The Teacher | Page 2

general
arrangements.--Systematizing the teacher's work.--Necessity of having
only one thing to attend to at a time.
1. Whispering and leaving seats.--An experiment.--Method of
regulating this.--Introduction of the new plan.--Difficulties.--Dialogue
with pupils.--Study-card.--Construction and use. 2. Mending
pens.--Unnecessary trouble from this source.--Degree of importance to
be attached to good pens.--Plan for providing them. 3. Answering
questions.--Evils.--Each pupil's fair proportion of time.--Questions
about lessons.--When the teacher should refuse to answer
them.--Rendering assistance.--When to be refused. 4. Hearing
recitations.--Regular arrangement of them.--Punctuality.--Plan and
schedule.--General exercises.--Subjects to be attended to at them.

General arrangements of government.--Power to be delegated to
pupils.--Gardiner Lyceum.--Its government.--The trial.--Real
republican government impracticable in schools.--Delegated
power.--Experiment with the writing-books.--Quarrel about the
nail.--Offices for pupils.--Cautions.--Danger of insubordination.--New
plans to be introduced gradually.
CHAPTER III.
INSTRUCTION. The three important branches.--The objects which are
really most important.--Advanced scholars.--Examination of school and
scholars at the outset.--Acting on numbers.--Extent to which it may be
carried.--Recitation and Instruction.
1. Recitation.--Its object.--Importance of a thorough examination of the
class.--Various modes.--Perfect regularity and order necessary.
--Example.--Story of the pencils.--Time wasted by too minute an
attention to individuals.--Example.--Answers given simultaneously to
save time.--Excuses.--Dangers in simultaneous recitation.--Means of
avoiding them.--Advantages of this mode.--Examples.--Written
answers. 2. Instruction.--Means of exciting
interest.--Variety.--Examples.--Showing the connection between the
studies of school and the business of life.--Example from the
controversy between general and state governments.--Mode of
illustrating it.--Proper way of meeting difficulties.--Leading pupils to
surmount them.--True way to encourage the young to meet
difficulties.--The boy and the wheel-barrow.--Difficult examples in
arithmetic.
Proper way of rendering assistance.--(1.) Simply analyzing intricate
subjects.--Dialogue on longitude.--(2.) Making previous truths
perfectly familiar.--Experiment with the multiplication table.--Latin
Grammar lesson.--Geometry.
3. General cautions.--Doing work for the scholar.--Dullness.--Interest
in all the pupils.--Making all alike.--Faults of pupils.--The teacher's
own mental habits.--False pretensions.

CHAPTER IV.
MORAL DISCIPLINE. First impressions.--Story.--Danger of devoting
too much attention to individual instances.--The profane boy.--Case
described.--Confession of the boys.--Success.--The untidy
desk.--Measures in consequence. --Interesting the scholars in the good
order of the school.--Securing a majority.--Example.--Reports about the
desks.--The new College building.--Modes of interesting the
boys.--The irregular class.--Two ways of remedying the evil.--Boys'
love of system and regularity. --Object of securing a majority, and
particular means of doing it.--Making school pleasant.--Discipline
should generally be private.--In all cases that are brought before the
school, public opinion in the teacher's favor should be secured.--Story
of the rescue.--Feelings of displeasure against what is wrong.--The
teacher under moral obligation, and governed, himself, by
law.--Description of the Moral Exercise.--Prejudice.--The scholars'
written remarks, and the teacher's comments.--The spider.--List of
subjects.--Anonymous writing.--Specimens.--Marks of a bad
scholar.--Consequences of being behindhand.--New scholars.--A
satirical spirit.--Variety.
Treatment of individual offenders.--Ascertaining who they
are.--Studying their characters.--Securing their personal
attachment.--Asking assistance.--The whistle.--Open, frank
dealing.--Example.--Dialogue with James.--Communications in
writing.
CHAPTER V.
RELIGIOUS INFLUENCE. The American mechanic at Paris.--A
Congregational teacher among Quakers.--Parents have the ultimate
right to decide how their children shall be educated.
Agreement in religious opinion in this country.--Principle which is to
guide the teacher on this subject.--Limits and restrictions to religious
influence in school.--Religious truths which are generally admitted in
this country.--The existence of God.--Human

responsibility.--Immortality of the soul.--A revelation.--Nature of
piety.--Salvation by Christ.--Teacher to do nothing on this subject but
what he may do by the common consent of his employers.--Reasons for
explaining distinctly these limits.
Particular measures proposed.--Opening exercises.--Prayer.--Singing.
--Direct instruction.--Mode of giving it.--Example; arrangement of the
Epistles in the New Testament.--Dialogue.--Another example; scene in
the woods.--Cautions.--Affected simplicity of language.--Evils of
it.--Minute details.--Example; motives to study.--Dialogue.--Mingling
religious influence with the direct discipline of the school.--Fallacious
indications of piety.--Sincerity of the teacher.
CHAPTER VI.
MOUNT VERNON SCHOOL. Reason for inserting the
description.--Advantage of visiting schools, and of reading descriptions
of them.--Addressed to a new scholar.--Her personal
duty.--Study-card.--Rule.--But one rule.--Cases when this rule maybe
waived.--1. At the direction of teachers.--2. On extraordinary
emergencies.--Reasons for the
rule.--Anecdote.--Punishments.--Incidents described.--Confession.
2. Order of daily exercises.--Opening of the school.--Schedules.--Hours
of study and recess.--General
exercises.--Business.--Examples.--Sections.
3. Instruction and supervision of
pupils.--Classes.--Organization.--Sections.--Duties of superintendents.
4. Officers.--Design in appointing them.--Their names and
duties.--Example of the operation of the system.
5. The court.--Its plan and design.--A trial described.
6. Religious instruction.--Principles inculcated.--Measures.--Religious
exercises in school.--Meeting on Saturday afternoon.--Concluding
remarks.

CHAPTER VII.
SCHEMING. Time lost upon fruitless schemes.--Proper province of
ingenuity and enterprise.--Cautions.--Case supposed.--The spelling
class; an experiment with it; its success and its consequences.--System
of literary institutions in this country.--Directions to a young teacher on
the subject of forming new plans.--New institutions; new
schoolbooks.--Ingenuity and enterprise very useful, within proper
limits.--Ways of making known new plans.--Periodicals.--Family
newspapers.--Teachers' meetings.
Rights of committees, trustees, or patrons, in the control of the
school.--Principle which ought to govern.--Case supposed.--Extent to
which the teacher is bound by the wishes of his employers.
CHAPTER VIII.
REPORTS OF CASES. Plan of the chapter.--Hats and bonnets.--Injury
to clothes.--Mistakes which are not censurable.--Tardiness; plan for
punishing it.--Helen's lesson.--Firmness in measures united with
mildness of manner.--Insincere confession: scene in a
class.--Court.--Trial of a case.--Teacher's personal character.--The way