nature of the field which he has to cultivate, and of the objects which he wishes to accomplish, and applies means judiciously and skillfully adapted to the object, he must necessarily take a strong interest in his work. But when, on the other hand, he goes to his employment only to perform a certain regular round of daily toil, undertaking nothing and anticipating nothing but this dull and unchangeable routine, and when he looks upon his pupils merely as passive objects of his labors, whom he is to treat with simple indifference while they obey his commands, and to whom he is only to apply reproaches and punishment when they do wrong, such a teacher never can take pleasure in the school. Weariness and dullness must reign in both master and scholars when things, as he imagines, are going right, and mutual anger and crimination when they go wrong.
Scholars never can be successfully instructed by the power of any dull mechanical routine, nor can they be properly governed by the blind, naked strength of the master; such means must fail of the accomplishment of the purposes designed, and consequently the teacher who tries such a course must have constantly upon his mind the discouraging, disheartening burden of unsuccessful and almost useless labor. He is continually uneasy, dissatisfied, and filled with anxious cares, and sources of vexation and perplexity continually arise. He attempts to remove evils by waging against them a useless and most vexatious warfare of threatening and punishment; and he is trying continually to drive, when he might know that neither the intellect nor the heart are capable of being driven.
I will simply state one case, to illustrate what I mean by the difference between blind force and active ingenuity and enterprise in the management of school. I once knew the teacher of a school who made it his custom to have writing attended to in the afternoon. The school was in the country, and it was the old times when quills, instead of steel pens, were universally used. The boys were accustomed to take their places at the appointed hour, and each one would set up his pen in the front of his desk for the teacher to come and mend them. The teacher would accordingly pass around the school-room, mending the pens, from desk to desk, thus enabling the boys, in succession, to begin their task. Of course, each boy, before the teacher came to his desk, was necessarily idle, and, almost necessarily, in mischief. Day after day the teacher went through this regular routine. He sauntered slowly and listlessly through the aisles, and among the benches of the room, wherever he saw the signal of a pen. He paid, of course, very little attention to the writing, now and then reproving, with an impatient tone, some extraordinary instance of carelessness, or leaving his work to suppress some rising disorder. Ordinarily, however, he seemed to be lost in vacancy of thought, dreaming, perhaps, of other scenes, or inwardly repining at the eternal monotony and tedium of a teacher's life. His boys took no interest in their work, and of course made no progress. They were sometimes unnecessarily idle, and sometimes mischievous, but never usefully or pleasantly employed, for the whole hour was passed before the pens could all be brought down. Wasted time, blotted books, and fretted tempers were all the results which the system produced.
The same teacher afterward acted on a very different principle. He looked over the field, and said to himself, "What are the objects which I wish to accomplish in this writing exercise, and how can I best accomplish them? I wish to obtain the greatest possible amount of industrious and careful practice in writing. The first thing evidently is to save the wasted time." He accordingly made preparation for mending the pens at a previous hour, so that all should be ready, at the appointed time, to commence the work together. This could be done quite as conveniently when the boys were engaged in studying, by requesting them to put out their pens at an appointed and previous time. He sat at his table, and the pens of a whole bench were brought to him, and, after being carefully mended, were returned, to be in readiness for the writing hour. Thus the first difficulty, the loss of time, was obviated.
"I must make them industrious while they write," was his next thought. After thinking of a variety of methods, he determined to try the following: he required all to begin together at the top of the page, and write the same line, in a hand of the same size. They were all required to begin together, he himself beginning at the same time, and writing about as fast as he thought they ought to write in order to secure the highest improvement. When he had finished his line, he ascertained how many had preceded him and how many were behind. He requested the first to write slower, and the others faster; and by this means, after a few trials, he secured uniform, regular, systematic, and industrious employment throughout the school. Probably there were, at first, difficulties in the operation of the plan, which he had to devise ways and means to surmount; but what I mean to present particularly to the reader is, that he was interested in his experiments. While sitting in his desk, giving his command to begin line after line, and noticing the unbroken silence, and attention, and interest which prevailed (for each boy was interested to see how nearly with the master he could finish his work), while presiding over such a scene he must have been interested. He must have been pleased with the exercise of his almost military command, and to witness how effectually order and industry, and excited and pleased attention, had taken the place of listless idleness and mutual dissatisfaction.
After a few days, he appointed one of the older and more judicious scholars to give the word for beginning and ending the lines, and he sat surveying the scene, or walking from desk to desk, noticing faults, and considering what plans he could form for securing more and more fully the end he had in view. He found that the great object of interest and attention among the boys was to come out right, and that less pains were taken with the formation of the letters than there ought to be to secure the most rapid improvement.
But how shall he secure greater pains? By stern commands and threats? By going from desk to desk, scolding one, rapping the knuckles of another, and holding up to ridicule a third, making examples of such individuals as may chance to attract his special attention? No; he has learned that he is operating upon a little empire of mind, and that he is not to endeavor to drive them as a man drives a herd, by mere peremptory command or half angry blows. He must study the nature of the effect that he is to produce, and of the materials upon which he is to work, and adopt, after mature deliberation, a plan to accomplish his purpose founded upon the principles which ought always to regulate the action of mind upon mind, and adapted to produce the intellectual effect which he wishes to accomplish.
In the case supposed, the teacher concluded to appeal to emulation. While I describe the measure he adopted, let it be remembered that I am now only approving of the resort to ingenuity and invention, and the employment of moral and intellectual means for the accomplishment of his purposes, and not of the measures themselves. I am not sure the plan I am going to describe is a wise one; but I am sure that the teacher, while trying it, must have been interested in his intellectual experiment. His business, while pursued in such a way, could not have been a mere dull and uninteresting routine.
He purchased, for three cents apiece, two long lead pencils—an article of great value in the opinion of the boys of country schools—and he offered them, as prizes, to the boy who would write most carefully; not to the one who should write best, but to the one whose book should exhibit most appearance of effort and care for a week. After announcing his plan, he watched with strong interest its operation. He walked round the room while the writing was in progress, to observe the effect of his measure. He did not reprove those who were writing carelessly; he simply noticed who and how many they were. He did not commend those who were evidently making effort; he noticed who and how many they were, that he might understand how far, and upon what sort of minds, his experiment was successful, and where it failed. He was taking a lesson in human nature—human nature as it exhibits itself in boys—and was preparing to operate more and more powerfully by future plans.
The lesson which he learned by the experiment was this, that one or two prizes will not influence the majority of a large school. A few of the boys seemed to think that the pencils were possibly within their reach, and they made vigorous efforts to secure them; but the rest wrote on as before. Thinking it certain that they should be surpassed by the others, they gave up the contest at once in despair.
The obvious remedy was to multiply his prizes, so as to bring one of them within the reach of all. He reflected, too, that the real prize, in such a case, is not the