Each recitation, too, should have its specified time, which should be adhered to, with rigid accuracy. If any thing like the plan I have suggested for allowing rests of a minute or two, every half hour, should be adopted, it will mark off the forenoon into parts, which ought to be precisely and carefully observed. I was formerly accustomed to think, that I could not limit the time for my recitations without great inconvenience, and occasionally allowed one exercise to encroach upon the succeeding, and this upon the next, and thus sometimes the last was excluded altogether. But such a lax and irregular method of procedure is ruinous to the discipline of a school. On perceiving it, at last, I put the bell into the hands of a pupil, commissioning her to ring regularly, having, myself, fixed the times, saying that I would show my pupils that I could be confined myself to system, as well as they. At first, I experienced a little inconvenience, but this soon disappeared, and at last the hours and half hours of our artificial division, entirely superseded, in the school-room, the divisions of the clock face.
But in order that I may be specific and definite, I will draw up a plan for the regular division of time, for a common school, not to be adopted, but to be imitated; i. e. I do not recommend exactly this plan, but that some plan, precise and specific, should be determined upon, and exhibited to the school, by a diagram like the following.
FORENOON. IX X XI XII +-------+----------+---------+ | Reading. | Writing. R. G. | Arithmetic. | +-------+----------+---------+ | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | +-------+----------+---------+
AFTERNOON. II III IV V +-------+----------+---------+ | Grammar. | Writing. R. G. | Geography. | +-------+----------+---------+ | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | +-------+----------+---------+
A drawing on a large sheet, made by some of the older scholars, (for a teacher should never do any thing of this kind which his scholars can do for him,) should be made and pasted up to view, the names of the classes being inserted in the columns, under their respective heads. At the double lines at ten and three, there might be a rest of two minutes; an officer appointed for the purpose, ringing a bell at each of the parts marked on the plan, and making the signal for the rest, whatever signal might be determined upon. It is a good plan to have a bell rung five minutes before each half hour expires, and then exactly at its close. The first one would be to notify the teacher, or teachers, if there are more than one in the school, that the time for their respective recitations is drawing to a close. At the second bell the new classes should take their places without waiting to be called for. The scholars will thus see that the arrangements of the school are based upon system, to which the teacher himself conforms, and not subjected to his own varying will. They will thus not only go on more regularly, but they will yield more easily and pleasantly to the necessary arrangements.
The fact is, children love system and regularity. Each one is sometimes a little uneasy under the restraint, which it imposes upon him individually, but they all love to see its operation upon others, and they are generally very willing to submit to its laws, if the rest of the community are required to submit too. They show this in their love of military parade; what allures them is chiefly the order of it: and even a little child creeping upon the floor will be pleased when he gets his playthings in a row. A teacher may turn this principle to most useful account, in forming his plans for his school.
It will be seen by reference to the foregoing plan, that I have marked the time for the recesses, by the letter R. at the top. Immediately after them, both in the forenoon and in the afternoon, twenty minutes are left, marked G., the initial standing for General exercise. They are intended to denote periods during which all the scholars are in their seats with their work laid aside, ready to attend to what the teacher has to bring before the whole. There are so many occasions, on which it is necessary to address the whole school, that it is very desirable to appropriate a particular time for it. In most of the best schools, I believe this plan is adopted. I will mention some of the subjects, which would come up at such a time.
1. There are some studies, which can be advantageously attended to by the whole school together; such as Punctuation, and, to some extent, Spelling.
2. Cases of discipline, which it is necessary to bring before the whole school, ought to come up at a regularly appointed time. By attending to them here, there will be a greater importance attached to them. Whatever the teacher does, will seem to be more deliberate, and, in fact, will be more deliberate.
3. General remarks, bringing up classes of faults which prevail; also general directions, which may at any time be needed: and in fact any business relating to the general arrangements of the school.
4. Familiar lectures from the teacher, on various subjects,-very familiar in their form, and perhaps accompanied by questions addressed to the whole. The design of such lectures should be to extend the general knowledge of the pupils in regard to those subjects on which they will need information in their progress through life. In regard to each of these particulars I shall speak more particularly hereafter, in the chapters to which they respectively belong. My only object, here, is to show, in the general arrangements of the school, how a place is to be found for them. My practice has been, to have two periods, of short duration, each day, appropriated to these objects. The first to the business of the school, and the second to such studies or lectures as could be most profitably attended to at such a time.
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We come now to one of the most important subjects, which present themselves to the teacher's attention, in settling the principles upon which he shall govern his school. I mean the degree of influence which the boys themselves shall have in the management of its affairs. Shall the government of school be a monarchy or a republic? To this question, after much inquiry and many experiments, I answer, a monarchy; an absolute, unlimited monarchy; the teacher possessing exclusive power, as far as the pupils are concerned, though strictly responsible to the committee, or to the trustees, under whom he holds his office.
While, however, it is thus distinctly understood that the power of the teacher is supreme, that all the power rests in him, and that he alone is responsible for its exercise, there ought, to be a very free and continual delegation of power to the pupils. As much business as is possible, should be committed to them. They should be interested as much as possible in the affairs of the school, and led to take an active part in carrying them forward; though they should, all the time, distinctly understand, that it is only delegated power which they exercise, and that the teacher can, at any time, revoke what he has granted, and alter or annul at pleasure, any of their decisions. By this plan, we have the responsibility resting where it ought to rest, and yet the boys are trained to business, and led to take an active interest in the welfare of the school. Trust is reposed in them, which may be greater or less, as they are able to bear. All the good effects of reposing trust and confidence, and committing the management of important business to the pupils will be secured, without the dangers which would result from the entire surrender of the management of the institution into their hands.