Straight, equidistant, parallel, smooth, well terminated
These directions were to call the attention of the pupil to the excellences which he must aim at, and when he supposed he had secured them, his book was to be presented to the teacher for examination. If approved the word Passed, or afterwards simply P. was written under the line, and he could then proceed to the next lesson. Other requisites were necessary besides the correct formation of the letters, to enable one to pass; for example, the page must not be soiled or blotted, no paper must be wasted, and, in no case, a leaf torn out. As soon as one line was written in the manner required, the scholar was allowed to pass; in a majority of cases however, not less than a page would be practised, and in many instances a sheet would be covered, before one line could be produced which would be approved.
One peculiar excellency of this method was, that although the whole school were working under a regular and systematic plan, individuals could go on independently; that is, the progress of no scholar was retarded by that of his companion; the one more advanced, might easily pass the earlier lessons in few days, while the others would require weeks of practice to acquire the same degree of skill.
During the writing hour, the scholars would practice, each at the lesson where he left off before, and at a particular time, each day, the books were brought from the regular place of deposit, and laid before the teacher for examination. Without some arrangement for an examination of all the books together, the teacher would be liable to interruption at any time, from individual questions and requests, which would consume much time, and benefit only a few.
When a page of writing could not pass, a brief remark, calling the attention of the pupil to the faults which prevented it, was sometimes made in pencil at the bottom of the page. In other cases, the fault was of such a character as to require full and minute oral directions to the pupil. At last, to facilitate the criticism of the writing, a set of arbitrary marks; indicative of the various faults, was devised, and applied, as occasion might require, to the writing books, by means of red ink.
These marks, which were very simple in their character, were easily remembered, for there was generally some connexion between the sign and the thing signified. For example; the mark denoting that letters were too short, was simply lengthening them in red ink. A faulty curve was denoted, by making a new curve over the old one, &c. The following are the principal criticisms and directions for which marks were contrived.
Strokes rough.
Curve wrong.
Bad termination.
Too slanting, and the reverse.
Too broad, and the reverse.
Not parallel.
Form of the letter bad.
Large stroke made too fine, and the reverse.
Too tall, or too short.
Stems not straight.
Careless work.
Paper wasted.
Almost well enough to pass.
Bring your book to the teacher.
Former fault not corrected.
A catalogue of these marks, with an explanation, was made out and placed where it was accessible to all, and by means of them the books could be very easily and rapidly, but thoroughly criticised.
After the plan had gone on for some time, and its operation was fully understood, the teacher gave up the business of examining the books into the hands of a Committee, appointed by him from among the older and more advanced pupils. That the Committee might be unbiased in their judgment, they were required to examine and decide upon the books, without knowing the names of the writers. Each scholar was indeed required to place her name on the right hand upper corner of every page of her writing-book, for the convenience of the distributors; but this corner was turned down, when the book was brought in, that it might not be seen by the Committee.
This Committee were entrusted with plenary powers, and there was no appeal from their decision. In case they exercised their authority in an improper way, or failed on any account to give satisfaction, they were liable to impeachment, but while they continued in office, they were to be strictly obeyed.
This plan went on successfully for three months, and with very little diminution of interest. The whole school went regularly through the lessons in coarse hand, and afterwards through a similar series in fine hand, and improvement in this branch was thought to be greater than at any former period in the same length of time.
The same principle of arranging the several steps of an art or a study into a series of lessons, and requiring the pupil to pass regularly from one to the other, might easily be applied to other studies, and would afford a pleasant variety.
12. THE CORRESPONDENCE. A master of a district school was walking through the room, with a large rule in his hands, and as he came up behind two small boys, he observed that they were playing with some papers. He struck them once or twice, though not very severely on the head, with the rule which he had in his hand. Tears started from the eyes of one. They were called forth by a mingled feeling of grief, mortification, and pain. The other who was of "sterner stuff," looked steadily into the master's face, and when his back was turned, shook his fist at him and laughed in defiance.
Another teacher seeing a similar case, did nothing. The boys when they saw him; hastily gathered up their playthings and put them away. An hour or two after, a little boy who sat near the master, brought them a note addressed to them both. They opened it and read as follows.
To Edward and John,
I observed, when I passed you to-day, from your concerned looks,
and your hurried manner of putting something into your desk, that
you were doing something that you knew was wrong. When you attempt
to do any thing whatever, which conscience tells you is wrong, you
only make yourself uneasy and anxious while you do it, and then you
are forced to resort to concealment and deception, when you see me
coming. You would be a great deal happier, if you would always be
doing your duty, and then you would never be afraid.
Your affectionate teacher, ----.
As the teacher was arranging his papers in his desk, at the close of school, he found a small piece of paper neatly folded up in the form of a note, and addressed to him. He read as follows,
Dear teacher,
We are very much obliged to you for writing us a note. We were
making a paper box. We know it was wrong, and are determined not to
do so any more. We hope you will forgive us.
Your pupils,
Edward,
John.
Which of these teachers understood human nature best?
13. WEEKLY REPORTS. The plan described by the following article, which was furnished by a teacher for insertion here, was originally adopted, so far as I know, in a school on the Kennebec. I have adopted it with great advantage.
* * * * *
c. A teacher had one day been speaking to her scholars of certain cases of slight disorder in the school, which, she remarked, had been gradually creeping in, and which, she thought, it devolved upon the scholars, by systematic efforts, to repress. She enumerated instances of disorder in the arrangement of the rooms, leaving the benches out of their places, throwing waste papers upon the floor, having the desk in disorder, inside, spilling water upon the entry floor, disorderly deportment, such as too loud talking or laughing in recess, or in the intermission at noon, or when coming to school, and making unnecessary noise in going to, or returning from recitations.
"I have a plan to propose," said the teacher, "which I think may be the pleasantest way of promoting a reform, in things of this kind. It is this. Let several of your number be chosen a Committee to prepare, statedly-perhaps as often as once a week,-a written report of the state of the school. The report might be read before the school at the close of each week. The Committee might consist in the whole, of seven or eight, or even of eleven or twelve individuals who should take the whole business into their hands. This Committee might appoint individuals of their number, to write, in turn, each week. By this arrangement, it would not be known to the school generally, who are the writers of any particular report, if the individuals wish to be anonymous. Two individuals might be appointed at the beginning of the week, who should feel it their business to observe particularly the course of things from day to day, with reference to the report. Individuals not members of the Committee, can render assistance by any suggestions they may present to this Committee. These should however generally be made in writing."