can not be dented or broken. They are also impervious to
water, and when soiled may be cleaned with a damp cloth or sponge.
By a new invention, a light metal horizon has been substituted for the
old style of wood, so that these Globes, as they are now manufactured, are
vastly superior to any in America.
New Mlountings. —The Meridian is stationary, and the Globe moves in
it to elevate and depress the Poles. The Horizon may bo removed, and
the Globe is shown with the least possible frame work to confuse the
pupil. The Horizon may also be used for a Day Circle to illustrate the
changes of seasons, varying length of day and night, &c. The entire
arrangement favors the natmual method of teaching.
Ctlapness. -Though made with the strongest balls, the latest maps,
and the most convenient and best finished mountings, they are sold as low
and in mIost cases lower than the oldest and poorest Globes made.
SUBSTANTIAL AND DURABLE SCHOOL FURNITURE
Of all styles. Orders solicited for the entire furnishing of Schools.
[See Next Page.]




HOLBROOK'S SCHOOL APPARATIS- Continue.
HOLBR(O0K S IM PR(VED GYROSCOPE.
No. 17, Ex., having 3 rings, No. 18. having 2, and No. 19,having 1 ring.
A very wdt(lertul piece of nieeh(* tnisnl, explaining tile (eentri tusal and centripetal forces in mlechani(s, and tile rnoti)ons of the heavenly bodies.
NUMERAL FRAMES.
No. 21, nicely made and varnished havging 144 colored balls.
No. 22.   "       "         "              "    100    "        "
Trliis frtame isused in Prim'try, Internmediate and Gramlnmar Schools.
It greatly assisis ill teachint Ito c)unt,:addl stnitract, multiply and divide,
and is especialiy usel Il in illustrating fractions.
HOLBROO()K'S GEARED TELLIURIAN.
No. 8, brass tnouuntd, with day circle andl compass.
No. 9,     "             "   "    "   next best.
No. 10,                           ((  
THE TELLUIHIAN is an instrulment designed to illustrate all the phenonmeion rllsul1 tig trom thle relati(,lis of Stin, Earthi and Moon toea(h
otlier, atid slhowing tihe (citses of the following:  1st. Succession ot day
and night, tand dit-lerence in lenglh.  2d. Chlanges of tile Seas(,ns. 3d
Chianges of tile Mloon. 4' h. Solar aid TLnnaIr E(lipsf-s. 5tl)h. Philosophy of
thile tides. 6Lh. Precession of the equinoxes. 7th. Differences of solar and
sidereal tinme, etc., etc.
HOLBROOK'S ORRERY, oR PLANETARIUMI.
No. 12, brass statidard like No. 8, iighlost tiish. NTi. 13, brass standards,
like No. 8. ttext best. 1No. 14, wood st andard(, i(ext lest.
T'-IE ORRERY is an instrunrfeit whic(h shows thle p)roportional size and
relative posltiojn of tlhe planets, and tirmes ot their revoluitiotn. All illtistrationl with this machine l)rings out our vast systemil of sun, planets and
oon irnto so perfect aid tingil)le a shape, atnd so sntall a co()npass, that
the young even can easily cmlprehend it. For teaching Astronomy and
Geography.
HOLBRO)0K'S CELESTIAIL  SPHERE.
Nc,. 15, brass moun tted, highest finish. No. 16, brass mnonnted, next best.
TIuE (CELELSTIAL SPH}tiRE iS designed fol classes in Astronomrly, or Geography of the Heavens. Tlue celestial inerid ans, eqtlator ald poles of
the Hleavenrs, and z(odiac, divided inrto signs and degrees, are represented
as they are imagined to exist.
CUBE ROOT BLOCKS.
No. 25, double, for carrying illustratiolns to three or more places. No.
26, single, tir carrying illustrations to two or more places. No. 27. sixtyfour i:ch cuIes, for same purpo-e. The questiont of Square and Cttile Root
can I)e solyed in no other way so easily as by illustrating with blocks of
this kind.
CONTIC SECTIONS.
No. 28, Dissected Cone, with pins, showing the Circle, Eclipse, Parabola an;d Hvperbtola, colored sections. N). 29, ditto. Smaller. No. 32,
Blac.kloa rcl Rubbers with handle, inade of best sheep's wool. Two styles
and four sizes. No. 33, Pointing Rods,, hickory, best j(,inted.
HOLBROOK'S OBJECT-TE'ACHING  FORMIS AND  SOLIDS.
No. 20. Thirty-lfour fortns in neat wood box.
GEOMETRICAL FOIRMS.
No. 23, large size, very nice, neatly boxed. No. 24, smaller size, with
Arithmetical Solids. Forms and Solids are indispensable in teaching
square and cubic uleasure.
MAGNETS.
No. 30, Horse Shoe, or U  Magnets, of all sizes. with armature.
Every School and Teacher sho ild be provided witit one, furnishing as
does a mimeains of' illustrating the  law  of attraction, besides endless
amusement to the children.
JOSIAH HOLBROOK, Lebanon, 0.,
Or 117 West Fourth St., Cincinnati.




INVALUABLE AIDS TO TEACHERS,
PUBLISHED BY
J. HOLBROOK & CO.,
117 WEST FOURTH ST., CINCINNATI, AND LEBANON, O.
Holbrook's Weekly (Report Cards, Per hun&dred, $:.50.
Holbrook's MJonlhly (Peporis, per hundred, $1.5o.
Holbrook's Term ( Peports, per hundred, $3.oo.
Holb~rook's (Poll of Honor, o10 by 20 inches, eact, $i.oo.
Holbrook's School XSanagementz, $1.50.
Keep on hand, for Sale, Wholesale and Retail:
Holbrook's JVornmal.iMehods, i. 75.
Teacher's Guide to Illustration, $i.oo.
How to use Globes, 40 cents.
Holbrook's Globes and School Apparafus.
an2 13oonI or piece oitf,c~ t  -Tuhir v nt  ) tnail.,
ADDRESS,
EST FOURT STREET,& CINCINNATI, OHI
zz7 WEST FOURTH STREET, CINCINNATI, OHIO.




EDL U CA. TI-3'_'.L.1ONl AL.4-.,
Every Teacher in the United States should send for a specimen
number of the
NATIONAL NORMAL,
1An Elducational 2lIonthly, published at Cincinnati,0.
First number was issued October, 1868. It has a large circulation. It is
RADICAL, CRITICAL AN'D INDEPENDENT
in the discussion of all Educational, Social and Religious Topics..Reviewers have pronounced it
L[I EtLylWe-A,,'[&w N&k;,  FELLAs\sSs qI ETC.
The following 7estimo icals arce selected from many:
"It is edited with ability and spirit; is decidedly progressive and
deserves to be well sustained."' -3Jass. Teacher.
P-rof. D...  fl. -IG.-,'ri-ncipal S/ale AJ.ormal School, Salem,  fass.,
and I 5'esideut A'?tional Yieachers-' sIssociaZion at CZleeland.
"I send you herewith the cash for the NATIONAL NORIMAL. I consider
the money profitably invested.  Sincere Nwishes for your prosperity."
Nev. John S. JlT   -'; r-inceipal State'ormelZ,School, 2renton, X. J.
" I am in hearty accord with the tone of your NORMAL, always reading
it with interest and profit."
fion. Jno. 1~HIziBICki, Superintendent of Ptublk SChoolZ, Roston.
"' I lave just received and glanced through  your lively mnonthly. *  *
I find much in it that is interesting,,   I like its pluck and ilndividuality."
er..... L  C'r. 2rincipa! State Aobrmanl School, San Francisco, Cat., in
a leller -Febr'ua'y, S870.
"Before receiving the two copies of the NORMAL sent by you, I accidentally obtained a copy of the February number. I was much pleased
with it. At the conclusion of a course of lectures on' l'eaiching,"   I callcthe attention of the Senior Class to your journal.  As the result, I send you
the enclosed list of thirty subscribers.  Please observe that all parts of
the State are represented on the list; and that all are now teachers, whc
if pleased with the NORMAL will become its active agents. Those who have
paid two subscriptions want the first volume. If it can not be supplied,
enter their names for volume III."
rhe #ame in a letter Xovember, 1870.
"If you will send me the names of the subscribers I obtained for y, u
last February, I will see tlhat their subscriptions are renewed. All art
well pleased qwith the' Noormal.''
Yearly subscription, commencing at any number, $1 50 payable in
advance. Specimen number sent free of charcge.
Five copies will be sent one year for............................$ 6 50
Ten copies will be sent    "     "............................ 12 00
Tweinty copies will be set "    "........................... 22 00
Special terms given to County Agents acting regularly at Exan inationt
and Ilstitutes.
A cddress,
JOSIAH HOLBROOK, Publisher,
117 IVest Fo.ult' i St., Cincitiati, 0.